1. Annual Goals Carol Ann Cesark Karen Tedesco CFN 204 Administrators of Special Education

2. Annual Goals: SMART S pecific:What is the observable behavior that the student will do in a year that the student is not able to do now ? M easurable:How do you know when the student has accomplished the goal? What criteria will you use? A chievable:What can the student reasonably do in one year? R elevant:Does the goal reflect individual needs identified in the PLOPs? Does the goal transfer to classroom use? T ime Related: Evaluation schedule

3. SMART Annual Goals: Specific Goals should not be a re-statement of the general education curriculum. Annual goals are reflective of foundation skills that support students in mastering the content of the curriculum … Reading Writing Listening

4. SMART Annual Goals: Measurable Criteria for success To what extent Over what period of time (or by when) Schedule of evaluation

5. SMART Annual Goals: Achievable/Attainable Achievable/Attainable Based on what the student has already achieved. What student can reasonably achieve within one school year?

6. SMART Annual Goals: Relevant  Based on Present Levels of Performance  The student should be able to apply the skill in the classroom.

7. SMART Annual Goals: Time Related Time Related Schedule for evaluation Progress reporting periods

8. Annual Goals Written in measurable terms – observable and achievable  ANNUAL GOAL - states what the student will be expected to do by the end of the year in which the IEP is in effect.  Include EVALUATIVE CRITERIA – specify level of performance necessary to master the goal. How often or consistently do I need to see the skill demonstrated as described in order to determine that the goal has been achieved?  Include EVALUATION PROCEDURES – how will you observe or access the skill (specific tests, curriculum materials, student interviews and work samples, charts/checklists, rubrics)?  Include EVALUATIVE SCHEDULES to measure progress – how often do you need to assess progress of the skill/behavior? (This will vary depending on the nature of the goal, level of the student, and/or student’s anticipated rate of progress/growth.)

9. MEASURABLE GOALS Measurable annual goals, including academic and functional goals consistent with the student’s needs and abilities, related to: 1) meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum: 2) meeting each of the student’s other educational needs that result from the student’s disability; and 3) for students age 15 and older, annual goals to move the student toward his/her postsecondary goals. Annual Goals What the student will be expected to do by the end of the year in which the IEP is in effect Criteria Measure to determine if goal has been achieved Procedure How progress will be measured Schedule When progress will be measured

10. Sample - Annual Goal Components Annual Goals: MUST BE MEASURABLE. The following is an outline which may assist in the writing of measurable annual goals: One year from now, (Name of student) will (Annual Goal-do what?), (Criteria-to what extent?), (Procedures- evaluated through?) at the (Grade level) (Schedule how often?). Annual Goal: Do what?: What the student will be expected to do by the end of the year in which the IEP is in effect (must be observable) Criteria: To what extent?: Measure to determine if the goal has been achieved (must be observable) frequency (e.g. ___ out of ___ trials) duration (e.g. for ___ minutes) accuracy (e.g. ____% accuracy) Procedures : As evaluated through?: How progress will be measured e.g. progress will be measured through classroom assignments/work samples e.g. progress will be measured through performance assessment task e.g. progress will be measured through teacher made materials: (charts, rubrics) e.g. progress will be measured through teacher/provider observations Grade Level: Identify the instructional level at which the student will be working May be descriptive, based on educational standards or identify the instructional level Schedule: How often?: When progress will be measured e.g. every 2 weeks by ELA teacher e.g. every 4 weeks e.g. monthly

11. Sample Annual Goal – Kevin Kevin will use graphic organizers to write a three-paragraph essay across all content areas using correct sequencing of sentences including a topic sentence, supporting sentences and a conclusion 4 out of 5 times, as measured by his teachers using writing samples, writing rubic, writing checklist, quizzes/tests and classroom assignments every 6 weeks. Green = Measurable Goal Yellow = Evaluative Criteria Blue = Evaluative Procedures Pink = Evaluative Schedule

12. 12 Activity 3 Sample - Annual Goal Components Annual Goals: Now place Annual Goal Components for the Sample Annual Goal – Kevin on the correct lines below. Remember that Annual Goals MUST BE MEASURABLE. The following is a SAMPLE TEMPLATE which may assist in the writing of measurable annual goals: Period of time - by when One year from now, Student will - Name of student _____________, Annual Goal - do what?_________________, Criteria- to what extent?________________, Procedure - as evaluated by?____________, Grade level - __________________________, Schedule - how often?__________________.

13. Sample - Annual Goal Components Period of time - by when One year from now, Student will - Name of student Kevin will, Annual Goal - do what? Use graphic organizers to write a three- paragraph essay using correct sequencing of sentences including topic sentence, supporting sentences and conclusion Criteria- to what extent? 4 of 5 times, Procedure - as evaluated by? as measured by writing sample, tests and classroom assignments, Schedule - how often? every 6 weeks.

14. Present Level of Performance: Dylan has difficulty organizing his work. He frequently loses assignments, does not keep track of when assignments are due and cannot locate materials needed to complete an assignment…. Annual Goal: Dylan will create and maintain a color-coded folder and an assignment sheet for each of five classes, for one year, to help him organize his papers and turn in assignments on time for 5 out of 5 classes as measured by a teacher made checklist, and teacher observation, as evaluated every 4 weeks by his teacher. SAMPLE

15. Present Level of Performance: Carmen has decided to pursue a career in animal care. She wants to focus on becoming a veterinarian. Carmen’s writing lacks sentence structure and paragraph organizational skills. She writes in simple sentences and does not use details to support her ideas. …. Annual Goal: Within one year, Carmen will complete a journal by writing eight to ten sentences for each entry, including an opening topic sentence, supporting details, and a concluding sentence, reflecting information learned from viewing 20 documentaries or informational shows about animals, on television and/or the internet, related to animals and animal care professions, with progress evaluated monthly for 80% accuracy using a teacher made rubric (one entry per documentary, two full entries per month). SAMPLE

16. Present Level of Performance: Crystal comprehends below her grade level and struggles with short term memory as evidenced by her inability to retain information from passages read. Crystal uses her computer to write email messages. Filling out forms, including job applications is a challenge. Crystal benefits from repeated instructions and demonstrations… Annual Goal: Within one year, Crystal will be able to complete forms such as working papers, job applications, a learners permit, etc. with assistance accurately in 4 out of 5 trials with progress measured monthly and evaluated by an assessment form checklist of a portfolio of her class work samples and class activities by her teacher. SAMPLE

17. 17 Present Levels of Performance Needs & Concerns Annual GoalsAccommodations & Modifications Service s & Placem ent Progre ss Toward Goals Gary is an 8 th grader Reading comprehensio n on the 5 th grade level, slows grade level reading tasks In one year, using a sequential reading comprehensio n improvement program, and given a three- paragraph passage written on a sixth grade level, Gary will answer comprehensio n questions as measured by five consecutive weekly comprehensio n tests with 90% accuracy. He will use a teacher- designed graphic organizer when reading content area text. Whenever possible, Gary can have the option to present his completed assignments in alternate modes, agreed upon by the teacher, e.g. models (including digital) and posters. Whenever possible, should participate in a small group for classroom activities. Reduction of task size, or extra time allocated, to accommodate slow processing in reading comprehension and math. Testing: Time and one-half SETSS Push-in 5x1 8:1 Will be noted on page 6 (Detailed View-Literacy)

18. 18 Present Levels of Performance Needs & Concerns Annual GoalsAccommodations & Modifications Service s & Placem ent Progre ss Toward Goals