Measurable Annual Goals, Short Term Objectives and Progress Reporting This section addresses the specially designed instruction the student will receive and reporting of progress on the annual goals to the parents. Goals and objectives should focus on strategies to attain the course of study or functional performance outcomes identified through the Present Levels process. • It is inappropriate to restate course of study or curriculum objectives in this section. • Goals and objectives should be strategy targets designed to attain course of study and curriculum competencies not the competencies themselves. • Goals and objectives should focus on offsetting or reducing the impact of the student’s disability on involvement and progress in the NC Standard Course of Study and/or other functional performance in school. • Goals and objectives will have significant impact on the determination of the setting in which special education and related services will be provided. • The goals and objectives set a general direction for the team and serve as a basis for more detailed instructional planning. • Collaborative team goals and objectives are preferred and highly encouraged. o Collaborative team goals and objectives will focus the team and the services in a stronger direction. o Fewer, yet focused and targeted, goals and objectives are preferable to many uncoordinated goals and objectives. Measurable Annual Goals and Short‐term objectives contain four main components: • Who ‐ student (Goalview automatically inserts the student’s name in the Goal and Objective in the IEP document); • What ‐ target behavior (e.g. say words, write numbers, arrive in class, identify a decoding strategy, read multi‐syllable words in isolation); • When – conditions or circumstances under which the target behavior will occur (e.g. While crossing the street..., Using a calculator...., using a teacher made study guide...., given one syllable words..., using decoding strategies); • Criteria ‐ level to indicate attainment (e.g. 8 of 10 times, 90% of the time, 4 of 5 trials, appropriate 80% of the time); • Progress monitoring – method and schedules for frequently monitoring the students progress toward specific G=goals and objectives Describe how and when parents will be regularly informed of progress toward the annual goal: This section is the place to record how parents will be regularly informed of the student’s progress toward the annual goal (i.e. what the student can now do that he/she was not doing previously as it relates to the annual goal). Parents also must be informed of when they will receive the annual goal progress reports. Reports of progress toward each annual goal must at a minimum MUST: • Be made on a quarterly bases, but more frequently is best practice. • Describe the extent to which progress is sufficient to enable the student to achieve the goals within the year (i.e. whether or not the student is on schedule with achieving the short‐term objectives to meet the annual goals). • New Hanover County School Teams are required to use the progress reports that are available in the Goalview IEP system. In the Goalview Goals and Objectives folder, the following fields must be addressed: Parents Informed of Select the schedule that will be used to inform the parents of the Progress student’s progress towards each Annual Goal. A Quarterly schedule is the minimum requirement Other If the drop down choices are inappropriate, select Other in the above field and type in a schedule that will be used Progress Report Type Select the Progress Report Type that will be used to inform the parents Measurable Annual Goal: • This is a statement of what the student can reasonably expect to accomplish in a twelve month period (or shorter if the duration of the services is less than twelve months). • Measurable annual goals must target priority student needs which enable the student to be involved and progress in the NC Standard Course of Study and other educational areas. • Measurable annual goals are not curriculum nor reflective of all aspects of the student’s education. • There should be a direct relationship between the measurable annual goals and performance areas impacted by the student’s disability as stated in the present levels of academic and functional performance. In Goalview on the Goal Criteria page, each of the following fields MUST be addressed: Goal Select an applicable Goal from the data base or compose a measurable goal that states in objective measurable terms a skill or behavior that passes the “everyman” test (anybody can see the skill or behavior and agree with others on what they see or hear). A measurable Goal also must include a direction of change, e.g. increase, decrease, identify, state, demonstrate (target behavior) Baseline Select a percentage that reflects the current performance level at which the student performs the skill or behavior. It would be rare that a well written Goal would state a 0% baseline. (criteria) Target Select a percentage that reflects the target performance level at which the team expects and can be reasonably accomplished during the 12‐month term of the IEP. (criteria) Purpose Select the drop down window choice which best reflects the purpose of the Goal. Goal Type “IEP” will be selected most often unless the student is served with a parentally placed Private School Service Plan (PSSP). Setting Select the setting in which baseline and target performance will be expected. Changes in setting in which a skill or behavior occurs and moves the student towards independent or typical expectations could be the only change to IEP Goals over several years of IEPs. (condition) Materials Select the instructional materials that will be used teach and assess the Goal. Changes in materials used to teach and assess a skill or behavior and move the student towards independent or typical expectations could be the only change to an IEP Goal over several years of IEPs. (condition) Assistance Select the level of assistance that will be used to teach and assess the Goal. Changes in the level of assistance provided which moves the student towards independent or typical expectations could be the only change to IEP Goals over several years of IEPs. (condition) Other Criteria Other criteria or conditions can be typed in this field, if needed. Eval Schedule Specify how often the skill or behavior will be measured (progress monitoring). This is different from the schedule that will be used to report to parents. Eval Methods Select the Method or Methods of Evaluation that will be used to measure the skill or behavior (progress monitoring) Other Eval Other Evaluation Methods can be typed in this field if the options presented are not appropriate Assessment * Select the Assessment or Assessments that will be used to assess the skill or behavior. (progress monitoring) Other* Other Assessments not listed above can be typed in this field. Description* Type in any additional information concerning the Assessment Target Area* Select the Doman or Domains of the Goal Service* Leave a “?” in this field *These fields are used with the IEP Progress Report function; not in the IEP itself. Short‐term objectives: Short‐term objectives are: • sequenced intermediate measurable steps. • accomplished over an extended period of time. • define progress toward meeting the measurable annual goal • There should be at least two short‐term objectives for each measurable annual goal. In Goalview on the Objective Criteria page, each of the following fields MUST be addressed: Objective Select an applicable Objective from the data base or compose a measurable Objective that states in measurable terms a skill or behavior that supports the Goal and passes the “everyman” test (anybody can see the skill or behavior and agree with others on what they see or hear). An Objective also must include a direction of change, e.g. increase, decrease, identify, state, demonstrate. (target behavior) Baseline Select a percentage that reflects the current performance level at which the student performs the skill or behavior. It would be rare that a well written Objective would state a 0% baseline. (criteria) Target Select a percentage that reflects the target performance level at which the team expects and can be reasonably accomplished during the period of time selected in the Start and Due fields below. (criteria) Alternate Target Type an Alternative Target when a Target cannot be stated in a percentage. Start Select the date the Objective will begin to be taught. (when) Due Select the date the target date for accomplishing the Objective. (Start and Due dates on several objectives under the Goal may be different depending on the interim steps that may be taken to the Goal.) (when) Setting Select the setting in which baseline and target performance will be expected. Changes in setting in which a skill or behavior occurs and moves the student towards independent or typical expectations could be the only change to IEP Objectives over several years of IEPs. (condition) Materials Select the instructional materials that will be used teach and assess the Objective. Changes in materials used to teach and assess a skill or behavior and move the student towards independent or typical expectations could be the only change to an IEP Objective over several years of IEPs. (condition) Assistance Select the level of assistance that will be used to teach and assess the Objective. Changes in the level of assistance provided which moves the student towards independent or typical expectations could be the only change to an IEP Objective over several years of IEPs. (condition) Other Criteria Other criteria or conditions can be typed in this field, if needed. Eval Schedule Specify how often the skill or behavior will be measured. This is different from the schedule that will be used to report to parents. (progress monitoring) Eval Methods Select the Method or Methods of Evaluation that will be used to measure the skill or behavior (progress monitoring) Other Eval Other Evaluation Methods can be typed in this field if the options presented are not appropriate Assessment * Select the Assessment or Assessments that will be used to assess the skill or behavior. Other* Other Assessments not listed above can be typed in this field. Description* Type in any additional information concerning the Assessment Target Area* Select the Doman or Domains of the Goal Service* Leave a “?” in this field Mastery 1* This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents. Mastery 2*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
Mastery 3*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
Mastery 4*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
Mastery 5*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
Mastery 6*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
Mastery 7*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
Mastery 8*
This field is used in the IEP Progress Report; not in the IEP itself and corresponds to the progress reporting schedule to parents.
*These fields are used with the IEP Progress Report function; not in the IEP itself.