DOCUMENT RESUME A Resource Guide to Developing Annual Goals, Short-Term ... · among annual goals, short-term instructional objectives and performance objectives for special education

DOCUMENT RESUME

ED 250 887 EC 171 124

TITLE A Resource Guide to Developing Annual Goals,Short-Term Instructional Objectives and PerformanceObjectives.

INSTITUTION Michigan State Board of Education, Lansing.PUB DATE Jan 84NOTE 71p.PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Behavioral Objectives; *Disabilities; Elementary

Secondary Education; *Individualized EducationPrograms; Objectives; *Student Evaluation

IDENTIFIERS *Michigan

ABSTRACTThe manual was intended to clarify the relationship

among annual goals, short-term instructional objectives andperformance objectives for special education students in Michigan. Anoverview of state and federal requirements is followed by analysis ofthe annual goals (general statements relating to a skill area withoutspecific reference to observable behaviors), short-term instructionalobjectives (which define each annual goal in terms of the specificskill or behavior the student is to learn), and performanceobjectives (specific steps leading to completion of the short-terminstructional objective). The relationships among the three levelsare examined. Questions and answers are followed by appendedinformation, composed largely of sample annual goals, short-terminstructional objectives, and performance objectives. (CL)

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U.S. DEPANTAIENT OP EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced as41111 received from the person or organisation

originating it.Minor changes have boon made 'o improvereproduction quality.

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Points of view or opinions stated in this document do not necessarily represent official NIE

position or policy.

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Michigan State Board of Education,...111=.401410.,

9TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

STATE BOARD OF EDUCATION

Dr. Gumecindo Sales, President East LansingJohn Watanen, Jr., Vice President MarquetteAnnetta Miller, Secretary Huntington WoodsDr. Edmund F. Vandette, Treasurer HoughtonCarroll M. Hutton, NASBE Delegate HighlandBarbara Dumouchelle Grosse IleBarbara Roberts Mason LansingNorman Otto Stockmeyer, Sr. Westland

Ex-Officio Members

James J. Blanchard, Governor

Phillip E. Runkel, Superintendent of Public Instruction

3

A RESOURCE GUIDE TO DEVELOPINGANNUAL GOALS, SHORT -TERM INSTRUCTIONAL OBJECTIVES

AND PERFORMANCE OBJECTIVES

January 1984

TABLE OF CONTENTS

History 1

Overview 3

Annual Goals 5

Short-term Instructional Objectives 9

Performance Objectives 13

The Relationship between Annual Goals,Short-term Instructional Objectives andPerformance Objectives 17

Questions and Answers 19

Appendix A: Sample Annual Goals, Short-termInstructional Objectives andPerformance Objectives 25

Appendix B: Resources 45

References 50

HISTORY

On November 29, 1975, PresidentGerald Ford signed into law P.L. 94-142,which has since become known as the Bill ofEducation Rights for Handicapped Children.In reality, this legislation was a comprehensiverevision of Part B of the Education of theHandicapped Act (Title VI of P.L. 91-239).It was the product of a movement led by par-ents and educators to require that a freeappropriate public educational program beprovided to all handicapped children. Whilethe Act itself was new, much included in itwas familiar with its roots in legislation andcourt decisions dating back to the 1950s.

Micnigan educators recognized the man-dates of P.L. 94-142 because of the role thestate played as a pioneer in special education.Michigan's policy on mandatory special edu-cation law (originally P.A. 198 of 1971) wasbased on Article 8 of the Michigan Constitu-tion of 1963. In 1976 the Legislature passedPublic Act 451, which is commonly referredto as the School Code of 1976. Article 3 ofthis code contains the specie; education man-date which was previously found in P.A. 198of 1971.

The first set of administrative rules forspecial education in Michigan took effect inSeptember of 1973. These rules were revisedin January of 1977. In August of 1980,another revision enabled Michigan rules to beconsistent with the regulations of P. L. 94-142which had taken effect in the Fall of 1977.Special education rules were again revised inAugust of 1982, relaxing class size and agespan requirements due to a poor fiscal climate.Finally, recently approved rules for autismrequired a fourth revision of the Special Education Rules.

Michigan was one of the first states toenact special education legislation requiringeducational agencies to guarantee due processrights to handicapped students and theirparents. Educational Planning and PlacementCommittees (EPPC) were given the responsi-bility for recommending programs and ser-vices and teachers were required to developperformance objectives upon which instructionwas then based. Subsequently, P.L. 94-142required the development of annual goals andshort-term instructional objectives. This gaveMichigan the current three-tiered system ofannual goals, short-term instructional objec-tives and performance objectives which is nowrequired.

Prior to 1980, school districts in Michi-gan convened EPPC meetings. When thefederal regulations took effect, each child wasto have an individualized education program(IEP). During the rule revision phase, Michi-gan EPPC meetings were changed to IEPCmeetings to reinforce the concept of the com-mittee writing the IEP.

In response to the many questionsraised by teachers, administrators and othersdirectly involved in the provision of specialeducation programs and services, this docu-ment was written to clarify the relationshipsamong annual goals, short-term instructionalobjectives and performance objectives. Theintent of the Office of Special Education Ser-vices and those who developed this documentwas to provide a concise description of thethree-tiered system required by state andfederal rules, as well as guidelines and specifi-cations for each level. The material thatfollows was Jesigned to be useful to thosewho are in the "front lines" of special educa-tion in Michigan.

OVERVIEW

Michigan rules (as well as P.L. 94-142)partially define special education as specifical-ly designed instruction to meet the uniqueneeds of the handicapped child. Each stu-dents's unique needs are inferred from thestatement of the student's present level ofeducational performance. From this informa-tion, the Individual Educational PlanningCommittee (IEPC) develops annual goals andshort-term instructional objectives that identi-fy the specific individual skills which are thefocus of the student's educational programuntil the next IEP is developed. MichiganRules require that performance objectives bedeveloped by the service providers fron,annual goals and short-term instructionalobjectives.

While the annual goals, short-term in-structional objectives and performance objec-tives reflect individual needs, they do notreflect all of the educational activities* inwhich the student will participate. They donot reflect the total classroom programming.They are not intended to be an administra-tive or parental tool for keeping track ofteacher and related support service time.Rather, they are designed to:

be a vehicle for communication amongservice providers and parents.

address the unique needs of the student.

take the student from his/her presentlevel of educational performance to thecompletion of the annual goal.

be a written record of reasonable expec-tations of student progress.

be useful for both parents and schoolpersonnel in reviewing student progresstoward meeting those goals and objectives.

While each individual service provider(e.g., teacher, occupational therapist, physi-cal therapist, school social worker, teacher ofthe speech and language impaired) may recom-mend individual goals and objectives, the IEPmust reflect a coordinated effort. Thereshould be only one IEP and only one IEPCmeeting even when more than one specialeducation service is provided. The intent is toidentify the goals and objectives for the wholechild in an integrated manner, and then tospecify the types of special education pro-grams and services required to meet them.Committee members use the student's presentlevel of educational performance to identifyareas of need, develop the appropriate goalsand objectives, and from there, the IEPC de-termines programs and services.

The IEPC may be reconvened at any timeat the request of the parent or school toreview or modify the placement, service orinstructional program.

* The term "educational activities" is not to be confused with program or service. Every specialeducation program and service must be reflected on the IEP.

36

ANNUAL GOALS"Annual goals" means a set of general statementswhich represent expected achievement over a year'stime for handicapped persons enrolled in specialeducation programs or services. Michigan SpecialEducation Rules (R340.1701 (d)).

Annual goals (AGs) are general statementsrelating to a skill area without specific refer-ence to observable behaviors. They providepurpose and focus for individual programming.Generally, annual goals are not directlymeasurable and must be translated into in-structional objectives in order to be measured.Annual goals may be written at differentlevels of specificity depending on the func-tioning level of the student. For example,"Mary will improve computation skills"could be an annual goal for one student, while"John will improve in counting objects to 10"might be a more appropriate goal for a lowerfunctioning student.

Annual goals are determined from thestatement of the present level of educationalperformance. The annual goals addressspecific skills needs. A special education cur-riculum for students who are meeting specialeducation graduation requirements must in-clude physical education, personal adjustment,prevocational, and vocational training. Atten-tion must be given to these areas when writinggoals and objectives for such students. Aftersuch attention is given by the IEPC, if annualgoals are not developed in these areas, it isadvisable that a statement be made indicatingthat annual goals in those areas are not appro-priate.

ANNUAL GOALS MUST:

be determined by the IEPC at the I EPC

meeting.

be written on the I EP.

be based on the present level of educa-tional performance.

be written in terms of what skills the stu-dent will learn or improve.

be written in terms of expected achieve-ment within one year.

HOWEVER, ANNUAL GOALS ARE:

NOT finalized prior to the IEPC meeting.

NOT limiLvi to or defined only by thepredetermined classroom aaiivities.

NOT determined by the annual goals ofthe other students,

NOT written in terms of what the serviceprovider(s) will do.

Members of the IEPC are encouraged tocome to the IEPC meeting prepared with a setof suggested annual goals. Parents must begiven the opportunity to participate in thedevelopment of the IEP. Thus, the final de-termination of annual goals takes place at themeeting. The student's program must bedictated by hisher individual needs and notby the existing classroom activities or curricu-lum.

FIT THE PROGRAM TO THE KID,

NOT THE KID TO THE PROGRAM!

.4.

To help clarify the difference betweenannual goals, short-term instructional objec-tives and performance objectives, samples ofeach component from three different I EPs arepresented. Each sample contains (1) a state-ment of the student's present level of educa-tional performance for the annual goal, (2) anannual goal developed from that statement,(3) short-term instructional objectives derivedfrom that annual goal, and (4) performanceobjectives for each of the short-term instruc-tional objectives. These samples are usedthroughout this document to illustrate eachcomponent. A complete listing of annualgoals and short-term instructional objectivesfor each of these samples as well as the per-

PRLSE NT LEV E LOF EDUCATIONAL

PERFORMANCE

2.7 grade level in basicskills as measured byKey Math Test

DEVELOPED BY I.E.P.C.

ANNUAL GOAL

Andy will improve hismath skills to the 3.6grade level.

formance objectives for each short-term in-structional objective are found in Appendix A,

The first sample comes from an IEP forAndy, an upper elementary level educablementally impaired student. He is currentlymainstreamed for physical education, art andmusic while receiving the remainder of hiseducation in a special education classroom, Itis reported at the I EPC that Andy performs atthe 2.7 grade level in math as measured by theKey Math series. Based on that information,the I EPC members define one of his annualgoals as improving his math skills to the 3.5grade level. This is the expected achievementfor Andy within the next year.

DEVELOPED BY SERVICE PROVIDERS

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68

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The second sample is taken from an I EP forSue, a secondary level learning disabled stu-dent who is currently full-time in regular edu-cation and receiving support services from ateacher-consultant. At the IEPC a statementincluded as part of her present level of educa-tional performance indicates that she reports

111.11,1

PRESENT LEVELOF EDUCA'i ORAL

PERFORMANCE

Sue reports to classwithout materials; hasdifficulty remaining ona task fur more thailten minutes at a time.

Sue hid difticuity cornplating tasks and takingtests.

DEVELOPED BY

to class without materials and has difficultyremaining on a task for more than ten min-utes at a time, Improvement in her workhabits is determined by the FEPC as one ofher annual goals. This annual goal is basedon Sue's present level of performance anddescribes what Sue will work toward in thenext year.

. vowDEVELOPED BY SERVICE PROVIOERS

Sue will Improve herwork habits.

Sue will receive a passing grade In all regularorb . ,..


The final sample is taken from an I EP forTom, a young multiply handicapped studentreceiving all of his educational programmingin a self-contained special education class-room. Tom ambulates with a walker and haslimited use of his arms. At the IEPC, it is

reported that Tom is already schedule-trained

PRESENT LEVELOF EDUCATIONAL

PERFORMANCE

Torn is schedule trainedto use the toilet and isable to pull down hispants with assistance

Observations indicatedeficiency in bilateralhand coordination necessary for dressingskills. Self care skillsat 18 month level.


ANNUAL GOAL

Tom will improve withtoileting

Tom will increase hisdressing skills.

for toileting, cats ambulata to the bathroomon his own, and can pull down his pants withassistance. Based on these skills, the IEPCagrees to begin independent toilet trainingwith Tom and has defined improvement intoileting as one of his annual goals.

Each of these samples contains a statementof the student's present level of educationalperformance. Eased on this statement, anannual goal to address that deficit is defined.The annual goal represents the expectedachievement by the student for the next year.The annual goal is written in terms of whatthe student will learn during that time.

Annual goals reflect the needs of the indi-

. .

'ratitS,

vidual. For a more severely handicappedstudent, the annual goals may represent a verysmall increment in the learning sequence. Fora mildly handicapped student, the annual goalmay represent a much larger increment.While the amount of learning varies amongstudents, each annual goal represents the ex-pected achievement within one year for aspecific student in one deficit area.

108


SHORT-TERM INSTRUCTIONAL OBJECTIVES

"Short-term instructional objectives" means objec-tives written in measurable terms which relate coannual goals and represent expected achievement overseveral weeks or months but not more than 1 year.Michigan Special Education Rules (R340.17011)(0.

Short-term instructional objectives (I0s)describe what the student is to learn and howto measure when that learning has occurred.The lOs define each annual goal in terms ofthe specific skill or behavior the student is tolearn. The lOs define how each annual goalis reached and are, therefore, more detailed.An instructional objective defines a behavioror skill that the student should be expectedto learn within the school year. In some casesthere may be only one instructional objectivefor each AG, but usually there are several.When the lOs listed for each annual goal arecompleted, that AG is completed for thatI EP.

Short.term instructional objectives andannual goals are mandated components ofthe IEP that must be determined by theI EPC. Both are based on information aboutthe student's present level of educationalperformance. The sources of information fordetermining the annual goals and instructionalobjectives include the multidisciplinary eval-

uation team (MET) report, parent input, on-going assessment, and expectations of futurelife activities.

Annual goals (AGs) and short-term instruc-tional objectives (I0s) are interdependent.Annual goals are necessary for the develop-ment of lOs as they provide the generaldirection for programming. lOs are the mea-surable steps toward achieving the annualgoals. Instructional objectives may be workedon sequentially or simultaneously. Completionof the short-term instructional objectiveslisted for an annual goal represents completionof the AG for that I EP.

Criteria for short-term instructional objec-tives, evaluation procedul es and schedules ofevaluation are required on the IEP. Criteriaspecify how the skill is to be measured;evaluation procedures define what method isto be used to measure achievement of theskill; and the evaluation schedules specifywhen the evaluation procedures occur.

Criteria determine successful completion ofthe short-term instructional objectives andmay be established in a variety of ways. Cri-teria may be written as:

Grade Level increased achievementsuch as "will improve reading compre-hension from 3.6 to 4.0 grade level"

Grades improvement of orades earnedin the regular classroom such as "willcomplete all class assignments with agrade of C or better"

Percentage or number of skills of POsacquired the number of tasks, skills, orperformance objectives to be learnedsuch as "will learn 80% of selected addi-tion facts," "will learn 100% of selectedPOs related to addition," or "will learnat least 10 addition skills"

The above measures are not exhaustive.Other criteria for measuring achievement ofthe lOs may be used. Sometimes use of morespecific criteria such as those described in thesection on performance objectives may beappropriate.

Evaluation procedures describe what me-thod is to be used to measure achievement.They include such methods as standardizedachievement tests, pre- and post-tests whichaccompany existing curricula, systematicobservation of behavior or informal teacher-made tests. When the criterion for an 10 is apercentage or number of selected perfor-mance objectives, the evaluation proceduremay be determined by the method of assess-ment established for each P0, and the proce-dure should appear on the IEP. If using aprepared curriculum which contain evaluationprocedures, these procedures should be statedon the IEP, e.g., "Specified in the TMI curri-culum."

Evaluation schedules define when the mea-surement occurs. They indicate the fre-quency of evaluation such as "October andMay," "by April 1984," "regularly through-out the year," "at semester end" or "eachcard marking period."

SHORT-TERM INSTRUCTIONAL OBJEC-TIVES MUST:

be determined by the I EPC at the I EPC

meeting.

be written on the IEP.

be written in terms of what the student willlearn.

be derived from the annual goals written onthe IEP.

be written in measurable terms.

include appropriate objective criteria formeasurement.

be evaluated and reviewed at least annually.

HOWEVER, SHORT-TERM INSTRUCTION-AL OBJECTIVES ARE:

NOT finalized prior to the I EPC meeting.

NOT limited to or defined only by thepredetermined classroom activities.

NOT written in terms of what the serviceprovider(s) will do.

NOT changed without reconvening theIEPC.

NOT the same as annual goals.

NOT written independent of the annualgoals.

Members of the IEPC are encouraged tohaie planned a sequence of short-term instruc-tional objectives to correlate with the annualgoals prior to the I EPC meeting. As statedpreviously, parents must be given the oppor-tunity to participate in the development ofthe IEP, including the determination of theshort-term instructional objectives.

1210

The following samples illustrate short-term instructional objectives derived from theannual goals determined by the IEPC. In thefirst sample, two short-term instructionalobjectives are listed for the annual goal ofimproving math skills. (See the completedsamples in the appendix for the evaluationprocedures and schedules.) Andy is to im-prove his math skills in basic addition andbasic subtraction to the 3.5 grade level as


measured by the Key Math test. These twolOs pinpoint what the IEPC expects Andy tolearn to accomplish this annua! goal. Thecriteria to accomplish both lOs is perfor-mance at the 3.5 grade leve on the Key Mathtest. The Key Math test is the evaluationprocedure used to measure these 10s. TheselOs are more specific than the annual goal,pinpointing the specific focus of his improve-ment in math.

SHORTERM INSTRUCTIONAL OBJECTIVES

Jr--- DEVELOPED BY SERVICE PROVIDERS

Andy will improve his math skills in basic additionto the 3.5 grade level as measured by Key Math Test.

Andy will imr. ow his math skills in basid subtractionh.. the 3 F. grade level as measured by the Key MathTest.


1113

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The second sample shows the first short-term instructional objective for Sue's annualgoal of improving work habits. Improvementin her work habits has been broken down intocaring for instructional materials properly and


improving her on-task behavior. Both lOs aredefined in terms of what Sue is to learn andare derived from the annual goal. Measure-ment of the objectives is in terms of accom-plishment of all the performance objectivesselected for that 10.

SHORT.TERM INSTRUCTIONAL OBJECTIVES

Sue will care or instructional materials properly.Criterion: 100% of performance objectives se.

lected.

Sue will attend to a task. Criterion: attends to taskfor 15 minutes on 10 consecutive occasions.

The third sample lists the short-term in-structional objectives that Tom is to accom-plish to improve his toileting skills. The first10 is measured in terms of a cumulative countand the second measured in terms of accuracy.These more detailed criteria are described inthe performance objectives section. Teacher

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DEVELOPED BY I.E.P.C. DEVELOPED BY SERVICE PrOVIDERS

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The student will demonstrate the necessary dressingskills for 10iletiort (Criterion: 3 times).

Tom will remove clothing items (Criterion. 100% ofobjectives selected from self help curriculum).

Tom will put on clothing items (Criterion. 100% ofselected from self -help curriculum).

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PERFORMANCE OBJECTIVES

"Performance objectives" means a set of specificbehavior statements representing measurable stepstoward the achievement of the short-term instruc-tional objectives and annual goals written in theindividualized education program. Michigan SpecialEducation Rules (R340.1701a.(j)).

Performance objectives (POs) are specificsteps leading to the completion of the short-term instructional objective. POs break eachshort-term instructional objective down intosmall steps which are the focus of the educa-tional programming for the student. Eachperformance objective must be measurable.POs are developed by the individual serviceprovider rather than the IEPC as a whole.Each individual service provider must havePOs related to specific short-term instruction-al objectives. The POs must be available forreview. However, POs can be changed, addedor deleted at the discretion of the individualservice provider without convening an IEPC.

There is considerable confusion as to howshort-term instructional objectives (I0s) differfrom performance objectives (POs) in contentand format. The relationship between lOsand POs is similar to the relationship betweenAGs and 10s. Short-term instructional ob-jectives are manageable steps toward theachievement of the annual goal. Similarly,performance objectives are manageable stepstoward the achievement of the short-terminstructional objective. Performance objec-tives are more specific than the short-terminstructional objective.

The Michigan rules are not specific in de-fining the format or necessary components ofa performance objective. In a review of theliterature on the component parts of a per-formance objective, Roberts (1982) concludesthat from three to eight components are sug-gested. Based on this review, it is recom-mended that most POs include three com-ponents. They are:

1. the behavior or skill to be learned,2. the criteria used to determine accom-

plishment of the behavior or skill,

3. the conditions under which the studentis to pErform the behavior or skill, whereappropriate.

Service providers may write performanceobjectives that include more detailed informa-tion and contain more components. However,these three components are recommended.

COMPONENT ONE:BEHAVIOR OR SKILL TO BE LEARNED

The behavior or skill to be learned is theobservable performance that demonstratesthat the learner has acquired the behavior orskill. The stated behavior or skill must re-liably communicate what the service provideris to observe the student doing. Typically,there are two parts to the statement of be-havior or skill. The first part identifies theknowledge to be learned. The second partdefines the action necessary to demonstratethe knowledge learned. Examples of know-ledge are:

Verbal learning, such as vocabularylists, names of people;

Procedures, such as how to line up, thesteps in long division, how to use thelibrary;

Concepts, such as roundness, numbersets, principles of economics, pluraliza-tion.

Examp.es of actions are:

the studentwill I writethe studentwill point

will list ,

, the studentwill sort ,

the studentwill say ,

the student

COMPONENT TWO:CRITERIA USED TO DETERMINEACCOMPLISHMENT

Criteria are the measures used to determinewhen the student has accomplished the be-havior or skill. The method selected dependson the student and the behavior or skill beingtaught. When using prepared objectives whichcontain criteria, it may be necessary to modifythe criteria to meet the needs of the indivi-dual student.

There are many ways to state the criteriaused to measure the behavior or skill. Thefollowing are commonly used criteria.

Accuracy refers to the number of times abehavior or skill occurs within a givennumber of opportunities for the be-havior or skill to occur. It may be ex-pressed in terms of a percentage or thenumber of successful trials, such as 80%;14 out of 15 times; 10 consecutive times.

Cumulative counts refers to the numberof times a behavior occurs without atimes reference, such as "waves goodbyeon 5 occasions"; "reads 3 books"; com-Wetes 5 art projects"; "requests assistancefrom the teacher on 3 occasions."

Duration refers to the amount of time aspecific behavior or skill occurs. It maybe used to measure an increase or de-crease in the amount of time it takes thestudent to perform the task, such as "at-tends to task for 15 minutes"; "walksto next class within the 5 minute classchange period."

!sate refers to the number of times thebehavior or skill occurs within a time re-ference. Time is used with the cumula-tive count to express rate, such as "is nottardy more than 2 times per week";"uses bathroom independently 3 timesper day"; "writes 3 sentences in 30minutes."

There are other criteria which may be usedto determine accomplishment of the behavioror skill. One less frequently used measure isdistance such as "walks 10 feet." Different cri-teria can by combined, such as "walks 10 feetwithin 2 minutes" (distance and time); "at-tends to task for 5 r inutes on 10 occasions"(duration and cumulative count); "catches aball 80% of the time on 3 occasions" (accuracyand cumulative count). 14

COMPONENT THREE:CONDITIONS UNDER WHICH THESTUDENT WILL PERFORM

Conditions are the circumstances underwhich the student must perform the behavioror skill or demonstrate the knowledge. Con-ditions are not necessary for every perfor-mance objective, but should be used to fur-ther clarify the PO when appropriate. Con-ditions may include one or more of thefollowing:

Level of assistance needed, such as

"independently"; "with a prompt."Materials used, such as "presented withflashcards with 3 inch letters"; "given anauditory signal"; "when shown picturesof animals."

Special appliances needed, such as "usinga tape recorder"; "with a Bliss board";"using a wheelchair"; "using his calcula-tor."Location where the behavior will occur,such as "in the classroom"; "in his seat";"in the lunchroom"; "at the grocerystore."

In some cases, the condition is assumed andneed not be stated. For example, a perfor-mance objective states that "the student willwrite the numbers from 1 to 10 in sequenceon three occasions." This PO implies severalconditions--using a pencil and piece of paper;writing the numbers from memory and notfrom dictation. In another situation, a POmight read "the student will write the numbers1 to 10 correctly from dictation within oneminute on three occasions." In this situation,the condition ("from dictation") needs to bespecified.

Performance objectives may contain addi-tional information when it is deemed appro-priate by the service provider. When masteryof a particular skill by a certain date is critical,that information may be part of the perfor-mance objective. However, an expected dateof achievement for each PO is not required.Evaluation procedures may be written intoperformance objectives if needed for clarification. However, as long as evaluation proce-dures and schedules for evaluating the short-term instructional objectives are clearly writ-ten in the IEP, it is not necessary to includethem in the performance objectives.

16

PERFORMANCE OBJECTIVES MUST:

be written by all special education teachersand service providers identified on theIEPC.

be based on the short-term instructionalobjectives (10s).

be written as a measurable statement ofbehavior.

HOWEVER, PERFORMANCE OBJECTIVESARE:

NOT developed by the IEPC as a whole.

NOT written independent of a short-terminstructional objective.

NOT dependent on the IEPC for changes,modifications or additions.

NOT the same as short-term inc: uctionalobjectives.

Teachers in some school districts utilizeprepared sets of annual goals, short-terminstructional objectives, and performanceobjectives which have been commerciallyproduced. Other school districts have devel-oped curricula for their own program andservices and select AGs, lOs and POs from thecurricula. Whether annual goals, short-terminstructional objectives and performanceobjectives are selected from existing curriculaor written individually for each student, it is

the responsibility of the special educationstaff to assure that the AGs, lOs and POs foreach student are appropriately tailored to his/her particular needs.

Performance objectives written by the indi-vidual service provider based on the short-term instructional objectives listed on the I EPare shown in the following samples.

Andy's teacher has specified two perfor-mance objectives for the short-term instruc-tional objective of improving basic addition tothe 3.5 grade level. In both performanceobjectives, the behavior Andy must demon-strate is computing the sums. The perfor-mance objectives differ in condition andcriteria for success. In the first performanceobjective, the problems involve two digitnumerals with no regrouping. The student isrequired to correctly solve nine out of tenproblems on three consecutive occasions. Thiscriterion combines two accuracy measures. Inthe second PO the problems involve two digitnumerals with regrouping and the criteriaagain involves two accuracy measures.

Once these two performance objectives aremet, the teacher would generate additionalperformance objectives related to the short-term instructional objective. When all theaddition POs for the 10 are accomplished,Andy's teacher may readminister the addi-tion section of the Key Math test. If hisperformance on the addition section is atleast at the 3.5 level, then the first instruc-tional objective is met.

FDEVELOPED BY I.E.P.C.

Microfilmed FromBest Available Copy 1517



SERVICEPROVIDER

WHO DE VE LOPE,PERFORMANCE

OBJECTIVES

Given two 2digit numbers involving regrouping,compute the sums of 90 out of 100 problemson 3 teachermade tests,

When adding multi digit numbers, recognizethat a sum greater than 9 requires regroupingin order to correctly compute the problem,with no verbal cue from the teacher.

Given en assignment of additon problems withand without regrouping, and arranged inrandom order, compute the sums with 90%accuracy.

Classroom'reacher(E. I.)

Given two 2digit numbers, compute the difference with no regrouping with 90% accuracydaily for one week.

Given two 2-digit numbers, compute the difference with regrouping with 90% accuracy

When subtracti,... -

ClassroomTeacherE. I.)

Two performance objectives have beeninitially defined for Sue to accomplish hershort-term instructional objective of learningto care for instructional materials properly.The second PO states that Sue must learn toput her work materials in the assigned place atthe end of the instructional period. The cri-terion to meet this PO is "on 10 consecutive

occasions in each class." The conditionsunder which Sue must perform this skill is

"without teacher command to do so." WhenSue puts all her work materials away on herown every day for 10 days in each of herclasses, she has met this performance objec-tive.

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OBJECTIVES

Sue will report to the work station with allappropriate tools and materials (e.g., pen,pencil, paper, textbook). Criterion: on 10 con.secutive occasions in each class.

Sue will put away work mate,ials in the as-signed place at the end of the instructionalperiod without teacher command to do so.Criterion: on 10 consecutive occasions in eachclass.

Given a classroom situation in which oralinstructions are given by the teacher, makeseye contact with the teacher during instruc-tions. Criterion: 9 out of 10 times.

Sue will attend to an individualized learningtask for 12 minutes on 5 occasions.

Teacher Consultant in con-junction withthe regulareducationalclassroomteacher

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TwoTwo performance objectives are shown foreach of the short-term instructional objec-tives for Tom's annual goal of improving histoileting skills. Each PO states the skills Tomis to learn. In the first P0, the condition isstated as part of the skill; that is, when the

TSW keep a daily list of homework assignedby regular education teachers which will indude the date on which the assignment must beturned in. Criterion: 9 out of 10 school days

"(1% of assignments.

Teacher Con-sultant in con.junction withthe regulareducationalclassroomteacher

pants are unfastened. The criterion to meeteach performance objective is on three con-secutive occasions. Once these POs are ac-complished, the teacher would choose newPOs to complete the toileting sequence.

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With prompt, pulls down unfastened pants(on 3 consecutivv occasions).

With prompt, pulls up pants after toileting(on 3 consecutive occasions).

Unfastens zipper or snaps closures withoutassistance (3 out of 4 trials),

SERVICEPROVIDER

WHO OEVE LOPEDPERFORMANCE

OBJECTIVES

ClassroomTeacher

With shoes unfastened, the student removesthem (on 3 consecutive occasions).

With pants unfastened, the student removesthem (on 3 consecutive occasions).

With shirt unfastened, the student removesit (on 3 consecutive occasions).

Given underpants with front forward, PI"them on (4 out of 5 trials).

Puts on pants kn,.

OccupationalTherapist

THE RELATIONSHIP BETWEEN ANNUAL GOALS,

SHORT-TERM INSTRUCTIONAL OBJECTIVESAND PERFORMANCE OBJECTIVES

There are at least two logical relationshipsbetween annual goals and short-term instruc-tional objectives. Short-term instructionalobjectives may represent developmental stepsleading toward the completion of the annualgoal or may represent content subsets of theannual gc.:41 with completion of all subsetsequaling completion of the AG. lOs that re-present developmental steps have a sequentialrelationship. lOs that represent content sub-sets have a concurrent relationship to eachother.

A developmental sequence is representedby the following steps leading to the comple-tion of the annual goal of improving threedigit addition skills:

adds three-digit numbers, withoutregrouping;

adds three-digit numbers, regroupingones;

adds three-digit numbers, regroupingones and tens.

These steps illustrate a sequential relationshipand are worked on one at a time in the se-quence listed.

Content subsets are represented by the fol-lowing skills that must be acquired to complete

the annual goal of recognizing primary colors:

recognizes redrecognizes bluerecognizes yellow

These skills illustrate a concurrent relationshipand can be worked on in any order, one at atime or simultaneously.

Short-term instructional objectives are se-quentially related when the relationshipbetween the lOs 'Ad the annual goal repre-sents developmental steps. The sequence ofdevelopmental steps may reflect develop-mental milestones, learning hierarchies or stepsin a task analysis. Regardless of the type ofdevelopmental sequence, only one of the lOsfrom the sequence is worked on at any onetime. Each instructional objective is con-sidered to be a prerequisite for the next 10.Once it is completed, work on the next 10 inshe sequence begins. When all the instruction-al objectives are completed, the annual goalhas been accomplished.

Figure One illustrates a series of lOs for theannual goal of improving postural control.There is a developmental relationship betweenthe short-term instructional objectives andannual goal. The three 'Lied instructionalobjectives are developmental steps to accom-

Animal Goal: The student will improve In perish* control.

Objective A: Instructional ablative I: Instructional Objective C:The student controls heed end The student controls heed and The student rolls. 100% of

[Instructional

took in the prime_ position. took in tholepin. position. selected POs1 119% of isketsd I' Os IN% of selected POI

Performance Obj. 1:Lying in prone position, thestudent turns head fromside to side on 3 occasionsindependently

Performance Obj. 2:Lying In prone position, thestudent lifts head end chestoff surface for 3 seconds

Performanc2 3:Lying In prone position, thestudent holds head aboveshoulder level and maintainsposition while turning headside to side. 3 times

Figure 1:

Performance Obj. 1:Lying In supine position,the student purposefully turnshead from side to side w /in10 seconds of stimuluspresentstIo3_.

Performance bc1. 2:Lying In supine position,the student maintains headin midline foci seconds

Performance Obj, 3:Lying In supine position,the student maintains headin midline for 10 seconds.3 times

Performance Obj. 1:The student rolls as a wholefrom prone to supineposition on 3 out of 4occasions within 30 sec.

<3.Performance Obj. 2:The student rolls as a wholefrom supine to proneposition. 3

Performance bl. 3The student rolls from supineto prone position insegmented form, 3 times

Sequential Relationship between AG, 10s and POs

17

19

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plishing the annual goal. The first 10 of headand trunk control in prone position must beaccomplished before work on the second 10would begin. Once the student has accom-plished the second 10 of head control in asupine position, work on the third 10 wouldstart. Only one instructional objective is

worked on at a time and the lOs are workedon in the order specified in the sequence.A similar relationship is shown between theperformance objectives for each listed instruc-tional objective.

When the short-term instructional objectivesrepresent content subsets of the annual goal,the lOs are concurrently related. Concurrent-ly-related instructional objectives may beworked on in any order. Because accom-plishment of the items are not dependentupon one another, they may be worked onsimultaneously. It is up Lo the discretion ofthe professional working with the student todetermine the order of instructional pre-sentation for accomplishing these concurrent-ly-related 10s. In some cases, the professionalmay define a sequence in which the studentworks on one 10 before moving to the next,With concurrently-related items, this se-

quence of instructional objective mastery isarbitrary. It may be based on a variety offactors, such as student learning style, teacherpreference, availability of instructional mater-ials. The teachtmr may elect to change the se-quence, if the student experiences difficultywith any short-term instructional objective inthe concurrently-related sequence. This hasno effect on the accomplishment of theannual goal as long as each 10 listed is even-tually accomplished.

In Figure Two, a series of short-term instruc-tional objectives for the annual goal of learn-ing sign language are presented. Each instruc-tional objective represents a content subsetfor the annual goal. The relationship betweenthe lOs is concurrent as mastery of one 10 isnot required prior to going onto the next 10.The teacher may elect to work on the secondinstructional objective before working on thefirst. The order or sequence is not criticalin concurrently-related items. Likewise, theteacher might elect to work on several lOs atthe same time. Accomplishing the annualgoal is dependent upon meeting the listedshort-term instructional objectives. The orderin which they are accomplished has no effect.The same type of concurrent relationship isdemonstrated in the performance objectiveslisted for each 10. The order in which theseperformance objectives are accomplished isarbitrary. The teacher may elect to work onthe performance objectives in the order listed,change the order or work on several POssimultaneously. With concurrently-relateditems, the teacher has this option.

In practice, several of these relationshipsmight be illustrated in one AG-10PO unit.For example, the short-term instructionalobjectives might be steps in a task analysis ofthe annual goal (therefore, representingdevelopmental steps), while the performanceobjectives might be content subsets of theinstructional objective. In this situation, theshort-term instructional objectives are workedon sequentially, while the related perfor-mance objectives under each 10 are workedon in the order determined by the teacher.

Annual Goal: The student will improve in sign linguae..

Instructional Objective A: 1mtractional Objective I: Instructional Objective C:The student makes noun signs. The student makes verb signs. The student mikes modifier signs.3 selected POs 3 selected POs 3 selected POs

Performance Obj. 1,The student makes signsfor 3 food items. 5 times

<7°Performance Obj. 2:The student makes signsfor 3 toys. 6 times

Performance Obj. 3:The student makes signsfor 3 clothing items.6 times

*C.).Performance Obj. 1:The student makes signsfor 3 verbs related to food:want, eat. . 6 times

Performance Obj.The student makes signsfor 3 verbs rf locomotion.5 times

Performance 0131. 3:The student makes signsfor 3 verbs relating to gymactivities. 5 times

Performance Obi. 1:The student makes signsfor big and little. 7 times

Performance Obj. 2:The student makes signsfor 3 colors. 6 times

Performance Obj. 3The student makes signsfor hot and cold. 7 times

Figure 2: Concurrent Relationship between AG. 10s and POs

18

20

MiCrOfilMedE3est

QUESTIONS and ANSWERS

Q. 1) I n what order should the 1 EPC determine the appropriate programs, services and recommendedplacement?

A. 1) For a person initially suspected of being handicapped or following z 2 -year re-evaluation, thefirst decision is to determine eligibility for special educational pr.. drams and services. Eligi-bility is determined after reviewing the MET report and other informational data. Thesereports also provide information necessary for determining the student's "present level ofeducational performance." These data are used to establish needs and naturally lead to theestablishment of annual goals and short-term instructional objectives which are based uponthose needs. It is only after the student's needs are determined that the IEPC can determineappropriate programs and services, and recommend placement which meets those needs.

Q. 2) What should be included in "present level of educational performance"?

A. 2) This information should reflect the current status of the student's development in the cogni-tive, psychomotor and affective domains where appropripto. The data utilized may comefrom formal and informal assessment and informational sources, e.g., specific test scores,medical reports, teacher comments, classroom observations, parent reports. It is highly re-commended that this information be as specific as possible. Not recommended are broadphrases such as "behind peers," "generally delayed," "on grade level," "age appropriate."

Q. 3) How current should the information be in "present level of educational performance"?

A. 3) "Present level of educational performance" is the learning status of the student at the time ofthe I EPC meeting. There are no timelines stated in the rules, and many variables that makespecific timelines difficult. Other than the initial IEPC meeting and the 3-year re- evaluation,the "present level of educational performance" is usually provided by the teacher and/orancillary service providers and is collected prior to the I EPC meeting.

Q. 4) Who develops the AGs and 10s?

A. 4) The entire membership of the IEPC develops the AGs and 10s. This is a committee function.One or more persons may bring prepared goals and objectives to the meeting, but the com-mittee as a whole is responsible for determining the appropriateness of AGs and lOs andaccepting them as a component of the I EP developed for a specific student.

0. 5) How many AGs should be on an 1 EP?

A. 5) The number of AGs is relative. There is no standard since each student's needs are different.The rules use the noun "goal" in the plural form ("goals"), which implies that more than oneAG must be written. In the majority of cases, several AGs would be appropriate. However,there may be instances where only one AG is sufficient to attend to the learning problems ofthe student.

Q. 6) How many I Os should there be fcr each AG?

A. 6) The rules refer to the writing of "short-term instructional objectives." The plural is used,thus implying more than one 10. As lOs function as steps to meeting the AG, it would bereasonable to expect that more than one 10 or "step" could be appropriately identified asnecessary to meet one AG. However, there may be instances where only one 10 is sufficientto meet the AG.

Q. 7) Does each separate service have to be reflected on one IEP with separate AGs and 10s?

A. 7) There should be annual goals and short-term instructional objectives for all services to beprovided based on the needs of the student. Someiimes, more than one service provider maybe working on the same annual goal and short-term instructional objective. This commonalityof AGs and lOs among service providers may facilitate a consistency in the delivery of ser-vices to the student.

Q. 8) Is it necessary for the specific service provider(s) to be identified on the IEP as the personresponsible for implementing specific AGs and 10s?

A. 8) No; however, some school districts or I EPCs choose to identify or assign a service provider bytitle (not name) to a specific responsibility. When responsibility is assigned, it should be bytitle of the service provider, not by an individual's name. Names of individual service pro-vidi'rs may change during the year, but services and programs do not.

Q. 9) Can AGs, 10s1nd POs be developed before an I EPC meeting?

A. 9) Yes. In fact, pre-development demonstrates good planning. However, at the IEPC meeting,there must be the opportunity for parents or any other I EPC participants to prepare and pre-sent annual goals and short-term instructional objectives for possible consideration and in-clusion. The AGs and lOs brought to the meeting should be discussed before acceptance.The intent of the IEPC is violated if AGs and lOs are simply brought to the meeting andattached to the IEP without opportunity to discuss them or add to them.

Q. 10) Do AGs and lOs have to be developed in any sequence?

A. 10) Yes. The annual goals are developed first and are based on the student's "present level ofeducational performance." Short-term instructional objectives are then developed based onthese goals. The train of thought should be:

1. Where is the student now? (present level of educational performance)

2. Where can we reasonably expect him/her to be a year from now? annual goal)

3. What can we begin working on toward this end? (short-term instructional objectives)

It may be reasonable, in some cases, to prioritize AGs and lOs in terms of student needs asdetermined by the IEPC. That is, where student needs are great and of signicant importance,these AGs and lOs may be identified and written on the IEP first to assure attention to theseareas of concern.

Q. 11) If one 10 is met prior to the annual I EPC meeting, does an I EPC meeting have to be recon-vened to develop a new 10?

A. 11) No. If the agency wishes to convene a meeting to update the instructional objectives, it maydo so. One of the functions of the annual I EPC meeting is to review the AGs, aa and POs todetermine if they have been met. There is no rule requirement or expectation that the publicagency convene a new IEPC whenever a student accomplishes an instructional objective inthe IEP. If all lOs on the IEP have been met prior to the annual I EPC meeting, then the re-convening of the I EPC must occur. At this meeting the committee should review the AGs tosee if they have been met and determine if the student continues to be eligible for specialprograms and services. If so, then new AGs .and lOs necessary to meet the student's needsmust be developed at this time.

20 22

O. 12) When do POs need to be developed?

A. 12) There is no timeline by rule for the development of performance objectives. The serviceprovider is responsible for the development of these smaller steps or guides to specific instruc-tion. Therefore, it would be reasonable to expect that some POs be developed as soon aspossible or within 15-20 school days from the IEPC. More POs are added as needed through-out the year.

Q. 13) Who develops the performance objectives?

A. 13) POs are to be written by the special education personnel who are responsible for deliveringthe special education program or service to the handicapped student. All special educationservice providers must have POs for the students they serve.

Rule 340.1733(f)(iii) addresses POs written for students in regular euucation who are receivingspecial education services, such as those provided by a Teacher Consultant. These perfor-mance objectives must be developed cooperatively by the regular education teacher and spe-cial education service provider, and be written by the special education service provider toreflect the particular facet of special ervice that is under the supervision of the specialeducator.

Q. 14) May POs be written on the I EP form?

A. 14) There is no requirement that performance objectives be written by the I EPC nor into the IEP.The I EP is a PLAN, "a course of action." Performance objectives reflect more of a curricularemphasis which may be revised as the student's strengths, weaknesses, progress and difficul-ties are identified. The responsible person for wriling the POs is the special education teacheror the special education service provider. POs are often numerous and IEP forms are nottypically designed to accommodate the variety of performance objectives needed for eachstudent. Likewise, an extensive amount of time should not be allotted to this at an IEPCmeeting.

If a school district wishes to include a sample(s) PO in the IEP, it may do so. However, theteacher or service provider should be free to develop additional POs outside of the I EPC

meeting.

Q. 15) Can POs be discussed at the I EPC?

A. 15) Yes. POs may be discussed at the IEPC meeting. Rule 340.1722c(2)(b), referring to annualIEPC meetings, requires that the IEPC review and determine: if the previous year's annualgoals, short-term instructional objectives, and performance objectives,have been met. At thatIEPC meeting, possible new POs may be discussed.

Q. 16) If POs are written on the IEP, can they be changed without reconvening an I EPC?

A. 16) No. Any change in the student's IEP must be made through the IEPC process. If POs arewritten on the IEP, they become subject to IEPC agreement and the hearing process. TheIEPC does not develop POs. This activity is a responsibility of each service provider and re-flects his specific area of knowledge and expertise. Performance objectives are available toparents and school administrators upon request, but the rules do not stipulate nor implyinput into the development of POs from these sources. Annual goals, short-term instructionalobjectives and performance objectives are reviewed by the IEPC annually to see if they havebeen met.

21 23

Q. 17) Do POs have to be written in the cognitive, affective and psychomotor domains for everystudent?

A. 17) POs must be written in accordance with the student's needs. Student's needs are identified inthe section entitled "present level of educational perfo lance" and AGs, lOs and POs are tobe written which correspond to those needs. If needs are identified in cognitive, affective orpsychomotor domains, then POs must be written for the identified area.

Q. 18) Do POs have to be written for personal adjustment, pre-vocational, physical education, andvocational training?

A. 18) Rule 340.1733(f)(ii) requires that "special attention" be given to needs in these areas. "Spe-cial attention" means that these needs are considered by the IEPC, but may not be includedwithin the I EP if determined inappropriate for the student. If determined inappropriate forthe student, it is recommended that an explicit statement to this effect be made within theI EP. If the student is following a course of study which is identified in the ISD Plan as aspecial education curriculum, then it is required that POs be written for the student whichaddress all of these areas.

Q. 19) Where should POs be kept and to whom are they to be accessible?

A. 19) The classroom teacher or the service provider who develops the performance objectivesshould be responsible for the objectives. Pursuant to Rule 340.1733(f)(v), these objectivesare to be "available to the parent and may be reviewed by the department or its designee."

G. 20) Should the AGs and lOs developed by the I EPC reflect all aspects of the student's educa-tional program?

A. 20) The AGs reflect the major needs of the student as determined by his "present level of educa-tional performance." The lOs developed from the AGs reflect beginning steps to meet thoseneeds. Neither AGs, lOs or POs reflect all the activities within a student's educational pro-gram or day.

G. 21) Can the MET Report or MET representative suggest AGs and 10s?

A. 21) The purpose of the MET report is to synthesize all evaluative information about the childand recommend eligibility or ineligibility for special education programs and services relativeto criteria established by Michigan Rules (Rules 340.1703 .1715). The I EPC as a whole deter-mines eligibility. It would not be appropriate for the MET Report to recommend or suggestAGs and lOs at this point. After the IEPC has determined eligibility, the MET representativeatteneing the I EPC meeting may, along with any other members, suggest annual goals andshort-term instructional objectives for committee consideration and determination.

Q. 22) If an 1EPC meeting is initiated or reconvened, do all service providers have to be present?

A. 22) No. All service providers need not be present at the meeting, but information from themshould be gathered prior to the meeting and arrangements made for its presentation at the

meeting.

22 2d

Q. 23) If computerized banks of AGs and lOs are used, is it appropriate to complete the I EP formby writing "refer to MEAD objectives" and list the number of that objective?

A. 23) No. Annual goals and short-term instructional objectives selected from a bank of AGs andlOs for a specific student by the IEPC must be written on the IEP or attached to it at theI EPC meeting so that all participants to the IEP are fully aware of them prior to approval.This procedure also facilitates teacher development of appropriate POs and assists in thereview and monitoring process.

Q. 24) Must AGs be written in measurable terms?

A. 24) No. Annual goals deed not be written in measurable terms; however, in certain circum-stances, that may be the most appropriate way to identify an AG. Generally speaking, AGsare broadly-worded goals with short-term instructional objectives and performance objectiveswritten in measurable terms.

Q. 25) What is meant by "writing AGs, lOs and POs in terms of the student" rather than the serviceprovider?

A. 25) The annual goal, short-term instructional objectives and performance objectives are writtenin terms of what the student will learn, perform, do--not what the service provider will dofor the student; e.g., "The student will get a passing grade in all English Literature assignmentsutilizing large print books supplied by the VI Teacher Consultant," rather than stating, "TheVI Teacher Consultant will provide large print books for the student to satisfactorily com-plete English Literature assignments."

Q. 26) What do the letters TSW mean when written in lOs and POs?

A. 26) TSW is a short form of writing "The student will

Q. 27) Can short-term instructional objectives be changed on an I EP without reconvening an IEPC?

A. 27) No. Neither AGs nor lOs may be changed within the IEP without reconvening the IEPC.Both AGs and lOs are developed and determined by the IEPC as a whole. Any change with-out reconvening the IEPC which developed them would be a violation of the due processrights and safeguards of the student. The term "change" refers to any addition, deletion, orrevision of AGs and 10s.

Q. 28) What happens when a performance objective is completed?

A. 28) The service provider makes note of the fact (possibly by writing date of completion next toit) and writes a new appropriate PO or goes on to the next.

Q. 29) Are evaluation procedures and evaluation schedules necessary for POs?

A. 29) No. POs are constantly referenced and reviewed as a basis for lesson planning and, thus,frequently evaluated and revised as necessary. A statement of evaluation procedures andschedules of evaluation relating to lOs must be included on the IEP form. This is not neces-sary for POs.

2325

Q. 30) Can local districts make additional IEP requirements relative to AGs, lOs anJ POs?

A. 30) Yes. Any local or intermediate school district may impose additional requirements to thosewritten in the Michigan Administrative Rules for Special Education. The intent of this docu-ment is to describe appropriate means by which the minimum mandates relative to thedevelopment of AGs, lOs and POs might be met.

Q. 31) Must AGs, lOs and POs be written for regular education?

A. 31) No, These goals and objectives are only required for special education.

Q. 32) Are the examples and suggestions included in this document the only way to write AGs,lOs and POs that are in compliance with the law?

A. 32) No. The examples within this document relative to the intent and content of AGs, lOs andPOs, as well as the process for developing them, are perceived to be consistent with the Michi-gan Rules and are recommended. It is not the intent of this document to prescribe a standardformat to be used in writing AGs, lOs and POs, but rather to describe the process by whichthey are developed and the recommended components of each.

Q. 33) If everything in this document is followed, will IEPs written for special aducation studentsin Michigan be in compliance?

A. 33) No. Being in compliance and developing a sound Individualized Education Plan for a handi-capped student are not necessarily synonymous. There are many other aspects of the develop-ment of an IEP than those contained within this document.

2624

APPENDIX A: SAMPLE ANNUAL GOALS,SHORT-TERM INSTRUCTIONAL OBJECTIVESAND PERFORMANCE. OBJECTIVES

The complete samples of annual goals andshort-term instructional objective. as theymight be written on an IEP for the threestudents discussed in the document follow.Selected performance objectives that relate tothe annual goals and short-term instructionalobjectives are also included. Since perfor-mance objectives may be added throughoutthe year, these do not necessarily representall the performance objectives for the listedannual goals and short-term instructional

objectives that the service provider will write.

A complete sample of annual goals, short-term instructional objectives and performanceobjectives for a student receiving a variety ofservices follows. Additional samples showingone annual goal, one short-term instructionalobjective derived from that goal, and one per-formance objective derived from the short-term instructional objective for a variety ofservice providers conclude this appendix.

22 7

Andy is a 10-year-old fourth grade student identified as emotionally impaired. Andy is currentlymain.streamed for physical education, art, and music, while receiving the remainder of his education ina sxlcial education classroom.

DEVELOPED BY I.E.P.C. DEVELOPED BY SERVICE PROVIDERS-


PERFOPMANCEANNUAL COAL SHORT-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER

WHO DEVELOPEDPERFORMANCE

OBJECTIVES

2.7 grade level in basicskills as measured byKey Math Test

Andy will improve hismath skills to the 3.5grade level.

Andy will improve his math skills in basic additionto the 3.5 grade level as measured by Key Math Test.

Given two 2-digit numbers involving regrouping,compute the sums of 90 out of 100 problemson 3 teacher-made tests.

When adding multi-digit numbers, recognizethat a sum greater than 9 requires regroupingin order to correctly compute the problem,with no verbal cue from the teacher.

Given an assignment of additon problems withand without regrouping, and arranged inrandom order, compute the s' -,s with 90%accuracy.

ClassroomTeacher(E. I.)

Andy will improve his math skills in basic subtractionto the 3.5 grade level as measured by the Key MathTest.

Given two 2-digit numbers, compute the dif-ference with no regrouping with 90% accuracydaily for one week.

Given two 2-digit numbers, compute the dif-ference with regrouping with 90% accuracy.

When subtracting multi-digit numbers, recognize that a number cannot be subtracted froma number smaller than itself with no verbalprompt.

Given assignments of subtraction problemswith and without regrouping, presented inrandom order, compute the differences with80% accuracy.

Given a calculator, perform the correct opera-tion for any given assignment in math with100% accuracy.

I


28 26 29



PERFORMANCEANNUAL GOAL SHORT-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER


OBJECTIVES

Andy will improve his math skills in basic multipli-cation to the 3.5 grade level as measured by the KeyMath Test.

Andy will recite multiplication tables fornumerals 1, 5, 10, and 0, in rote order on 2occasions.

Complete assignments involving multiplicationfacts for numerals 1, 5, 10, and 0, with 75%accuracy when the problems are arranged inrandom order.


Evaluation Procedures: Key Math Test

Evaluation Schedule: September and May

Woodcock ReadingTest: Letter Identifi-cation 1.6 grade equiva-lent

Woodcock ReadingTest: Word Identifi-cation 1.6 grade equiva-lent

Will improve basic read-ing skills.

Andy will improve letter identification skills to the2.6 grade equivalent on the Woodcock ReadingTest.

Andy will name all upper case letters of themanuscript alphabet presented in varyingforms of print on 3 consecutive occasions.

Andy will name all lower case manuscriptletters of the alphabet presented in varyingforms on 3 consecutive occasions.

Andy will write all the lower case manuscriptletters when dictated in random order on 3consecutive occasions.


Andy will improve word identification skills to the2.2 grade equivalent on the Woodcock ReadingTest.

Andy will read aloud any given set of basicsight words selected from the Dolch Pre-primeror Primer lists with 95% of the words pro-nounced correctly.

Andy will match basic sight words selectedfrom thd Dolch first grade list with 100%accuracy.

Andy will read aloud a given paragraph of atleast 50 words from a first grade level readingselection with no more than one word identi-fication error in the basic sight vocabulary.


.

C) 2731




SERVICEPROVIDER


OBJECTIVES

Woodcock ReadingTest: Word Attack1.6 Grade Equivalent

Andy will improve word attack skills to the 3.0 gradeequivalent on the Woodcock Reading Test.

Given a group of words orally, the student willidentify the medial consonant, disgraph orconsonant blend and state the letter name(s)for 85% of the words presented.

Given a group of words orally, the student willidentify any regular vowel snund(s) and statethe corresponding letter name(s) for 80% of thewords presented.

Given a group of words orally, the student willidentify diphthongs, y and w used as vowels,irregular vowels and vowel combinations andr-controlled vowels by stating the correctvowel spelling for 75% of the words presented.

Andy will identify consonant sounds withirregular spelling (such as: wr, kn, ph, gn, etc.)for 75% of when an orally given group of wordsis presented.

Andy will sound out unfamiliar words usinghis phonics skills, correctly pronouncing 60%of given words.

Andy will determine the number of vowelsounds in a given word and identify the numberof syllables on 4 out of 5 attempts.

Andy will identify the pair of words used toform the contraction on 4 out of 5 attempts.


Woodcock ReadingTest: Word Compre-hension2.0 Grade Equivalent

Andy will improvereading comprehensionskills.

Andy will improve word comprehension skills to the2.5 grade equivalent on the Woodcock Reading Test.

28

Andy will follow written directions involvingkey action words (color, draw, circle) on 3occasions each.

Andy will define selected words from readingcontext with 80% of the selected words de-fined correctly.

Andy will state an association between anygiven noun and verb, such as: "Dogs bark,cats ", 4 out of 5 associations.


Andy will state modifiers appropriate toselected vocabulary with 90% accuracy.

3233




SERVICEPROVIDER


OBJECTIVES

Andy frequently doesnot complete assignedseatwork.

When confronted withtasks involving newconcepts, Andy be-comes belligerant, tear-ful and prone to tan-trum-like behaviorwhich results in success-ful evasion of tasks.Andy prefers repetitivetasks; reacts with tearsor inappropriate lan-guage to having hisschedule interrupted.

Andy will improvework habits.

Andy will improve ability to work alone on writtentasks, measured by teacher evaluation.

Andy will initiate written tasks within twominutes of receiving directions, 4 out of 5 con-secutive tasks.

Andy will maintain attention to written taskswith no more than one prompt from theteacher per work period, for 5 consecutivework periods.

Andy will decrease the number of inappropri-ate requests for assistance from 23 per day to 0.

Andy will complete written assignments withinthe assigned time, 4 out of 5 consecutiveassignments.

t


Andy will decrease the number of negative behaviorsexhibited in response to written assignments;measured by teacher evaluation

Andy will attempt any given task before ver-balizing discontent, 4 out of 5 consecutivetasks.

Andy will reduce u:.1 of inappropriate languagefrom 9 occurrences per day to 0.

Andy will raise his hand to request assistancewithout verbalizing 100% of the time for 5consecutive days.


Evaluation Procedure: Behavioral Observation

Evaluation Schedule: Continuous record keeping

3429

35

Susan Jones is a 16-year-old student in the tenth grade. She has been receiving special education services since the fourth grade. Initially,she was placed in a basic classroom program and this year was fully mainstreamed with teacher-consultant support for two hours per week.

Although Susan has a severe discrepancy between expectancy and actual achievement in reading, she has good auditory skills, and ishighly motivated to succeed in regular education. Regular education teachers report that her study and organization skills are poor and that sherarely asks questions or seeks assistance even when she clearly does not understand the assignment.

When last evaluated by the MET, Susan attained the following achievement scores on the Peabody Individual Achievement Test:

Reading Recognition 6.0 grade level Reading Comprehension 6.7 grade levelMath 10.2 grade level General Knowledge 11.5 grade level

Susan is currently mainstreamed for general math, world history, home economics, physical education. She is also on an individual voca-tional program (I VT) at a local retail store.




SERVICEPROVIDER


OBJECTIVES

Sue reports to classwithout materials; hasdifficulty mmaining ona task for 'lore thanten minutes at a time.

Sue will improve herwork habits.

Sue will care for instructional materials properly.Criterion: 100% of performance objectives se-lected.

Sue will attend to a task. Criterion: attends to taskfor 15 minutes on 10 consecutive occasions.

Sue will report to the work station with allappropriate tools and materials (e.g., pen,pencil, paper, textbook). Criterion: on 10 con-secutive occasions in each class.

Sue will put away work materials in the as-signed place at the end of the instructionalperiod without teacher command to do so.Criterion: on 10 consecutive occasions in eachclass.

Given a classroom situation in which oralinstructions are given by the teacher, makeseye contact with the teacher during instruc-tions. Criterion: 9 out of 10 times.

Sue will attend to an individualized learningtask for 12 minutes on 5 occasions.

Teacher Con-sultant in con-junction withthe regulareducationalclassroomteacher

Sue has difficulty corn-pleting tasks and takingtests.

Sue will receive a pass-ing grade in all regulareducation classes.

Sue will complete class assignments. Criterion:9/10 times.

30

TSW keep a daily list of homework assignedby regular education teachers which will in-elude the date on which the assignment must beturned in. Criterion: 9 out of 10 school dayswith 100% of assignments.

Teacher Con-sultant in con-junction withthe regulareducationalclassroomteacher

3637



PERFORMANCEANNUAL GOAL SHOFIT-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER


OBJECTIVES

The student will improve her test-taking skills. Cri-terion: attainment of "C" or better on 9 out of 10tests.

TSW make a weekly schedule or plan whichindicates specific time of day to be set asidefor homework. Criterion: completes 3 sche-dules.

TSW requests help from teacher when unsureof directions or procedures for completingassignments. Criterion: on 10 occasions.

TSW review class notes and select importantfacts on the day prior to the test. Criterion:correct selection of 75% of important factson 3 occasions.

TSW read and state meaning of directionwords:

-- choose the best answer-- match-- true or false-- complete this sent'irce

Criterion: 80% accuracy..

Sue will improve herbusiness computationskills as applied in a jobsituation.

Sue will use a pocket calculator correctly on 5 occasions.

The student will interpret a paycheck stub by identi-fying the deductions on 9 out of 10 trials.

TSW subtract a series of prices with decimalswith 3 to 10 prices in the series and give thecorrect total for 90% of the problems on atleast 3 teachermade tests.

TSW identify state and federal income taxamounts on a variety of paycheck stubs usinga model on 5 consecutive occasions.

VocationalEd/SpecialEd Consultant

Evaluation Procedure: Teacher Observation and Weekly Log

Evaluation Schedule: Each card marking period

38 31 39

Tom is a five-year-old multiply handicapped student who receives all of his programming in a self-contained special education class-room. He has a spastic diplegic cerebral palsy condition, with relatively little involvement of the upper extremities. He has achievedstanding and sitting balance, and is using a push-button yes/no communication system. He is receiving occupational therapy, physicaltherapy, and speech therapy.



PERFORMANCEANNUAL GOAL SHORTTERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER


OBJECTIVES

Receptive languageskills at 12.15 mo. level

Tom will improve in

following commandsThe student complies with basic commands regardinglocomotion (10 times per day for one month).

Tom will comply with basic commands regardingdressing.

Responds to command "Stop" (80% compli-ance for 3 consecutive days).

Responds to command "Come to me" (80% ofcompliance for 3 consecutive days).

Responds to"Pull up pants""Take off coat"

(Criterion: 80% of compliance for 6 consecutive days).

ClassroomTeacher

Observations indicatedeficiency in severalfine motor areas necessary to use mechan-ical communicationdevice

Tom will imrove eye-hand coordination

Tom will operate push-button devices (100% oftrials for 1 week).

The student will operate leverswitch devices (100%of trials for 1 week).

32

The student uses index finger to push a buttonof approximately 1 inch (9 out of 10 times onfirst trial).

Uses index finger to push one of two 1inchbuttons to indicate a choice between yes andno (9 out of 10 correct).

The student will use the index finger to turn ona toy and maintain contact for at least 10seconds (on 3 occasions)

Uses index finger to operate a vertical leverswitch to turn on a toy (9 out of 10 times onthe first trial).

ClassroomTeacher

4041




SERVICEPROVIDER


OBJECTIVES

Tom is schedule trainedto use the toilet and isable to pull down hispants with assistance

Tom will improve withtoileting

The student will demonstrate the necessary dressingskills for toileting (Criterion: 3 times).

With prompt, pulls down unfastened pants(on 3 consecutive occasions).

With prompt, pulls up pants after toileting(on 3 consecutive occasions).

Unfastens zipper or snaps closures withoutassistance (3 out of 4 trials).

ClassroomTeacher

Observations indicatedeficiency in bilateralhand coordination ne-cessary for dressingskills. Selfcare skillsat 18 month level.

Tom will increase hisdressing skills.

Tom will remove clothing items (Criterion: 100% ofobjectives selected from self-help curriculum).

Tom will put on clothing items (Criterion: 100% ofobjectives selected from selfhelp curriculum).

With shoes unfastened, the student removesthem (on 3 consecutive occasions).

With pants unfastened, the student removesthem (on 3 consecutive occasions).

With shirt unfastened, the student removesit (on 3 consecutive occasions).

Given underpants with front forward, putsthem on (4 out of 5 trials).

Puts on pants front forward (4 out of 5 trials).

OccupationalTherapist

Protective extension re-sponse not developed

Tom will improve right-ing and protective reactions.

Demonstrates righting and protective reactions appriate at the 15.18 month level.

Demonstrates equilibrium reactionssquat positionstanding position

(on 3 consecutive occasions)

PhysicalTherapist

Expressive language at12.15 month level.

Tom will increase hisnon-verbal communica-tion.

Uses a twochoice buzzer system to indicate wants/desires (Criterion: 100% of time for one week).

Indiates yes or no:

( ) in response to questions of identification(8 out of 10 correct)

( ) in response to questions about own condition or state (8 out of 10)

( ) in response to questions about desiredactivity (on 5 consecutive occasions within10 seconds)

Teacher ofSpeech &Language Im-paired and

,

, ClassroomTeacher

........,

Evaluation Procedure: Teacher observations as specified in SX I curriculum.

Evaluation Schedule: Continuous record keeping

42 33 43

Peggy is a 13- year -old student who has been receiving special education services since her enrollment in kindergarten. She is currentlyclassified as educable mentally impaired and also qualifies under Rule 340.1708 as visually impaired. On the WISC-R, Peggy achieved a VerbalIQ score 2.5 standard deviations below the mean.

According to ophthalmology reports, Peggy has vision of 20/200, legally blind. According to school records, her hearing acuity is good.The services currently provided include placement in an E.M.I. classroom for two-thirds of the school day and regular education classes

in home economics and art. A teacher-consultant for the visually impaired works with Peggy two hours per week and consults wth the class-room teachers. She also participates in a counseling group with the school social worker one hour per week.



PERFORMANCEANNUAL GOAL SHORTERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER


OBJECTIVES

WRAT - Spelling:2.4 grade level equivalent.

Peggy will improve heruse of written language.

Improve spelling skills (Criterion: will attain a gradelevel of 3.0 or better on spelling section of WRAT).

Orally spell 20 of 25 words randomly selectedfrom a graded spelling list at the 2.5-3.0 level.

ClassroomTeacher(E.M.I.)

Evaluation Procedure: WRAT

Evaluation Schedule: May 1984

Physical development isabout 32% on AAMD;Peggy is tearful of par-ticipation in organizedphysical activities.

Peggy will increase herparticipation in regularphysic& education class-es.

Participate in an organized game (Criterion: on atleast 15 occasions by January, 1984).

When provided with a beeper ball, Peggy willvoluntarily participate in a kickball gamefor at least 20 minutes. Criterion: on 5 occasions.


Evaluation Procedure: Teacher Observation

Evaluation Schedule: Continuous

VESEP II was adminis-tered and office proce-dures were identified asa possible interest.

Peggy will learn prevocational skills.

Demonstrate correct use of the typewriter (Criter-ion: 100% of performance objectives selected fromfirst year typing curriculum).

Uses the return lever and line spacer correctly9 out of 10 trials.

Uses the platen (cylinder) knob correctly on5 occasions.

( ) left( ) right

TeacherConsultantfor VisuallyImpaired

Evaluation Procedure: Post test Typing Curriculum

Evaluation Schedule: At semester end

44 3445




SERVICEPROVIDER


OBJECTIVES

Spache grade level equi-valents:Word Recognition 3.0Reading Accuracy 1.5Reading compre-hension 2.9

Listening Com pre-hension 3.3

Peggy will improve herreading skills.

Will increase her phonetic analysis skills (Criterion:3.0 grade level).

Will improve her comprehension skills (Criterion: 3.5grade level).

Peggy will increase her sight word vocabulary (Cri-terion: 3.7 grade level).

Given a vowel or consonant sound in isola-tion, the student correctly identifies the letterwhich represents the sound. Criterion: 95%accuracy.

Peggy will correctly decode CVC wordsprinted in 18 point type. Criterion: 20 cor-rect responses out of 25 words.

Given a paragraph at a 2.5 -3.0 grade level,Peggy will read and correctly answer 90% ofcomprehension questions:

( ) literal comprehension( ) interpretive comprehension

Criterion: 4 out of 5 trials.

Correctly pronounces 20 of 25 words randomlyselected from the Wilson Essential Vocabularylist, printed in 18 point type, within 5 secondsof the presentation.

Correctly identifies similar appearing sightwords in pairs

that/than who/whosethem/there am/arethe/they these/those

Criterion: 9 out of 10 trials.

ClassroomTeacher(E.M.1.)

Evaluation Procedure: Standardized Reading Tests

Evaluation Schedule: May 1984

46 35

47

Peggy (continued)


I RESENT LEVELOF EDUCATIONAL


SERVICEPROVIDER


OBJECTIVES

WRAT ARITHMETIC2.3 grade level equiva-lent,

Keymath assessment in-dicated Peggy can telltime to the nearest 1/2hour and knows thevalue of penny, nickel,and dime.

Peggy will improve hermath skills.

Compute sums and differences with whole numbers(Criterion: 3.5 grade level score on addition andsubtraction sub-tests of Keymath).

Learn basic multiplication skills (Criterion: 3.5grade level score on multiplication subtest of Key-math).

Improve her timetelling. No more than 5 secondsdelay in starting from presentation of the number on5 consecutive occasions (Criterion: correctly statestime at teacher request on 10 occasions).

Compute sums of 2 digit numbers with re-grouping without numberline. Criterion:9 out of 10 correct within 10 minutes.

Given two 2 digit numbers, Peggy will com-pute differences with regrouping. Criterion:9 out of 10 correct within 10 minutes.

Given 25 mixed addition and subtraction problems up to 3 digits printed in 18 point type,Peggy will solve the problems with at least 80%accuracy.

Given two 1 digit numbers orally, correctlyrecite all products through 50 in order withno more than 5 seconds delay in startingfrom presentation of the number on 5 consecutive occasions.

Given a standard clock face, the student cor-rectly tells time

( 1 to nearest quarter hour( ) to nearest 5 minute intervals

Criterion: on 3 consecutive days.

Given a group of 3-5 U.S. coins, correctlystate their combined value. Criterion: 4 outof 5 trials.

, .4 CI


Evaluation Procedure: Key Math

Evaluation Schedule: December and April

48 36



PERFORMANCEANNU AL GOAL SHORT-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER

WHO DEVEI.OPEDPERFORMANCE

OBJECTIVES

AAMED:Self-Direction 47%Independent Function-al Responsibility 56%

Teachers report thatPeggy does not independently seek the con-ditions that will allowher to make use of herresidual sight.

Peggy will improve herwork habits.

Peggy will follow known rules and procedures (Cri-terion: will achieve 2 skills).

Peggy will accept responsibility and take initiative(Criterion: 100% of selected skills).

Peggy will make use of her residual sight (Criterion:will achieve 90% of selected skills).

1

.

Arrives at classes on time. Criterion: no morethan 2 unexcused tardies per month.

Follows daily schedule from memory. Cri-terion: on 5 consecutive occasions.

Engages in appropriate fraetime activityduring unstructured periods at school. Cri-terion: on 5 occasions.

Volunteer to perform simple tasks in theclassroom and complete them. Criterion:on 3 occasions.

State upon request what classroom conditionsbest maximize her vision. Criterion: 4 condi-tions.

Will voluntarily seat self in an area of theclassroom which maximizes her vision. Cri-terion: within first 5 minutes of the class on10 occasions.

TeacherConsultantfor theVisuallyImpaired &ClassroomTeacher(E.M.I.)

Evaluation Procedure: Behavioral Charting

Evaluation Schedule: Bi-monthly

Teachers report thatPeggy is withdrawn anddoes not initiate peerinteraction.

Peggy will improve in-terpersonal relation-ships.

Increase peer interaction (Criterion: 100% of per-formance objectives selected).

Approach peers in a positive manner. Criter-ion: on 6 occasions.

Work with at least one other student to achievea cooperative goal. Criterion: on 4 occasions.

SchoolSocialWorker

Evaluation Procedure: Behavioral Observations

Evaluation Schedule: Monthly

50 37 51

Jane is a 4-year-old who is currently enrolled in a pre-school program and receiving speech and language services once a week.In addition, the teacher of the speech and language Impaired is providing consultation weekly to teacher and parents.


SERVICEPRESENT LEVEL PROVIDER

OF EDUCATIONAL ANNUAL GOAL SHOR1-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES WHO DEVELOPED

PERFORMANCE PERFORMANCEOBJECTIVES

Jane has a severe fluency Increases fluency as a re- Increase fluency when communicatively disruptive Speak fluently in normal conversational situa- Teacher ofproblem. Her peers can suit of environmental factors are reduced (Criterion: no more than 5 tion where parent/teacher refrains from inter- Speech andrarely understand her modifications. non-fluencies in a 10-minute communicative inter- rupting, finishing sentences, or speaking for Language Inl-and frequently neithercan her family. Thespeech and languageevaluation indicatedthat in an average 5-minute conversation,.there were 35 non-fluencies.

action). student (Criterion: on 10 occasions with nomore than 10 non-fluencies in 5 minutes).

paired

52

38

53

Craig is a second grader who is in general education and receiving speech & language services twice a week.




SERVICEPROVIDER


OBJECTIVES

Craig distorts /s/, /z/,and /ch/ in spontaneousspeech. He approxi.mates these sounds inimitation tasks.

Craig will improve Phdneme production,

Craig will imitate selected phonemes during tasks ofincreasing difficulty (Criterion: pronounce phonemecorrectly 90% of trials on two occasions).

Craig will imitate /s/, /z/, and /ch/ in multiplepositions in words (Criterion: 26 out of 30correct on 2 occasions for each phoneme).

Craig will imitate the phoneme /s/ in blends(Criterion: 26 out of 30 correct on 2 occa-sions).

Teacher ofSpeech andLanguage Impaired

54 39

55

Ed is a seventh grader who is currently in general education receiving teacher consultant services twice a week and socialworker services once a week.




SERVICEPROVIDER


OBJECTIVES

Ed is verbally agres-

sive toward peers. Healso has problems withtaking items which donot belong to him.

Exercise self-control inthe classroom,

Control behavior in the classroom (Criterion: noincidents of classroom rule violation for 2 weeks).

Exercise impulse control in the classroom (Criter-ion: acquires 3 skills).

Reduce verbally aggressive behavior towardpeers (Criterion: from 23 occurrences perday to 5).

Reduce physically aggressive behavior towardpeers (Criterion: from 3 occurrences per weekto 0).

Ask permission to use or look at items that donot belong to him (Criterion: 10/10 times).

School SocialWorker

560

4057

Ben is a 10-year-old who is currently enrolled in a classroom for the physically impaired and is receiving occupationaltherapyservices 1/2 hour per day.


PRESENT LEVELSERVICE

PROVIDER

OF EDUCATIONAL ANNUAL GOAL SHORT-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES WHO DEVELOPED

PERFORMANCEPERFORMANCE

OBJECTIVES

Ben is able to do many Improve bilateral hand Perform manipulative tasks requiring two hands Make crude objects and forms with clay (Cri- Occupational

unilateral motor taskssuccessfully such as 3or 4 piece puzzles and

coordination. (Criterion: 100% of selected skills).*

* This criterion is used in reference to a prepared

terion: on 5 occasions).

Open/unscrew lid from large container (Cri-

Therapist

using his fork to eatwith. He has diffi-culty with tasks re-

quiring two hands (e.g.,he tends to use onlyone hand when unwrap-ping his sandwich).

curriculum terion: within one minute on 5 occasions).

Unwrap loosely wrapped items using bothhands coordinately, e.g., unwrap sandwich(Criterion: 10 times).

58 41 59

Rich is an 18- month -old youngster and is receiving teacher consultant and physical therapy services in the home f; a totalof two hours per week.




SERVICEPROVIDER


OBJECTIVES1.,....Rich has been crawling Rich will acquire pre- Rich will creep -on hands and knees (Criterion: Rich will creep forward on hands and knees Physicalfor the last two months ambulatory motorskills. for 10 feet, avoiding obstacles and/or moving around while supported at pelvis (Criterion: at least Therapistwith distances up to 7feet. He can move independently from aprone position to hishands and knees and isrocking back and forth,indicating readiness tobegin creeping.

them). 5 feet on 3 occasions).

Rich will creep independently around objectsin his environment (Criterion: 3 objects on 5occasions).

60

42

61

Shirley is a third grader who is currently enrolled in a general education classroom receiving teacher consultant servicesonce a week.



PERFORMANCE

_._.

ANNUAL GOAL SHORT-TERM INSTRUCTIONAL OBJECTIVES PERFORMANCE OBJECTIVES

SERVICEPROVIDER


OBJECT 'VES

Shirley now wears her Will learn skills related Will use listening skills in a variety of situations Identify difficult listening situations in the Teacher Con-

hearing aid during all to using amplification. (Criterion: 100% of selected skills).* classroom (Criterion: charts difficult situa sultantschool hours. However,she is reluctant to ask Will learn to care for hearing aid (Criterion: 100% of

tions for 3 days). Hearing Im-paired

for help when she hasmisunderstood direc

selected skills).* Implement strategies for accommodating todifficult listening situations within the school

tions. She is readyto begin learning tojudge when her aid is

not functioning pro-perly.

* This criterion is used in reference to a preparedcurriculum.

(Criterion: 3 strategies).

Will notify teacher consultant when hearingaid is not functioning (Criterion: all occasions).

Will clean hearing aid on a weekly basis.

62 43 63

Peter is a 5-year-old blind youngster enrolled in a regular kindergarten and is receiving teacher consultant services 3 times per week.




SERVICEPROVIDER


OBJECTIVES

Peter travels very wellin most familiar indoorenvironments using hiscane. He has somedifficulty with steps,

etc.

Improve mobility usinga cane.

Use cane safely on steps, escalator, elevator, etc.

Use cane outdoors (Criterion: on three occasionsfor each environmental obstacle).

Use cane to go up steps safely (Criterion:15 steps on 3 occasions).

Use cane to go down steps safely (Criterion: 15steps on 3 occasions).

Walk in relatively straight line (Criterion:10 yards on 3 occasions).

Maintain steady pace without shuffling (Cri-terion: 10 yards on 3 occasions).

Teacher Con-sultantVisually Im-paired

64

044

65

o

APPENDIX B: RESOURCES

The following are resources for curriculawritten in the form of either goals, instruc-tional objectives, performance objectives, or acombination of these.

Because goals are often written very gen-erally (i.e., "To improve ;Reding"), sourcescontaining umbrella objectives with clusters

of related sub-objectives may easily be usedwith teacher-developed goals. This list is byno means exhaustive. Many curricula alreadyexist, which are written for non-handicappedstudents that could be adopted for t.se withsome handicapped students such as the learn-ing disabled, POHI, speech and language im-paired, etc.

45

se

1. The Adaptive Behaviors Curriculum: Pre-scriptive Behavioral Analyses for Moderately,Severely and Profoundly Handicapped Stu-dents, (Volume 1 & 2)

Editors: D. A. Popovich & S. L. LahamPaul Brooks PublishersBaltimore, MDPrice: Volume 1 $13.95

Volume 2 $15.95Source of behavioral objectives and taskanalyses for functional skills. A User's Guideis available from Macomb County Inter-mediate School District.

Written for TM I, SMI and SX I.

2. Brigance Diagnostic Inventory of BasicSkills

Author: Albert H. BriganceCurriculum Associates, Inc.Woburn, MA 01801

Source of basic readiness and academic skillsfor grades K to 6. Contains lOs and skillareas. Can be used to assess present level ofperformance and record progress.

3. Building Blocks for Developing BasicLanguage

Authors: B. Peterson & S. SchoenmannDormac, Inc.Beaverton, 0 R 97005

Source of instructional objectives and perfor-mance objectives. All general objectives (I0s)have sub-objectives (POs) well defined. Cri-teria statement needs to be added. Samplelesson plans and individual progress checksheets are included.

Written for Deaf Multi-Cap.

4. Developing Objectives in the AffectiveDomain

Author: Leonard KaplanWayne State University, 1978Detroit, MI 48202Price: Approximately $3.00

Resource of ideas and activities for developinggoals, instructional objectives, performanceobjectives, and teathing activities. Teachingactivities include materials and even roomarrangements in some samples. While not acurriculum written in terms of goals and ob-jectives, it does have some examples which areuseful.

Written for any population.

5. The Everyday Skills Program: A Voca-tional Program for Special Education Students

Author: C. Juel & D. Roper-SchneiderPrinr* ,".rorge's County Public SchoolsUppei. Marlboro, MD1977Price: Unknown

A curriculum guide for teaching daily livingskills to high school special education stu-dents. Organized into competencies and sub-competencies. Appears to have AGs, lOs andPOs.

6. Instructional Programming for the Handi-capped Student

Authors: D. Andusm, G. Hadson &W. Jones

Charles C. ThomasSpringfield, 1 L1975Price: Approximately $30.00

Source of instructional objectives, steps thatcan be translated into performance objectivesand includes teaching activities and sampleteaching worksheets. Objectives need criteriastatement added.

Written for TM I, SMI and SX I.

7. Mathematics Curriculum/Reading Curricu-lum

Author: Curriculum CommitteeCalifornia School for the DeafRiverside, CAESEA/Title I, 1974Price: Approximately $15.00$20.00 for

each partSource of instructional objectives and perfor-mance objectives. All general objectives (10s)have several sub-objectives (POs) well defined.Criteria statement needs to be added. Many

9. Model Prevocational CurriculumContact: Diana CollinsSanilac Intermediate School District46 N. JacksonSandusky, MI 48471

Sources of AGs, lOs and POs in I EP format inthe areas of business education, health educa-tion, home economics and industrial arts.The curriculum is correlated to the BriganceInventory of Essential Skills.

Written for special education especially atthe prevocational level, approximately grades5-10. Primarily aimed at LD, EMI and El.

8. MEAD (Modular Educational AchievementDescriptors)

Oakland SchoolsAttn: Dr. Herman Dick2100 Pontiac Lake RoadPontiac, MI 48054Price: Catalog available-60 separate

material packets priced from$3.00$45.00; each include:

PreprimaryElementary (EMI, El, LD)Secondary (EMI, El, LD)Pre-VocTM I/SM ISpeech and LanguageHearing ImpairedAffective may be used by SSW

MEAD is computer based planning andachievement reporting system, but can beused without a computer. Source of AGs,lOs and POs. The Secondary and Pre-Voccomponents have curriculum materials.

Written for disabilities as listed.

10. Occupational Education for Students withSpecial Needs

Nassau County Board of CooperativeEducational Services

Valentines RoadWestbury, NY 115901975Price: Index $5.00

Set of 17 Volumes $75.00(Handling & Shipping extra)

Series of curriculum resources guides for spe-cial education students in such areas as WoodProducts, Assembly-Manufacturing, HealthOccupation, etc. Forty-two topics in all withan instructional objective for each instructiontopic.

Written for EMI, LD and El.

11. Planning Individualized Speech and Lan-guage Intervention Prod ams Catalog No.3099F.

Author: Nickola Wolf NelsonCommunication Skill Builders, Inc.3130 N. Dodge Blvd.P.O. Box 42050Tuscon, AZ 85733Price: Approximately $16.00

Contains three levels (goals, instructionalobjectives and performance objectives, butthey are not labeled as such) in 29 areas andcan be used by TSLI and others who are work-ing in language and/or speech development.Designed to be reproduced.

48

12. Project Perform CatalogContact: Dr. Audrey GomonEducation Service CenterIngham Intermediate School District2630 W. Howell RoadMason, MI 48854Price: Approximately $100.00 per catalog

Source of AGs, 109 and POs. Each PO has acriteria and an evaluation procedure. Projectincludes a data processing component forIEPs, historical records, progress reports, etc.

Written for TM I, SM I and SX I.

13. A Secondary Pre-Vocational CurriculumGuide for Teachers of the Educable MentallyRetarded

Atlanta Public SchoolsAtlanta, GA1970Price: Unknown

A curriculum guide for grades 8-12 contain-ing specific objectives and limited number ofinstructional procedures. Includes resources,teaching aids and evaluative techniques.

Written for EMI high school.

14. S.M.I.L.E. Math Management SystemAuthor: Robert CarrierTaylor School DistrictTaylor, MI 48180Price: Unknown

Most useful as a source of performance objec-tives. Most need a criteria statement althoughthey are very specific. Organized into strandsand substrands. Objectives are correlatedwith Houghton Mifflin Individualized Compu-tational Skills Program/Kits 3.4, 5-6 and 7-9.

Written for any learner and is useful forany generic math curriculum.

15. Vertical and Horizontal Management ofSpecial Education StLdents Title IV-C Grant

Contact: Ann BassWayne Westland Community SchoolsWayne, MI 48185Price: I EP Vertical Form $8.00

I EP Guidelines for Vertical Man-agement by Objectives $15.00

Curriculum Guidelines for EachDisability Area $15.00 each

This curriculum is a source of AGs, lOs andPOs. The vertical format contains the AGsand lOs while the horizontal format containsthe specific day-to-day POs. The program isbeing revised into one bank of objectives forcrosscategorical use instead of the separationarid duplication of a bank for each disabilityarea.

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16. Washtenaw Special Education CurriculumContact: Jill England or Barbara BanetWashtenaw Intermediate School DistrictAnn Arbor, MI 48103Price: Approximately $10.00 for each

volumeA series of curriculum guides containing goals,lOs and POs. Separate volumes for SMI/SX I,TMIyoung adult, EMI/El/LD, speech andlanguage, pre-school and students receivingTeacher Consultant services.

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REFERENCES

Developing Performance Objectives. Michigan Department of Education.Revised 1974.

Federal Register, Volume 41, Number 163. Tuesday, August 23, 1977.(Education of Handicapped Children).

Federal Register, Volume 46, Number 12. Monday, January 19, 1981.(Part XI IInterpretation of the Individualized Education Program).

Michigan Special Education Rules. Michigan Department of Education,State Board of Education. Amended August 1982.

Roberts, Wesley K. Preparing instructional objectives: Usefulness revisited.Educational Technology, July 1982. p. 15-19.

The I.E.P.C. Process in Michigan. Michigan Department of Education,Special Education Services Area. January 1981.

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A RESOURCE GUIDE TO DEVELOPING ANNUAL GOALS,SHORT-TERM INSTRUCTIONAL OBJECTIVES AND PERFORMANCE OBJECTIVES

Published by:Michigan State Board of Education

Bureau of Educational ServicesBeware OrtSmith, Ph.D., Associate Superintendent

Special Education ServicesEdward L. Birch, Ph.D., Director

Training, Curriculum and Monitoring ProgramTheodore Beck, Supervisor

Project DirectorJane Scandary, Ph.D.

EditorSandra L. Laham, Ph.D.

Prepared byMacomb Intermediate School District

Committee MembersElizabeth Lockwood, ChairWayne County Intermediate School D.Qtrict

Diana CollinsSani lac Intermediate School District

Jill L. England, Ph.D.Washtenaw Intermediate School District

Jean FrentzHasiett Public Schools

Betty J. GrantWayne County Intermediate School District

Margaret H. KottingNorth Farmington High School

Sandra L. Laham, Ph.D.Macomb Intermediate School District

Sharon PrislipskyCOOR Intermediate School District

James RandallOakland Intermediate School District

Judith M. Smith, Ph.D.Ingham Intermediate School District

MICHIGAN STATE BOARD OF EDUCATION

STATEMENT OF ASSURANCE OF COMPLIANCE WITH FEDERAL LAW

The Michigan State Board of Education complies with all Federal lawsand regulations prohibiting discrimination and with all requirements and

regulations of the U.S. Department of Education. It is ithe policy of theMichigan State Board of Education that no person on the basis of race,color, religion, national origin or ancestry, age, sex, marital status or handi-

cap shall be discriminaud against, excluded from participation in, denied thebenefits of or otherwise be subjected to discrimination in any program oractivity for which it is responsible or for which it receives financial assistancefrom the U.S. Department of Education.

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DOCUMENT RESUME A Resource Guide to Developing Annual Goals, Short-Term ... · among annual goals, short-term instructional objectives and performance objectives for special education

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