STRATEGIC

GOAL

SETTING

Features of IEP Goals

Features of IEP Goals

Academic Profile Components Inform Goal Development

Structural Analysis Affixes (prefixes & suffixes) Base words Fluency Speed/automaticity Background Knowledge Figurative Language Content Area Vocabulary Comprehension Determine main ideas Summarize

Reading Decoding/Fluency Goal Example

Critical Skill

Timeframe Condition Behavior Evaluation Criteria with Procedure

By the end of the school year

given weekly opportunities to read orally and practice multisyllabic decoding skills

Jane will read an instructional level passage

with 95% fluency as measured through oral reading fluency checks

Reading ComprehensionGoal Example

Critical Skill

Timeframe Condition Behavior Evaluation Criteria with Procedure

By the end of the school year

given explicit instruction in “before, during and after“ reading strategies

Jane will read and understand narrative and expository instructional level text

with 90% accuracy as measured by teacher-made tests and written reading responses

VocabularyGoal Example

Critical Skill

Timeframe Condition Behavior Evaluation Criteria with Procedure

By the end of the school year

Using a vocabulary routine designed to increase use of academic vocabulary across all content areas

Jane will read and define academic vocabulary

With 80% accuracy as measured by monthly pre/post testing

RLA/21st Century Learning Goal Example

Critical Skill

Timeframe Condition Behavior Evaluation Criteria with Procedure

By the end of grade 9

given instruction in how to apply a set of graphic organizers across texts in all subjects and a minimum of 10 opportunities per grading period

Jane will interpret text, including explanation and drawing conclusions, about grade level content

successfully 8 of 10 times as documented by work samples

Cross-CurricularGoal Example

Critical Skill

Timeframe Condition Behavior Evaluation Criteria with Procedure

By the end of grade 9

when provided an outline as a prompt and conferencing with teacher for each research/PBL project phase

Jane will select 4 resources to plan, develop, organize and deliver a research/PBL project

as measured per project using rubric and grade of C or above on final product

Strategy for QualityGoal Development

Critical Skill

Timeframe Condition Behavior Evaluation Criteria with Procedure

Determine a reasonable amount of learning time

Incorporate an evidence-based strategy in the condition (that is provided or coordinated by the special educator. This is the specially designed instruction.

State a measurable student behavior - not a teacher behavior!

Identify a specific procedure for evaluating the behavior AND set a mastery level.

Is it a critical skill?

2 3 45 1

• By the end of 4th grade, Jane will read, write, order, and compare whole numbers to the millions place and decimals to thousandths place using a variety of strategies with 80% accuracy on tests.

• By the end of the year, given a behavior plan Jane will decrease non-compliant behaviors as measured by teacher observation.

NON-EXAMPLES

• By the end of 9th grade, Jane will complete her English 9 course with no less than a C as reported on midterms and report cards.

• By the end of 9th grade, given small group instruction, Jane will read grade level texts with 80% accuracy as measured by tests.

NON-EXAMPLES

ACTIVITY:With a partner, you will write a goal.

Incorporate an evidence-based instructional component as you write the condition.

How will you assess and measure the goal? Is your procedure practical? Does it really measure the academic behavior?

Post your goal to the training website.

Choose a CSO or Extended Standard

2nd GRADE MATHEMATICS

• M.O.2.1.8Model and justify the relationship between addition and subtraction (e.g., identity element of addition, associative property, commutative property, inverse operations, fact families).

8th GRADE WRITING

• RLA.O.8.2.05From a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.

Choose aCSO or Extended Standard

Alternate Academic Achievement Standards (AAAS)

M.S.7.5.ES.1 organize given data by category, frequency, and range.

Technology Tools

21C.O.PK-2.1.TT.7 Student, working in a teacher-led whole group project, uses presentation software to illustrate concepts and communicate ideas.

Or, address an impeding behavior…