1. STANDARDS BASED GOALS and OBJECTIVES
Developing Student Focused Goals, Objectives and Benchmarks By
Cathy Sartain

2. Student Focused Goals Aligned to State Content Standards

3. PURPOSE The training will enable IEP Teams to: Identify useful data
Analyze formal and informal measures to determine PLAAFPS
Use PLAAFPs to write measurable goals and objectives
Collaborate with IEP team members to develop goals and objectives
Write compliant goals and objectives

4. WHERE DO WE START?
DATA!!

5. WHY DATA? The IEP is a written statement that must include (300.320):
Statement of child’s present levels of academic achievement and functional performance (PLAAFP)
Statement of measurable annual goals and short term objectives (if taking alternate assessments)
Description of how and when progress will be monitored

6. WHAT ABOUT DATA? VCAMSS Data must : Be from variety of sources:
Be evidenced-based
Indicate progress toward grade level content
Provide baseline of academic achievement and functional performance
Describe observable and measurable behavior
Be from variety of sources:
Formal
Informal
Be relevant:
Formative
Useful/non-useful
Meets needs of whole child
VCAMSS

8. NOW WHAT?
The IEP Team must determine data based and standards centered Present Levels of Academic Achievement and Functional Performance.
Did she
say Aflack?
PLAAFP

9. WHY PLAAFP? Describes student’s strengths and challenges
Enables IEP team to develop student focused goals, objectives and benchmarks
Establishes the relationship between where the student is presently functioning and the expectation of the age/grade level
Data driven and standards based

10. WHAT ABOUT PLAAFP?
Statement of child’s present level of academic achievement and functional performance
Includes how the child’s disability affects his/her involvement and progress in the general education curriculum
Establishes a measurable baseline for data driven development of annual goals and short term objectives

11. DEVELOPING THE VISION Begin with the end in mind Future planning
Include all the appropriate stakeholders

12. LET’S MEET SAM!
VCAMSS
STRENGTHS/CHALLENGES
PLAAFP STATEMENT

13. WHY GOALS? Help form and guide instructional plan
Lead the IEP team to determine appropriate special education and related services
Guide discussions about curriculum accommodations or modifications

14. WHAT ABOUT GOALS? Statement of student behavior Observable Measurable
Understood by anyone
Aligned to state standards
Achievable over the course of the IEP

15. Access to the General Curriculum Statewide Network Criteria
Behavior (action that can be observed and measured)
Timeframe (time in the goal period for completion)
Criterion (amount of growth expected)
Conditions (resources that must be present to reach the goal)

16. SAMPLE GOAL STATEMENT
By the end of the school year, Cathy will determine a text’s main idea and how those ideas are supported with detail in selected reading passages using fifth grade Reading content standard [5(10)(F)] as measured by accomplishment of the following objectives.

17. SAMPLE GOAL STATEMENT
By the end of the school year, Ginger will use symbols to represent unknowns and variables based on grade level Algebra content standard as measured by accomplishment of the following objectives.

18. SAMPLE GOAL STATEMENT
By the end of the school year, Susie will use strategies to identify words and confirm word meaning, based on the essence of third grade Reading curriculum, as measured by accomplishment of the following objectives.

19. GETTING BACK TO SAM VCAMSS STRENGTHS/CHALLENGES PLAAFP STATEMENT
GOAL STATEMENT

20. OBJECTIVES: ONE STEP BEYOND GOALS
For children with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP must include a description of benchmarks or short-term objectives.
IDEA 2004 allows states to decide

21. WHY OBJECTIVES?
Break down the goal into actionable and measurable steps
Follow a logical sequence
Are the task analysis of the goal

22. WHAT ABOUT OBJECTIVES? They tell us: Who?
Does What? (Behavior: read, write, list, hop, etc)
How Presented? (Conditions: with verbal prompt, within 10 minutes, in small group, etc.)
How Much? (Mastery Criteria: 3 of 4 times, 70% accuracy, etc.)
By When? (Target Date: by May 27, 2008, by end of first semester, etc.)
How Evaluated? (Measurement: observation, teacher made tests, student checklist, etc)

23. Access to the General Curriculum Statewide Network Criteria
Behavior (action that can be observed and measured)
Timeframe (time in the goal period for completion)
Criterion (amount of growth expected, how measured)
Conditions (resources that must be present to reach the goal)
There should be at least 2 objectives for each goal

24. SAMPLE OBJECTIVE STATEMENT
By the end of the first semester, Cathy will identify the main idea from selected grade level reading passages, with guided practice, 7 of 10 times as measured by teacher observation.

25. SAMPLE OBJECTIVE STATEMENT
By the end of the second semester, Cathy will identify the main idea from selected grade level reading passages, independently, 7 of 10 times as measured by teacher observation.

26. SAMPLE OBJECTIVE STATEMENT
By the end of the school year, Ginger will use diagrams and equations to represent meaningful problem situations (y = 5+3), working independently, with 70% mastery as measured by teacher made tests.

27. SAMPLE OBJECTIVE STATEMENT
By the end of the first semester, Susie will identify 25 high frequency words from a reading passage of one to four sentences, with 5 or fewer errors, as measured by teacher observations.

28. PUTTING IT ALL TOGETHER FOR SAM
VCAMSS
STRENGTHS/CHALLENGES
PLAAFP STATEMENT
GOAL STATEMENT
OBJECTIVES

29. HOW DOES THIS IMPACT…
Administrators?
Teachers?
Students?
Parents?