![]() By when should the student master the goal? Given a journal prompt, Sarah will orally read 90 words per minute with 3 or fewer errors by the end of the 2017″“2018 school year.Īddress all the components contained in the acronym, and you’ll have a well-written goal for your student to work toward! Given a journal prompt, Sarah will orally read 90 words per minute with 3 or fewer errors. Set the criterion for exactly what the student should do to meet the goal: how much, how often, at what level. Given a journal prompt, Sarah will orally read. Next, use an action word to clearly identify the behavior you’re measuring. Use this word at the beginning of the goal to set the condition. To remember the steps, just think of the acronym GOAL: Writing a measurable IEP goal can be summarized as a four-step process. The data you gather should then inform your IEP decisions as you monitor the student’s progress. ![]() Write IEP goals correctly, and it should be fairly easy to figure out which data collection method you should use. Good data collection depends on having a measurable goal to work toward. So how can you make sure your interactions are more like Scenario 2? There are two essential things to do: write measurable IEP goals or objectives and then organize a system for collecting data on these goals and objectives. provided the parents with a copy of the data and graphs.brought analyzed work samples and matched them to data points.calculated baseline levels and compared them to the student’s mastery level.clearly summarized and graphed the data.put the responsibility (or blame) back on the parents by saying, “if you could help her with homework…”īy contrast, the teacher in the second scenario did lots of things right.said the vague phrase “she seemed to make progress” without explaining the evidence to the parents.said “she’s such a sweet girl”–which may be true, but can sound like the teacher is covering up for not being prepared.didn’t summarize, analyze, and graph the data.didn’t bring the data sheets to the meeting.Number 2 sounds better, right? What did the teacher in the first scenario do wrong? Golden points out that this educator: Do you see the upward trend shown on this graph? I put copies of the data and graphs in a folder of IEP handouts to take home. That is remarkable! Here are analyzed work samples that are shown by the data points on this graph. Regina really began to grasp her math concepts, and she ended up achieving the mastery level that we set for her by the first week of February. During the first 3 weeks, she stayed at a pretty consistent level, but you can see that around January 19 she began to rapidly make gains. If you look at Goal 1, shown in red, you will see that the mastery level for basic math facts was set at 75%, and her baseline data showed that she began at the 45% mastery level. Mulhern, I would like to talk about the data that we have been collecting on Regina’s four IEP goals. What do you think? Maybe if you could help her with her homework and her studying, we could get rid of that goal during our next IEP meeting. So, we probably should just keep the math goal on Regina’s IEP because I don’t think she’s quite mastered it yet. I have nearly 100 of them, and they are pretty hard to carry. We did take lots of data, but I think I must have left those data sheets in the room. I really love her she’s such a sweet girl. Did you get that test I sent home? Overall, though, I think Regina’s doing well. She was learning her math facts and did pretty well on most of the work. maybe 50%? During the first 3 weeks, she seemed to make progress. If you look at Goal 1, you see that the mastery level for basic math facts was set at 75%, and I would guess that she began the year at about. Mulhern, I would like to talk about Regina’s IEP goals. Read them and see which one sounds more like your current process: Let’s start with two sample scenarios Golden offers in her book. Excerpted and adapted from Cindy Golden’s new book, The Data Collection Toolkit, this post is a starting point for writing better IEP goals and putting a solid data collection system in place. Today’s post gives you some tips you can use to improve your IEP process. Click on the Provide Feedback button to leave a rating and a short comment.When you’re working with students who have IEPs, it’s important to write specific and measurable IEP goals, collect good data, and keep the data organized. ![]()
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