Secondary IEP Goal Secondary IEP Goal TrainingTraining

February 26, 2009February 26, 2009

Goal “Research” Goal “Research” in MBAEAin MBAEA

Reviewed 100 secondary IEPsReviewed 100 secondary IEPs

Reviewed 223 goals in those IEPsReviewed 223 goals in those IEPs

2.2 goals per IEP average2.2 goals per IEP average

Goal range 1- 4Goal range 1- 4

Types of GoalsTypes of Goals

57 – Reading 57 – Reading 43 – Writing43 – Writing 34 – Math34 – Math

62% of all goal were related to reading, 62% of all goal were related to reading, writing, and math.writing, and math.

Other types of goalsOther types of goals

19 – behavior19 – behavior 18 – career / work experience18 – career / work experience 16 – assignment completion/organization16 – assignment completion/organization 8 – self advocacy8 – self advocacy 7 – financial / money skills7 – financial / money skills 6 – communication / social skills6 – communication / social skills 5 – passing classes / grades5 – passing classes / grades 1 – daily living1 – daily living 1 – assistive technology skills1 – assistive technology skills

Goal ComplianceGoal Compliance

30% of all goals reviewed were compliant30% of all goals reviewed were compliant

Of non-compliant goals:Of non-compliant goals: 70% were missing a condition70% were missing a condition 22% had measurement/monitoring issues22% had measurement/monitoring issues 8% other issues8% other issues

AGENDAAGENDA

Learner OutcomesLearner Outcomes Formula for success – well crafted and Formula for success – well crafted and

meaningful goals, rubrics, checklistsmeaningful goals, rubrics, checklists Small group work & Report OutsSmall group work & Report Outs Goal Compliance ChecklistGoal Compliance Checklist More Practice and collection of sample More Practice and collection of sample

goalsgoals Wrap-up and KaizenWrap-up and Kaizen

Know, Understand, DoKnow, Understand, Do

KnowKnow the parts of a compliant goalthe parts of a compliant goal goals must be supported by instructiongoals must be supported by instruction how page B,D and F are interconnectedhow page B,D and F are interconnected

UnderstandUnderstand that transition compliance is a continuous improvement processthat transition compliance is a continuous improvement process that goals need to be supported by good instructionthat goals need to be supported by good instruction that monitoring progress yields better outcomes than teaching and hopingthat monitoring progress yields better outcomes than teaching and hoping

DoDo write compliant, appropriate goal(s) based upon transition assessmentwrite compliant, appropriate goal(s) based upon transition assessment identify goals that are not well-written and compliantidentify goals that are not well-written and compliant create a rubric or checklist create a rubric or checklist share your product with a colleagueshare your product with a colleague

OSEP Indicator 13 reads:OSEP Indicator 13 reads:

Percent of youth aged 16 and above Percent of youth aged 16 and above with an IEP that includes coordinated, with an IEP that includes coordinated, measurable, annual IEP goals and measurable, annual IEP goals and transition services that will reasonably transition services that will reasonably enable the student to meet the post-enable the student to meet the post-secondary goals.secondary goals.

6 Critical Elements to 6 Critical Elements to Determine IndicatorDetermine Indicator

1.1. Student preferences and interestsStudent preferences and interests

2.2. Age appropriate transition assessments Age appropriate transition assessments

3.3. Post-secondary expectations for living, Post-secondary expectations for living, learning and workinglearning and working

4.4. Course of StudyCourse of Study

5.5. Annual goalsAnnual goals

6.6. Services and supportsServices and supports

Annual Goals for Transition Annual Goals for Transition ComplianceCompliance

All goals must support pursuit of post-All goals must support pursuit of post-secondary expectation(s) (PSEs)secondary expectation(s) (PSEs)

All goals must meet the requirements of a well All goals must meet the requirements of a well written goal written goal

If there are no goals for a specific post-If there are no goals for a specific post-secondary area (living, learning, working) secondary area (living, learning, working) rationale is supported in the PLAAFP on page rationale is supported in the PLAAFP on page BB

Writing Writing compliant and compliant and usable usable transition goalstransition goals

After age14, ALL goals are transition goals.After age14, ALL goals are transition goals.

Goal PageGoal Page

ICC standard and benchmarkICC standard and benchmark District standard and benchmark District standard and benchmark Current Academic AchievementCurrent Academic Achievement BaselineBaseline GoalGoal Progress MonitoringProgress Monitoring

Standards and Standards and BenchmarksBenchmarks

Iowa Core CurriculumIowa Core Curriculum

Reading Reading MathMath 2121stst Century Skills Century Skills

District Standard and District Standard and BenchmarkBenchmark

These should or will be banked on the These should or will be banked on the IEP program. If you need clarification, IEP program. If you need clarification, check your district website. check your district website.

If there is no standard for the skill you are If there is no standard for the skill you are measuring, click the box that says no measuring, click the box that says no standard or benchmark is availablestandard or benchmark is available

Current Academic Current Academic AchievementAchievement

Should include when available:Should include when available: Results of initial or most recent Results of initial or most recent

evaluationevaluation Results from district wide assessmentsResults from district wide assessments Description of the student’s performance Description of the student’s performance

in comparison to general education peers in comparison to general education peers and standards. and standards.

BaselineBaseline

Measurable and monitorable description on a Measurable and monitorable description on a student’s performance levelstudent’s performance level

Example: Betty’s current score on a Example: Betty’s current score on a “Responsibility and Self-Advocacy Rubric” is 11 “Responsibility and Self-Advocacy Rubric” is 11 out of 35 possible points. She scores a “1” in out of 35 possible points. She scores a “1” in the area of Responsibility with Studying and the area of Responsibility with Studying and Preparing for Tests, “2” for both Self-Advocacy Preparing for Tests, “2” for both Self-Advocacy and Communication Repair Skills, and “3” for and Communication Repair Skills, and “3” for both Use of Assistive Technology and Future both Use of Assistive Technology and Future Planning. Planning.

GoalGoal

MeaningfulMeaningful MeasurableMeasurable Able to be monitoredAble to be monitored Can be used to make decisionsCan be used to make decisions

MeaningfulMeaningful

Clear and understandableClear and understandable Positively statedPositively stated Justified by information in the PLAAFPJustified by information in the PLAAFP Practical and relevant to student’s Practical and relevant to student’s

academic, social and vocational needsacademic, social and vocational needs Practical and relevant to age and Practical and relevant to age and

remaining years in school remaining years in school

MeasurableMeasurable

Conditions – When and HowConditions – When and How

Time frame for goal completionTime frame for goal completion

Examples of howExamples of how

Instruction or coachingInstruction or coaching

Supports or promptsSupports or prompts

Evaluation descriptorEvaluation descriptor

BehaviorBehavior

CriteriaCriteria

Able to be MonitoredAble to be Monitored

Progress will be graphedProgress will be graphed

What assessment measurement What assessment measurement will be used and how often? will be used and how often?

Decision Making Decision Making

Reflect Adequate GrowthReflect Adequate Growth

Used to make instructional decisions Used to make instructional decisions documented with a phase linedocumented with a phase line ContinueContinue ChangeChange DiscontinueDiscontinue

Decision Rule OptionsDecision Rule Options

4 Point Decision Making Rule 4 Point Decision Making Rule

Trendline AnalysisTrendline Analysis

Condition ExamplesCondition Examples

Time -- In 36 weeks…By May, 2010…Time -- In 36 weeks…By May, 2010…

One of the following:One of the following:

Instruction examplesInstruction examples

Reading instruction, Social Skill instructionReading instruction, Social Skill instruction

Support examplesSupport examples

With Guidance, Coaching, CounselingWith Guidance, Coaching, Counseling

Evaluation Clarification exampleEvaluation Clarification example

Using a Transition Rubric…Using a Transition Rubric…

ConditionsConditions

After 36 weeks of instructionAfter 36 weeks of instruction, , after participating after participating in responsibility and self-advocacy strategy in responsibility and self-advocacy strategy development activitiesdevelopment activities, Betty will obtain at least , Betty will obtain at least 16 points on a 35 point Rubric examining 16 points on a 35 point Rubric examining Responsibility with Studying and Preparing for Responsibility with Studying and Preparing for Tests, Self-Advocacy, Communication Repair Tests, Self-Advocacy, Communication Repair Skills, Use of Assistive Technology and Future Skills, Use of Assistive Technology and Future Planning.Planning.

Condition stem examplesCondition stem examples

After receiving instructionAfter receiving instruction With no more than 2 prompts per hourWith no more than 2 prompts per hour While working in the communityWhile working in the community With xxxx job coach supportWith xxxx job coach support With a 5 minute break per hourWith a 5 minute break per hour After completing CHOICESAfter completing CHOICES After completing 2 job shadowsAfter completing 2 job shadows

BehaviorBehavior

What action is measured? What is the behavior we What action is measured? What is the behavior we are assessing?are assessing? Work at a jobsiteWork at a jobsite Read, write, do math, (CBM)Read, write, do math, (CBM) Complete tasksComplete tasks Master skills Master skills

After 36 weeks of instruction, after participating in After 36 weeks of instruction, after participating in responsibility and self-advocacy strategy development responsibility and self-advocacy strategy development activities, activities, Betty will obtainBetty will obtain at least 16 points on a 35 at least 16 points on a 35 point Rubric examining Responsibility with Studying point Rubric examining Responsibility with Studying and Preparing for Tests, Self-Advocacy, and Preparing for Tests, Self-Advocacy, Communication Repair Skills, Use of Assistive Communication Repair Skills, Use of Assistive Technology and Future Planning. Technology and Future Planning.

CriterionCriterion

What level of performance is expected? What level of performance is expected? After 36 weeks of instruction, after participating After 36 weeks of instruction, after participating

in responsibility and self-advocacy strategy in responsibility and self-advocacy strategy development activities, Betty will obtain development activities, Betty will obtain at least at least 16 points on a 35 point Rubric examining 16 points on a 35 point Rubric examining Responsibility with Studying and Preparing for Responsibility with Studying and Preparing for Tests, Self-Advocacy, Communication Repair Tests, Self-Advocacy, Communication Repair Skills, Use of Assistive Technology and Future Skills, Use of Assistive Technology and Future Planning. Planning.

Robert is able to care for his physical needs and has Robert is able to care for his physical needs and has appropriate daily living skills for a junior in high school…He appropriate daily living skills for a junior in high school…He drives, has a checking account… Robert is able to drives, has a checking account… Robert is able to independently read & comprehend materials written at a 5th independently read & comprehend materials written at a 5th grade level. His ability to comprehend material improves grade level. His ability to comprehend material improves when it is read to him. His maximum reading comprehension when it is read to him. His maximum reading comprehension is 7th grade level. Robert’s math scores are closer to the 8th is 7th grade level. Robert’s math scores are closer to the 8th grade level. Most of Robert’s core classes are team-taught grade level. Most of Robert’s core classes are team-taught but he is extremely reluctant to ask for any assistance and he but he is extremely reluctant to ask for any assistance and he does not utilize accommodations or Assistive Technology, does not utilize accommodations or Assistive Technology, such as extended time for exams or taped texts. Although such as extended time for exams or taped texts. Although his attendance at school is quite good, Robert consistently his attendance at school is quite good, Robert consistently turns in assignments that are late or incomplete. He failed 2 turns in assignments that are late or incomplete. He failed 2 classes last semester – Government and Biology. Robert has classes last semester – Government and Biology. Robert has a part-time job bagging groceries and works about 20 hours a part-time job bagging groceries and works about 20 hours per week with no supports from school. He is interested in a per week with no supports from school. He is interested in a career related to the building trades, but knows very little career related to the building trades, but knows very little about those training requirements or job opportunities in the about those training requirements or job opportunities in the trades.trades.

Progress Monitoring and Progress Monitoring and Decision Rule Decision Rule

Used for determining decisionsUsed for determining decisions Twice a month, Betty’s teacher will score Twice a month, Betty’s teacher will score

the rubrics and graph her score. the rubrics and graph her score. If 4 If 4 consecutive data points fall below the consecutive data points fall below the expected growth line, changes in expected growth line, changes in instruction will be considered. instruction will be considered.

Rubrics and ChecklistsRubrics and Checklists

Used to monitor progress Used to monitor progress Makes unmeasurable concepts and Makes unmeasurable concepts and

expectations measurableexpectations measurable Can be curricular based OR completely Can be curricular based OR completely

individualizedindividualized

Goal Compliance Goal Compliance ChecklistChecklist

SR27 & SR28SR27 & SR28

Does the baseline contain a numeric Does the baseline contain a numeric measure of current performance?measure of current performance?

Does the annual goal contain the same Does the annual goal contain the same numeric measure of performance as the numeric measure of performance as the baseline?baseline?

SR30 a, b, cSR30 a, b, c

(a) Conditions (when and how the (a) Conditions (when and how the individual will perform)?individual will perform)?

(b) Skill or behavior (what the individual (b) Skill or behavior (what the individual will do)?will do)?

(c) Criterion (the acceptable level of (c) Criterion (the acceptable level of performance at the end of the goal performance at the end of the goal period)?period)?

SR31 & SR32SR31 & SR32

Do the evaluations/progress monitoring Do the evaluations/progress monitoring procedures identify how ( a procedure by procedures identify how ( a procedure by which) progress will be measured?which) progress will be measured?

ANDAND

Do the evaluation/progress monitoring Do the evaluation/progress monitoring procedures identify how often (frequency procedures identify how often (frequency that) progress will be measured? that) progress will be measured?

SR33SR33

Can the goal be monitored using the Can the goal be monitored using the procedures described in the procedures described in the Evaluation/Progress Monitoring Evaluation/Progress Monitoring procedure section of the IEP?procedure section of the IEP?

SR34 SR34

Is the goal stated above based on the Is the goal stated above based on the district standards and benchmarks?district standards and benchmarks?

SR34 a, b SR34 a, b

(a) Is a decision rule stated that will be (a) Is a decision rule stated that will be used to consider the need for used to consider the need for instructional changes?instructional changes?

(b) Have the data as described in the (b) Have the data as described in the Evaluation/Progress Monitoring Evaluation/Progress Monitoring procedures section of the IEP been procedures section of the IEP been collected and documented?collected and documented?

SR35SR35

Are the decisions to continue or change Are the decisions to continue or change instruction made based on progress instruction made based on progress monitoring data?monitoring data?

Final Activity Final Activity

Work in pairs to develop a goal and/or Work in pairs to develop a goal and/or rubric with your current IEP.rubric with your current IEP.

These will be collected and posted.These will be collected and posted.

For more information:For more information: Marty Paul, Mississippi Bend AEAMarty Paul, Mississippi Bend AEA

563-344-6277563-344-6277 Chuck Solheim, Mississippi Bend AEAChuck Solheim, Mississippi Bend AEA

563-344-6309563-344-6309 Jane Rock, Mississippi Bend AEAJane Rock, Mississippi Bend AEA

563-344-6288563-344-6288 Michelle Wehr, Mississippi Bend AEAMichelle Wehr, Mississippi Bend AEA

563-344-6292563-344-6292 Bruce Noah, Davenport Community SchoolsBruce Noah, Davenport Community Schools

563-336-3835563-336-3835

The Mississippi Bend Area Education Agency does not discriminate on the basis of race, color, creed, gender The Mississippi Bend Area Education Agency does not discriminate on the basis of race, color, creed, gender identity, marital status, sex, sexual orientation, national origin, religion, age or disability in its educational identity, marital status, sex, sexual orientation, national origin, religion, age or disability in its educational programs, services or employment practices. Inquiries concerning this statement should be addressed to the programs, services or employment practices. Inquiries concerning this statement should be addressed to the Equity Coordinator, 729 – 21st Street, Bettendorf, Iowa  52722, Phone:  563-344-6410.Equity Coordinator, 729 – 21st Street, Bettendorf, Iowa  52722, Phone:  563-344-6410.