IEP Goal Writing

Steps for Writing Annual Goals

  1. Using the KCAS, identify the grade level standards that all students are expected to know and be able to do (example, if the student is in the 5th grade use the fifth grade KCAS; if the student is in the 10th grade use the 10th grade KCAS).
  2. Using the Present Levels, identify the student’s current educational performance (baseline instructional level).
    1. Determine the student’s current academic performance (baseline instructional level) in KCAS. As needed, consider prior grade level standards to identify prerequisite skills and content needed by the student.
    1. Determine the student’s current functional performance (baseline instructional level). Reference additional curricular tools as appropriate (e.g., KCAS, Kentucky Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments).
  4. Prioritize the skill area(s) that will have the most powerful impact on accelerating student performance from his/her instructional level toward the identified age and grade level standards.
    • What skill area(s) does the student need to improve in order to access and progress in the general curriculum?
    • What skill area(s) warrant remediation in order to advance the student toward grade level standards as well as promote access and progress in the general curriculum?
    • What other factors influence the prioritization of annual goals, such as the number of years left in school?
    • What behavior is most modifiable?
    • What are parent and student interests, such as toileting skills or leisure activities that have a positive impact on the family?
  5. Write measurable annual goals to address the prioritized skill area(s). Include the following components in each goal:
  • Audience
  • Behavior
  • Circumstance
  • Degree/Criterion
  • Evaluation/Method of Measurement (can be in goal statement or following the prompt “Methods of Measurement”)

 

Measurable Annual Goals, Methods of Measurement, Benchmarks/Objectives

707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4)

 707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B) 

Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire or strategies that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.

Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal.

Components of a Measurable Annual Goal

Write measurable annual goals to address the prioritized sub-skills. Include the following components in each goal:

  • Audience- State the student’s name.
  • Behavior- What observable (see, hear, count) action will the student perform or do?
  • Circumstance- Describe the instructional materials/circumstances used to teach the goal.
  • Degree/Criterion- How well must the student perform the skill?
  • Evaluation/Method of Measurement- How the implementer measures student progress? Determine what tool/resource/assessment will be used and to what frequency the skill will be assessed.

Audience –student name

Behavior - an explicit statement of what the student will do. Observable behavior can be measured, seen, heard, counted, or timed. Examples:

  • Daniel will read
  • Latina will pronounce
  • Jamal will write
  • Sandra will gaze
  • Mark will read orally

Circumstance –a description of the instructional materials or instructional circumstances used to teach, and eventually assess/measure the stated behavior. Circumstance is what is used to stimulate the taught behavior (cue, prompt, direction, situation, etc.). Examples:

  • When provided opportunities for peer interaction in a non-structured setting
  • When engaged in a non-preferred activity
  • When presented with 10 two-digit division problems and access to a study carrel
  • Following a large group review and when provided a listing of 20 content related vocabulary words

Degree/Criterion – a description of the expected minimum level of success within 12 months, including the frequency of data collection. Examples:

  • 92% correct as measured by twice weekly probes
  • 8/10 words correct as measured by weekly work samples
  • 4/5 activities on 3 consecutive weekly frequency counts 100% of the key steps of a social skill on 5 occasions as measured by checklists
  • 3/5 assessments as measured by a scoring rubric

An option for determining the Criterion Level:

  • Using progress data identified in the Present Levels, identify the student’s baseline performance.
  • Using progress data identify the student’s Rate of Learning (ROL) from past instruction in this skill.
  • Given the student’s ROL and grade/age level standard, identify the desired outcome (criterion) for a 12 month period.  Establish an aimline from the baseline to the criterion.
  • Determine if the proposed aimline and criterion is reasonable and attainable for the student. If not, break the goal into attainable components.

An option for determining the Frequency of Data Collection: Daily, Weekly, or Monthly:

  • Find the baseline performance
  • Subtract baseline number from the criterion within the goal
  • Divide the difference between the baseline and the criterion in the goal by the number of days, weeks, or months of projected implementation

Evaluation/Method of Measurement - how the implementer measures the student progress toward reaching each goal. The categories in Infinite Campus IEP are:

  • Curriculum-Based Measurement
  • Direct Measures
  • Indirect Measures
  • Authentic Assessment