Standards-based Individualized Education Program (IEP)

Module Three: Developing Standards-based Measurable

Annual Goals

Standards-based IEP State-Directed Project – Winter 2011

Ask: What are the student’s needs as identified in the present level

of performance? What skills does the student require to master the content of

the curriculum? What can the student reasonably be expected to accomplish in

one school year?

Develop measurable annual goals based on grade-level academic content standards

Standards-based IEP State-Directed Project – Winter 2011

A sample Standards-Based Skills Worksheet is on page 19 of the guidance document@ http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml

Standards-based IEP State-Directed Project – Winter 2011

A. Writing Annual Goal Components

Standards-based IEP State-Directed Project – Winter 2011

A. Writing Annual Goal Components, continued

Ask: Does the goal have a specific timeframe? What can the student reasonably be expected to accomplish in one school year? Are the conditions for meeting the goal addressed?

Standards-based IEP State-Directed Project – Winter 2011

Ask: Are the goals written in terms that parents and educators can understand?Do the goals support participation and progress in the general education curriculum and for preschool students, participation in age-appropriate activities?Do the annual goals support postsecondary goals?

A. Writing Annual Goal Components, continued

Standards-based IEP State-Directed Project – Winter 2011

Quick Check: Writing Annual Goal Components

Goals are related to information in the PLOP Goals are written to address academic and/or

functional disability related needs, such as behaviors Goals are measurable and include a projected level of

attainment Goals are instructionally relevant and support

participation and progress in the general curriculum

Standards-based IEP State-Directed Project – Winter 2011

4.5 The student will read and demonstrate comprehension of nonfiction.

a)Use text organizers, such as type, headings, and graphics, to predict and categorize information.b)Formulate questions that might be answered in the selection.c)Explain the author’s purpose.d)Make simple inferences, using information from texts.e)Draw conclusions, using information from texts.f)Summarize content of selection, identifying important ideas and providing details for each important idea.g)Describe relationship between content and previously learned concepts or skills.h)Distinguish between cause and effect and between fact and opinion.i)Identify new information gained from reading.

Sample: Annual Academic Goal for Reading Content Standard 4.5

Standards-based IEP State-Directed Project – Winter 2011

Sample: Annual Academic Goal

Reading Content Standard 4.5 d-fd) Make simple inferences, using information from texts.e) Draw conclusions, using information from texts.f) Summarize content of selection.

Standards-based IEP State-Directed Project – Winter 2011

Sample: Annual Academic Goal for Mathematics Content Standard 4.2 and 4.3

4.2 The student will

a) identify, model, and compare rational numbers (fractions and mixed numbers) , using concrete objects and pictures;b) represent equivalent fractions; and c)relate fractions to decimals, using concrete objects.

4.3 The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

Standards-based IEP State-Directed Project – Winter 2011

Sample: Annual Academic Goal

Mathematics Content Standard 4.2, a, b and 4.34.2 (a) identify, model, and compare rational numbers (fractions and mixed numbers) , using concrete objects and pictures; (b) represent equivalent fractions4.3 The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

Standards-based IEP State-Directed Project – Winter 2011

Sample: Functional Goal

Standards-based IEP State-Directed Project – Winter 2011

B. Develop measurable postsecondarygoals and transition needs

Ask: What do you want to do after you finish high school? If you go to college, what do you want to study? What kind of work do you want to do? What do you want to learn more about? Where do you plan on living?How will you support yourself, get around, and recreate in your community?

Sample Measurable Postsecondary Goals and Transition Services @

http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml

Standards-based IEP State-Directed Project – Winter 2011

Goals reflect the student’s strengths, postsecondary preferences and interests

Postsecondary goals are measurable and based on age appropriate transition assessments related to training, education, employment, and when appropriate, independent living

Quick Check: Develop measurable postsecondary goals and transition needs

A sample planning sheet is available on page 26 of the guidance document

Remember: Measurable postsecondary goals must be developed that address the area of postsecondary training, education, and employment. Postsecondary independent living must be considered and a goal or goals written if determined to be appropriate by the IEP team.

Standards-based Individualized Education Program (IEP)

Module Three: Developing Standards-based Measurable

Annual Goals

Standards-based IEP State-Directed Project – Winter 2011

http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml

The resources used during the development of this training module are listed on pages 46 through 48 of the guidance document found on the web-link listed above.