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Measurable Goals & Short-Term Objectives for Standards-Based IEPs

Measurable Goals & Short-Term Objectives for Standards-Based IEPs. RESA Vision Services September 14, 2012 North GLRS. Goals are statements of annual program intent. Short-term objectives are statements of actual instructional intent -- discrete periods of time –

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Measurable Goals & Short-Term Objectives for Standards-Based IEPs

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  1. Measurable Goals & Short-Term Objectives for Standards-Based IEPs RESA Vision Services September 14, 2012 North GLRS

  2. Goals are statements of annual program intent Short-term objectives are statements of actual instructional intent -- discrete periods of time – shorter than one year

  3. What are Annual Goals? • Statements that identify knowledge, skills, behaviors that address a student’s needs • Describe what can reasonably be expected to accomplish within an IEP year • Must contain critical components • Specially designed instruction that the student requires to address • Needs that arise from disability • Needs that interfere with ability to participate/progress in general curriculum

  4. What are Short-Term Objectives? • Intermediate steps taken between the present level of performance (academics & functional) and the attainment of the annual goal • Can be STOs or benchmarks • Must contain all critical components

  5. Direct Link

  6. Academic vs. Functional? • Academic Based Goals • Academic in nature • Learning academic content (progression to grade level content standards • Math, Reading, Written Expression, Science, etc. • Functional Goals • Not based on CCGPS • Focus on accessing the curriculum • Behavior, on-task, organization, keeping agenda, turning in assignments, PT, OT, daily living skills, etc.

  7. Annual Goals vs. Standards Annual Goals Standards Provide performance standards at grade levels for all students Broad, general descriptions of what students should K-U-D Continuum of skills/understandings for students as they progress through school • Included in IEPs • Measurable – each must have level of performance/ criteria • Individualized to learning needs of student • Projections of what student will learn in one academic year

  8. MYTH # 1 If the goal contains a percentage – it's measurable • Lee will control his behavior 80% of the time. • Laura will write a paragraph with 75% accuracy. • Jason will read an expository passage of 500 words and tell the main idea with 90% accuracy 70% of the time.

  9. MYTH # 2 If a goal contains technical language – it must be valid • Kevin will improve his central auditory processing. • Kim will internalize values of democracy. • Brandon will be able to answer questions that critically investigate a written passage with 80% accuracy.

  10. MYTH # 3 If the goal contains an action verb – it is measurable • John will ask questions to clarify issues. • Mary will develop a web to aid passage comprehension with 85% accuracy.

  11. Components of an Objective Identify the following: • Learner • Target Behavior • Conditions of intervention • Criteria for acceptable performance

  12. Target Behavior • Observable, measurable, repeatable • Operational definition of the behavior • Reduces interpretation of what behavior should be

  13. Is the Behavior Specific & Objective? 3 test questions: • Can you count number of times behavior occurs in 15 minute segment, one hour, one day? • Will a stranger know exactly what to look for when you state the target behavior to be modified? • Can you break the target behavior into smaller components – each of which is more specific and observable than original target behavior?

  14. Conditions of Intervention • Antecedent stimuli including instructions, materials, setting • Can be part of natural environment • Types of assistance available to student • Assures consistent replication • Helps to avoid misunderstandings

  15. Categories of Antecedent Stimuli • Verbal requests or instructions • Point to the red car • Add these numbers • Written instructions or format • Find the products • Diagram these sentences • Demonstration • This is how to . . . Continued 

  16. Categories of Antecedent Stimuli • Materials to be used • A worksheet with 20 single digit addition problems • A tape recorder with the “play” button colored green and the “stop” button colored red • Environmental setting or timing • On the playground . . . • During independent work period . . . • During transitions between classes . . . • Manner of assistance • With verbal prompts • With the aid of a number line

  17. Criteria for Acceptable Performance • Standard for minimally acceptable performance • Sufficiently ambitious, yet reasonable • Criterion level associated with content • Key dimensions – • Accuracy • Frequency of occurrence • Duration • Latency

  18. Can goals/objectives be prioritized? IEP Teams can prioritize the need for instruction within the curriculum

  19. Hierarchy of Response Competence Generalization Maintenance Fluency Acquisition Increasing functional use of a response

  20. Hierarchy of Level of Learning Evaluation Synthesis Analysis Application Comprehension Knowledge Increasing functional use of a behavior

  21. WORD SORT ACTIVITYComponents of Goals/Objectives Activity #2 Working with a partner, categorize the phrases contained in your envelope into the appropriate area. NOTE: The phrases cannot be assembled to represent a complete goal/objective.

  22. What is progress monitoring? • . . . The ongoing process of collecting and analyzing data to determine student progress • . . . Should be used to make instructional decisions as well as SPED services decisions based on individual student performance

  23. What can progress monitoring do? • Progress toward meeting IEP goals is measured by comparing expected rates to actual rates of learning. Instruction techniques can then be adjusted to meet individual learning needs based on these measurements. • Data regarding child’s progress can be easily communicated with parents using a continuous,objective data collection process.

  24. “Teacher observation”, “review of work”, “teacher-made tests” that are reviewed only once per quarter are not sufficient to determine adequate progress toward IEP goals OR to determine if current instructional method is effective.

  25. Progress Monitoring Terms

  26. Data Collection • Data must be collected • Data are shared at IEP Annual Reviews • “Yes, student mastered skill” or “No, student did not master skill” are not acceptable • Data allows IEP team to make informed decisions about the student’s needs

  27. Data Collection for Gen Ed Placements • The type of data collected should match the context of the setting • Gen Ed teacher and SPED Teacher should work collaboratively to determine the roles each plays in the data collection process

  28. Do you collect data everyday for each student? Data can be collected on any schedule that works for you and the student’s situation • Daily, • Several days a week, • One time a week, • Every other week/every 2 weeks, • One time a month

  29. Data CollectionSchedule The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently.

  30. Data CompilationSchedule Data compilation schedule depends on data collection frequency

  31. Responding to Lack of Progress • Is data being collected correctly? • Are teaching procedures being implemented with fidelity? • Should teaching procedures be changed or altered? • Is the goal developmentally appropriate?

  32. Status Quo:Measuring Progress on Goals • SPED administering a standardized, norm-referenced achievement prior to the annual IEP review – NOT progress monitoring • Individually administered NRT (such as WIAT-II) are designed to compare a child’s performance to that of his age peers at a single point in time – not to measure progress over time.

  33. Data CollectionDetermine Measurement Types and Tools • Tools used to collect data and ultimately measure progress provide evidence of student performance specific to IEP goals & objectives • Data collection tools represent different types of measurement in order to provide clear picture of student progress

  34. Frequently Used Data Collection Categories • Permanent Product Recording • Event Recording • Interval Recording • Time Sampling • Duration Recording • Latency Recording

  35. Permanent Product Recording • Data collection that records tangible outcomes • Takes place after the behavior has occurred

  36. Event Recording • Counts the number of times a behavior occurs • Count of behavior is made during a specified observation period

  37. Interval Recording • Similar to event recording • Count # of intervals of time within observation period during which behavior occurs • Good for high frequency behaviors and continuous behaviors • Difficult to collect data and deliver instruction

  38. Time Sampling • Similar to Interval Recording but captures behavior only at end of the observation period • Least accurate of Event, Interval, Time Sampling • Practical for data collection while teaching

  39. Duration Recording • Best used when concern is the length of time behavior occurs • Captures the temporal features of behaviors

  40. Latency Recording • How long a student takes to begin a behavior once its performance has been requested

  41. Contact Information Dinah Martin dmartin@pioneerresa.org North GLRS Center 706.865.2141

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