Writing IEP Goals: A New

Focus on Measurability
Tucson Unified School District
Exceptional Education Department with
Arizona Department of Education
2
Presenters
Sue Kirlin, Program Specialist, ADE

Barbara Parson, Program Specialist, ADE

Mary Neale, Exceptional Education, TUSD
TUSD Exceptional Education 2
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AGENDA
The components of PLAAFP

The components of measurable goals

The writing of measurable goals
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You Make the Call
Directions:

1. Read the IEP goals Worksheet
2. Determine if the goal is Acceptable or Not
Acceptable
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IDEA Section 300.320 The IEP
1. A statement of the childs present levels of academic
achievement and functional performance, including--
(i) How the childs disability affects the childs
involvement and progress in the general education
curriculum (i.e., the same curriculum as for
nondisabled children)
2. A statement of measurable annual goals, including
academic and functional goals designed to--
(i)(A) Meet the childs needs that result from the childs
disability to enable the child to be involved in and
make progress in the general education
curriculum


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First of all, you will find it difficult to write a
clear and measurable goal if you have not
first written a clear and measurable present
level of performance.

Peter W. D. Wright and Pamela Darr Wright
TUSD Exceptional Education 6
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PLAAFP - Foundation
Contains:
A description of
Strengths
Learning Needs
Progress in the General Curriculum
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PLAAFP Provides:
Can provide measurable baseline for IEP goals
*Baseline might be in PLAAFP or might be with goals

A link between present levels and goals are
developed

Information that relates to the most recent
evaluation data as well as the current
classroom data
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Things to Think About
All areas pertinent to the students needs must
be addressed in the PLAAFP
Documentation must be more extensive than a
test score or grade level equivalency
PLAAFP needs to contain information related to
the disability (i.e. If John has a reading
disability then this area must be addressed)
IDEA indicates that a child may have other
educational needs that result from the
disability. Those needs must be addressed.
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The PLAAFP Drives the Goals

Looking at the present levels (academic and
functional) the goals will make sense.
If you begin by trying to find the goals before
writing the PLAAFP you are set for failure.
The goals wont relate to the students needs.


Peter Wright and Pamela Wright
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Key Components of An IEP Goal
Goal Statement (Observable behavior & criteria)
Service Provider
Baseline Data
Criteria (Matching the criteria in goal statement)
Evaluation Method
Evaluation Frequency
Alignment with Grade Level Standard
Not Copied and Pasted from the Standards
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Clear and Effective
Measurable Goal Statements
One specific behavior you can observe and
count.
Must be something you actually see the student
doing.
Measurable goals must be skill based not
curriculum based
Goals are not standards
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Prerequisites of a Measurable Goal
Must be a correlation between the goal and
PLAAFP
Must describe the SKILL or level of
performance that will be achieved in the year
Must meet the childs needs that result from the
disability to enable the child to be involved in
and make progress in the general curriculum.
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Measurable Terms
Not Measurable
Demonstrate
Improve
Seek
Feel
Develop
Appropriate
Understand
Distinguish
Apply

Measurable
Read orally
Say
Retell
List
Label
Draw
Match
Write
State
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Ways to make Goals Measurable
Indicating a Rate
Conditions to specify what chosen
performance will mean
60 words per minute with 2 errors
Define Factors Surrounding the Behavior
When asked to work independently
When dealing with authority figures
After lunch


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Format for Goal Writing: TIENET
Annual Goal
Given (condition), the student will (do what
behavior), (to what extent and over what period of
time criteria).

Service
Provider
Baseline
Data
Criteria Evaluation
Method
Evaluation
Frequency
The person (s)
responsible
for evaluating
progress
To what
extent the
behavior
occurs now
To what
extent the
behavior
will occur
in one year
(Repeat)
What
evaluation
method will
be used
How
frequently
it will be
reported to
parents
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Baseline Data Defined
Baseline data is the rate at which the goal
behavior is being performed at the time the
goal is written.
Baseline data is obtained using a measurement
tool that will also be used to measure
progress each quarter.
Measurement tools must be specific to the goal
behavior.
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Accurate and Meaningful
Baseline Data
Baseline data can be cited from classroom
curriculum based assessments formal or
informal.
In order to provide reliable and meaningful
baseline data, IEP team members must
quantify their observations.
Baseline data needs to be produced from an
objective standpoint not subjective
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How to Obtain Baseline
Teacher-made test
Teacher observe and record
End of Unit Test
Weekly paragraph assignments
Work Samples
Informal Reading Inventory


*Teacher Observation is not a measurement tool

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Baseline Data Location
Baseline data is required to be documented in
the IEP Goal area within the box labeled
Baseline Data using quantifiable terms.




It may also be reported in the Present Levels of
Performance (Section 5b).


Service Provider Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
The person (s)
responsible for
evaluating progress
To what extent
the behavior
occurs now
To what extent
the behavior will
occur in one
year (Repeat)
What evaluation
method will be
used
How frequently
it will be
reported to
parents
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Goal Criteria
Reflects the expected level of proficiency or
attainment of a skill.
Reflects the behavior you want the student to
perform in one year
Specifies the rate or frequency that the behavior
will occur
Can specify the conditions (number of prompts,
independent, time of day, place)
Must be evaluated using the same
measurement tool as the baseline and
progress reports.
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Be Careful Of Percentages
If you say a student will do something 80% of
the time80% of what? A 24 hour day?
Must state accountability.
80% of 15 minute period, 80% of writing
assignments etc.
Use of percentage doesnt mean measurable.

Curriculum vs. Skills




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Stranger Test

Ask the question:
Would a person who is not familiar with
the child or the goal be able to implement
the goal?
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AIMS-A Students
Objectives are benchmark skills that help the
student perform the goal behavior.

Goal: Alice will independently button and
unbutton small buttons on a shirt she is
wearing 4 out of 5 trials.

1. Alice will button 5 small buttons on a practice strip
of fabric, 4/5 trials with minimal assistance.
2. Alice will unbutton 5 small buttons on a practice
strip of fabric, 4/5 trials with minimal assistance.


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You Make the Call



Answers!
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You Make the Call
1. Given 100 high frequency spelling words, Darleen will
correctly spell 75/100 4/5 times tested.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
20/100 words
spelled
correctly 4/5
times
75/100
words
spelled
correctly
4/5 times

Teacher
Test
Quarterly
Acceptable
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You Make the Call
2. Barbara will use proper conventions addressing the
mechanics of writing, including capitalization,
punctuation, spelling, grammar and usage, paragraph
breaks, and legibility with 1-2 verbal cues.
Service
Provider
Baseline
Data
Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
Barbara
applies
conventions
incorrectly in
most of her
writing
Barbara will use
proper conventions
addressing the
mechanics of writing,
including
capitalization,
punctuation, spelling,
grammar and usage,
paragraph breaks,
and legibility with 1-2
verbal cues
Writing
Samples
Quarterly
Not
Acceptable
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You Make the Call
Given a writing sample with errors, Barbara will read the
sample and make written corrections to errors in
capitalization and punctuation 8/10 errors 4/5
opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
Barbara can
correct 5/10
errors 4/5
opportunities
Barbara will
correct 8/10
errors 4/5
opportunities

Teacher
Testing
Quarterly
Acceptable Rewrite
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You Make the Call
3. Given 5 scenarios involving wh-questions (who, what,
when, where, why, how) Mariah will ask a wh-
question w/100% accuracy in 4/5 opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
2/5
opportunities
4/5
opportunities
Teacher
charting
Quarterly
Acceptable
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You Make the Call
4. Herman will cut out a circle correctly 3/5 opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher


Herman can
cut out 5
circles.
3/5 times. Teacher
observation
and data
collection
Quarterly
Not Acceptable
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You Make the Call
Given a pre-drawn circle, Herman will cut out the circle
staying within 1/4 inch of the line 4/5 times.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher


Herman can
cut out a
circle staying
within inch
1/5 times.
inch 4/5
times
Teacher
observation
and data
collection
Quarterly
Acceptable Rewrite
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You Make the Call
5. Given 10 coins of different values, Elaine will be able
to match coins to their corresponding value 8/10
coins.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher



Elaine is
inconsistent
with matching
money values
8/10 coins Teacher
Test
Quarterly
Not Acceptable
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You Make the Call
Given a set of coins that are a random mix of pennies,
nickels, dimes and quarters, Elaine will be able to
match coins to their corresponding value 8/10
opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher



Elaine can
match coins
to their
correspondin
g value 2/10
opportunities
8/10
opportuniti
es
Teacher
Test
Quarterly
Acceptable Rewrite
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You Make the Call
6. Jacqueline will use correct regular and irregular past
tense verbs.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
1 out of 5
times.
70% of the
time
Teacher
Test
Quarterly
Not Acceptable
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You Make the Call
Given a list of 20 verbs, Jacqueline will produce orally
the regular or irregular past tense form of the word 18
out of 20 words.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
5/20 words 18/20
words
Teacher
Test
Quarterly
Acceptable Rewrite
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You Make the Call
7. Dan will transition from standing with a walker to
sitting in the cafeteria chair/bench independently
5 out of 5 times.
Service
Provider
Baseline
Data
Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher

5 out of 5
times with
full
assistance
5 out of 5
times
independently
Teacher
observation
and charting
Quarterly
Acceptable
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You Make the Call
8. Stanley will put on and take off his FM receiver
and take the microphone to his teachers daily
without prompting 4/5 opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher

2 out of 5
opportunities
4 out of 5
opportunities
Teacher
observation
and
charting
Quarterly
Acceptable
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You Make the Call
9. Julie will decode words, using knowledge of phonics,
syllabication, and word parts.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
60% accuracy 80%
accuracy
Teacher
Test
Quarterly
Not Acceptable
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You Make the Call
Given a weekly list of 10 CVC pattern words, Julie will
correctly read 8/10 words weekly.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
3/10 words
weekly
8/10 words
weekly
Teacher
Test
Quarterly
Acceptable Rewrite
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You Make the Call
10. Brenda will reduce inappropriate behavior in the
classroom 5 outbursts over a period of 4 weeks.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher



Brenda
expresses her
anger
inappropriately
in class.
5 outbursts
over 4
weeks.
Data
charting
Quarterly
Not Acceptable
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You Make the Call
Given a stress-inducing situation, Brenda will orally
describe one strategy she can use to calm herself
(count to 10, take a walk, write in journal, three deep
breaths, talk to adult) 4 out of 5 opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher
2/5
opportunities
4 out of 5
opportunit
ies
Data
charting
Quarterly
Acceptable Rewrite
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You Make the Call
11. Olga will correctly follow a set of 4 step directions in
sequence with one verbal cue 8/10 opportunities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher

When given four
steps to follow,
Olga can follow 2
out of 4 steps
with one cue 5/10
opportunities
Olga will
correctly
follow a set of
4 step
directions in
sequence with
one verbal cue
8/10
opportunities
Teacher
observation
and
charting
Quarterly
Acceptable
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You Make the Call
12. Scott will apply gross motor movements, motor
planning, and healthy interactive skills into purposeful
games and physical activities.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher



Scott can use
healthy
interactive
skills 45%
with moderate
assistance.
75% with
moderate
assistance
Teacher
Test
Quarterly
Not Acceptable
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You Make the Call
Given a game situation, Scott will take turns with no less
than 3 prompts 4 out of 5 game situations as
measured by observation and charting.
Service
Provider
Baseline Data Criteria Evaluation
Method
Evaluation
Frequency
Special
Education
Teacher



Scott can take
turns 2/5
games with at
least 5
prompts
Scott will
take turns
4 out of 5
games
with 3
prompts
Teacher
observe
and chart
Quarterly
Acceptable Rewrite
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QUESTIONS?
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Thank you to
Catalina High School!!