WRITING IEP GOALS

It Begins With...

What data do we have regarding this student's skills?

PLAAFP

PLAAFP

contains current specific, measurable, objective baseline information for each area of need affected by the disability.

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• Academic Achievement Data
• Functional Performance Data
• Progress in General Curriculum

It includes...

data regarding the student's progress towards meeting the previous IEP's goals and objectives.

The PLAAFP guides us in determining the goal.

Goal Areas

• Academic
• Behavior/Social/Emotional
• Communication
• Orientation and Mobility
• Physical

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• Assistive Technology Use
• Vocational
• Travel

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“What skill would make
the biggest difference for this student?”

Annual goals are
statements that describe outcomes.

They tell what the student can reasonably be expected
to accomplish in a year’s time in their special education program and participation in school life.

• They are data-driven.

Each goal must have written short term objectives

Short Term Objectives

Short term objectives
demonstrate progress
toward a goal.

What should be included in short-term instructional objectives?

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• Tell exactly what skill needs to be learned
• Describe when the skill will be used
• Tell how the student's progress on the skill will be measured

SOME EXAMPLES

GOAL:

Monday through Friday, Joy will use the public transportation system to get to and from her job placement independently, arriving at work on time, for any five days in a row.

Short Term Objectives

Given specifically designed instruction...

• By the end of the first quarter, accompanied by an adult, Jillian will walk to the bus stop, ride the bus to work, and get off at the correct work bus stop.

• By the end of the second quarter, Jillian will be able to identify the steps she will follow to
independently travel to work.

• By the end of the third quarter, Jillian will independently walk to the bus stop, ride the bus to
work and get off at the correct work bus stop.

--Annual Goal---

Given a penny, nickel, dime, and a quarter,
Jack will match coins to their corresponding value on eight out of ten attempts as measured on data sheet.

Baseline: Jack can match coins to value in three out of ten attempts.



Jack will match the coins penny, nickel, dime, and quarter, to their corresponding

value on eight out of ten attempts as measured

by teacher data sheet.

 Baseline: Jack can match coins to value in

three out of ten attempts. .

Short Term Objectives

Given specifically designed instruction...



Joe will improve his spelling in essays and papers by increasing knowledge of orthographic knowledge (phonics), phonological awareness (blending and segmenting sounds in words), and semantic knowledge (for spelling homophones). At least 90% of the words in his work will be spelled correctly

Joe will improve editing for the order of words and punctuation. He'll learn to use assistive technology such as software for word processing and text-to-speech. His work will show no more than three errors in word order and punctuation.

The Cycle

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Questions?