Writing IEP Goals and Objectives Aligned with General Education Curriculum

Writing IEP Goals and Writing IEP Goals and Objectives Aligned with Objectives Aligned with

General Education General Education CurriculumCurriculum

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

ctserc.org

Dialogue About This…Dialogue About This…

All students are general education

students

OutcomesOutcomes

Develop high quality IEP goals and objectives aligned with general education curriculum

p. 2

Essential Questions for Essential Questions for LearningLearning

What is the distinction between specially designed instruction and general education curriculum?

How do goals and objectives provide instructional guidance for daily lesson planning?

How do goals and objectives provide specially designed instruction to support student progress in general education standards?

p. 2

Analyzing Gap

Determining Themes in Bridges & Gaps

Determining Level of Support

Analyzing Impact

Examining Integration within Universal System

Infusing IEP Goals and Objectives

Writing Goals & Objectives

Determining Type of Support

Examining specific learning needs

Sequence of ContentSequence of Content“Unwrapping” curriculum

& setting demands

p. 3

Select for Your TeamSelect for Your Team

A Facilitator – someone to keep group focused

A Recorder – someone to document the work of the group

The rest will serve as reporters

Which Ones Are Observable, Which Ones Are Observable, Measurable, & Specific?Measurable, & Specific?

Paying attention Aggressive

behavior Out of seat Off task Throwing objects Homework

completion

Comprehension Spelling errors Phonemic

awareness Math facts known Writing narrative Correct words per

minute

How would you change vague and non-measurable terms to be observable, measurable, and specific?

The 80% RuleThe 80% Rule

The child will cross the street with 80% accuracy

The student will write a paragraph with 80% accuracy

The child will state her address with 80% accuracy

Monitoring ProgressMonitoring Progress Can definitely measure growth

– Using a 100 word passage, went from 75 CWPM to 100 CWPM

Is objective– Stays in seat for 10 minutes

Has documentation– graph, student products

Uses a specific assessment tool – Rubric, reading probe, frequency count

Can have frequent data collection– Daily, weekly, monthly

Generating Goals and Generating Goals and Objectives Objectives

Making Ends All Meet…Making Ends All Meet…

General General education education standardsstandards

Specially Specially designed designed

instructioninstruction

IEP

For Example…For Example…

Given scenarios or problems with real-word connections, the student will use a graphic organizer to display the relevant data needed to solve the problem …


Given scenarios or problems with real-word connections,

the student will use a graphic organizer

to display the relevant data needed to solve the problem …

Gen

e Ed

Cur

ricu

lum

Typical A

ctivity

Accommodation

The “Stranger Test”The “Stranger Test”

The student will use appropriate vocabulary in writing assignments

Using a highlighter and a set directions for a task, the student will highlight the verbs to indicated what needs to be done

The student will improve social skill in group settings 80% of the time

The “Dead Person” TestThe “Dead Person” Test

During circle time, the student will remain quiet for ten minutes

The student will keep hands and feet to self

For class discussions the student will use a ticket each time she wants to contribute

Time to ReflectTime to Reflect

Use one IEP

Develop team consensus

Determine the level of use on each characteristic

Reflect on the last two questions

p. 4

What did we learn?What did we learn?

Writing Goals and Writing Goals and ObjectivesObjectives

Using a Word BankUsing a Word Bankp. 6-8

General Education Specially Designed Instruction

Curriculum

(Concepts and Skills)

Benchmarks/

Performance

Expectations

Setting Deman

ds

Accom-modatio

ns

Modif-ications

Supple-menta

l Instruc

tion

Unwrapped from curriculum

StandardsStandardsMath Analyze data sets to form hypotheses and make

predictions. Analyze real-world problems using statistical techniques.

Science Scientific inquiry progresses through a continuous process

of questioning, data collection, analysis and interpretation. Scientific numeracy includes the ability to use

mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

Literacy Make and justify inferences from explicit and or implicit

information.



Curriculum

(Concepts and

Skills) Concepts: data, hypotheses, predictions, scientific inquiry, inferences, explicit, implicit Skills: Analyze, form, make, use

Benchmarks/

Performance

Expectations

Setting Demands

Accom-modations

Modif-ications

Supple-mental

Instruction

Curriculum benchmarks, district goals, CMT/CAPT benchmarks, Common assessments



Curriculum

(Concepts and

Skills)

Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use

Benchmarks/

Performance

Expectations

Performance assessment used in a portfolio;

Scientific experiments

Written work

Setting Demands

Accom-modations

Modif-ications

Supple-mental

Instruction

Instruction, Environment, Social interactions, Materials, Assessment procedures



Curriculum

(Concepts and

Skills)


Benchmarks/

Performance

Expectations



Written work

Setting Demands

Use small groups;

following written directions;

complete homework & lab reports

Accom-modations

Modif-ications

Supple-mental

Instruction

GapsGaps

Sequencing Making inferences from text Connecting vocabulary or concepts,

especially abstract terms Organizing information



Curriculum

(Concepts and

Skills)


Benchmarks/

Performance

Expectations



Written work

Setting Demands

Use small groups;



Accom-modations

Modif-ications

Supple-mental

Instruction

Changes in setting demands



Curriculum

(Concepts and

Skills)


Benchmarks/

Performance

Expectations



Written work

Setting Demands

Use small groups;



Accom-modations

Graphic organizer for sequencing

Concept map/diagram Highlighter

Modif-ications

Supple-mental

Instruction

Changes in curriculum or benchmarks



Curriculum

(Concepts and

Skills)


Benchmarks/

Performance

Expectations



Written work

Setting Demands

Use small groups;



Accom-modations



Modif-ications

Adjust written explanations to 3 or four paragraphs

Supple-mental

Instruction

Instruction to support missing skills, or build strategies



Curriculum

(Concepts and

Skills)


Benchmarks/

Performance

Expectations



Written work

Setting Demands

Use small groups;



Accom-modations



Modif-ications

Adjust written explanations to 3 or four paragraphs

Supple-mental

Instruction

Strategies forMaking inferences Sequencing & organizing information (concepts & vocabulary)

Instruction to support missing skills, or build strategies

You Try…You Try…

Target the specific areas in the curriculum that will require specially designed instruction

Determine the benchmarks that correlate

Use what you have developed already:– Unwrapped– Setting demands– Accommodations– Modifications

p. 8

Conditions for LearningConditions for Learning

Sets context - Curriculum & Setting demands– Tasks– Materials– Instructional methods– Environmental structures – Curriculum standards

p. 9


Given a word problem with key words underlined…

When in group settings…

Using a slant board…

Demonstration of LearningDemonstration of Learning

How the student will show understanding of concepts or applications of skills– Observable– Measurable

p. 10


…will use a topic map to record the main idea and three supporting details from a lecture…

…will sort objects by one similar attribute…

…will use the relaxation technique of taking a deep breath and counting to five…

Performance Criteria for Performance Criteria for MasteryMastery

To what degree will the concept or skill be demonstrated– Accuracy– Frequency/length of time

How will we know it was performed to that degree?

p. 11


… scoring a 5/6 on a rubric measuring the use of the graphic organizer

… 100% of the time based on the check sheets and teacher observations

… as measured by the student being able to correctly state the steps with 100% accuracy


Use your IEP

Highlight each area you find– Condition for learning – yellow– Demonstration of learning – green – Performance criteria for mastery – pink

What did you notice?What did you notice?


Write one goal and a set of objectives using the word bank– Condition for learning– Demonstration of learning– Performance criteria for mastery

p. 12

Writing IEP Goals and Objectives Aligned with General Education Curriculum

Documents

accuracythe student

student productsuses

student progress

minutesthe student

donethe student

writing goals

stranger testthe student

relevant data