IEP Form 4A Đ Annual Goals

 

IEP Form 4B is required for students who take the CAPA. These students require annual goals AND objectives. Best practice would be to use Form 4B for any students who are working on pre-academic or functional skills.

 

1.            Area of Need:  Indicate the area of need for each goal developed.  These areas of need should match the Ňareas of needÓ on Form 3. (i.e., math, reading, behavior)

 

2.            Baseline: Specify the studentŐs baseline performance. The baseline should describe the childŐs current performance on the skills identified in the goal. The baseline should be a quantifiable description of classroom performance in the specified area. (i.e., reads 20 sight words, writes a simple paragraph of 2-4 sentences, etc.)

 

3.            Measurable Annual Goal #:  Enter the number of the annual goal.

 

4.            Standard: First consider standards at the studentŐs chronological grade level. Also consider pre-requisite skills, levels of the cognitive domain, accommodations, modifications, and assistive technology.

 

5.            Annual Goal: Annual goals must be measurable and relate to the baseline data.  Goals must include:

á         Who

student

á         Does What

observable behavior (will add single digit numbers)

á         When

by reporting date

á         Given What

conditions (when given a paragraph to read)

á         How Much

mastery, criteria (90% accuracy, 3 consecutive days)

á         How Will It Be Measured

performance criteria (as measured by teacher data)

 

6.            Enables The student to be Involved and Progress in the General Curriculum: Select if student is working on the goal written to California content standards.

 

7.            Addressed other Educational Needs Resulting from Disability: Select if the student is working on other educational needs (i.e., behavior, social skills, self help, etc.). Remember, to be linguistically appropriate, the goals should align to the studentŐs assessed level on the CELDT (if appropriate) and the CDE English Language Standards.

 

8.            Secondary Transition Goal: If the goal is related to secondary transition, check the box and then check the appropriate area: Education/Training, Employment, or Independent Living.

 

9.            Progress Reports: Document the date and the summary of the progress.

 

   Educational Benefit Reminder  

o        Are there goals and objectives/benchmarks (if appropriate) for each area of need and vice versa?

o        Are the goals and objectives/benchmarks measurable?

o        Do the goals and objectives/benchmarks enable the student to be involved/progress in the curriculum?

o        Are all other educational needs resulting from the disability addressed?

o        If the student is an English Learner, are the goals and objective/benchmarks linguistically appropriate?

o        Is the person(s) identified who is primarily responsible for implementing the goals and objectives/benchmarks, and monitoring progress?

 

 

[Excerpted from the State SELPA IEP Manual, July 2009. For the 2008-2009 form set.]