1. IEP Goal Writing SpEd 576 Internship in Assessment Summer 2015 Kary Zarate & Elizabeth Cambray-Engstrom

2. Connection to the Common Core  Standards do not define:  How teachers should teach  All that can or should be taught  The interventions needed for students well below grade level  The full range of support for ELL and Sped students  EVERYTHING needed to be career and college ready Resource: Dynamic Learning Maps, Online Module, Common Core Overview.

3. So, what do they do?  They provide statements for where students should be performing by the end of the year/ grade level.  Provides a cumulative progression of skills from grade level to grade level that students must know and apply.

4. English/Language Arts & Literacy in history/social studies, science, and technical subjects  Two overall sections: K-5 & 6-12  Within those sections are “strands”  Reading  Writing  Speaking & Listening  Language  Literacy in history/social studies, science, and technical subjects **  Within strands skills are broken down further.  Strands can be read vertically, and horizontally.

6. Common Core Math  Contain Domains that vary depending on grade level. For example: Number and Operations in Base Ten (kindergarten) expressions & equations (grade 6)  Contain Clusters of similar related standards.  Moves vertically, not necessarily horizontally across grade levels.

7. Grade 1 Grade 4

8. SOOOOO, how do we write goals?? 1)Identify the area of need 2)Review Common Core Standards related to area of need 3)Select a standard that is similar to the need. 4)Use Blooms Verbs to craft a measurable goal that contains an instructional strategy and evaluation criteria.

9. Activity- Step 1  In your team you will work together to write an IEP goal specific to your case study.  Step 1: Identify Common Core Area of Need:  ELA: Reading, Writing, Speaking & Listening, Language  Math: Counting, geometry, algebraic thinking, base ten, measurement & data…

10. Team 1) Identify the need:  Overall, Maxwell struggled with this task. He was able to identify individual letters, read one syllable words with short vowels (e.g., car, sun), and read high frequency words (e.g., and). However, Maxwell experienced difficulty on words that included more complex letter and vowel patterns, such as special and brought. He was able to apply some phonological knowledge when trying to read words with 3 or more syllables, such as imagine, investigate, and guarantee. However, he mispronounced one or more of the letters in each word.

11. Team 2: Identify the need  Aden was able to perform most problems that were accompanied by visual pictures. One concept that Aden struggled with, even with pictures present, was counting money. For instance, when given a picture of a nickel and five pennies, and asked to count how much money was shown, Aden had no response. After being prompted to just try he responded with “8”.

12. Team 3: Identify the need  He also created sentences that didn’t make semantic sense or omitted given words. For example when presented with the runner/the race/to win/going/isn’t, Diata responded “to win the race, the runner isn’t going” and then “I don’t know.” For the last item administered, he created four sentences that did not make semantic sense and omitted several of the given words.

13. Team 4: Identify the need  During this task, T was not observed sounding out any of the words. When asked to spell got she wrote “get.” When asked to spell am she wrote “I’m,” in both cases misspelling the word by one letter. When asked to spell from and water she did not attempt either. For water, she tried to find a source of reference and asked “is water written on my water bottle?” Similarly, when she accurately spelled camp she stated “I remember that word was on my shirt yesterday.”

14. Activity- step 2  Choose a common Core Standard that is similar to the area of need.  When choosing a standard, you will evaluate what the essential element of that standard is, and base your goal off of a the essence of the standard.  Then choose/identify a level of Bloom’s Taxonomy to shape your goal.

15. Using Blooms Taxonomy Action Verbs  Goals are statements of what students will be able to do, using action verbs help us define and identify those tasks.

16. For example:  If the standard is:  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Grade 3 RL. KD.1)  The essence of this standard is reading comprehension and textual evidence.  Possible Blooms verbs:  Knowledge Level:  Identify(by pointing), recall (by answering who, what, when)  Comprehension:  Explain, summarize, locate,

17. Activity- step 3  Decide on a RESEARCH BASED instructional method/intervention that will assist the student in obtaining that skill.  LD Online  Teaching Exceptional Children  LDA  What Works Clearing House

18. Activity- step 4  Choose an evaluation criteria (Speed, accuracy, frequency) Frequently used examples of criteria:  4 of 5 trials  3 consecutive days  % accuracy  Remember to include out of HOW MANY TIMES– a measureable goal will yield the same conclusion no matter who collects the data.

19. Team 1 GOAL: With the support of multi-sensory systematic phonics instruction program, M will apply phonological knowledge to decode multisyllable words from a list of 10 grade level words with 90% accuracy as evidenced by a curriculum-based measurement.

20. Team 2 Goal:  During one-to-one teaching, using Odyssey Math, A will accurately identify and show three different ways to combine coins valuing under $2.00 out of a field of 25 coins with 100% accuracy by December 15, 2015.

21. Team 3 Goal:  Given an essay prompt, D. will use a checklist in addition to the rubric, to properly use conventions of language; such as semantics and word meaning, in his writing with 90% accuracy when writing a 5 paragraph essay.

22. Team 4:  Using direct instruction, specifically The Spelling Mastery Program (which includes phonemic, morphemic, and whole word strategies), T will correctly spell 9/10 sight words from the Dolch first grade word list with 100% accuracy over 5 consecutive data sessions.

23. References:  http://www.fresnostate.edu/academics/oie/docu ments/assesments/Blooms%20Level.pdf http://www.fresnostate.edu/academics/oie/docu ments/assesments/Blooms%20Level.pdf  Resource: Dynamic Learning Maps, Online Module, Common Core Overview. Resource for families: http://www2.ed.gov/parents/needs/speced/iepgui de/index.html