FORM 4A –
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. Areas of Need: Indicate areas of educational
need that have been identified by the IEP
Team based on assessments and present levels of academic achievement and functional
performance and/or
special factors. For every identified area of need
there must be a goal.
2. Baseline:
Specify the studentÕs baseline performance. The baseline should describe the childÕs 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 studentÕs chronological grade level. Also consider pre-requisite skills, levels of the cognitive domain,
accommodations, modifications, and assistive technology.
NOTE: If the student is taking CMA
there must
be a
grade level standards based goal for each area where the student
is
taking the
CMA.
5. Annual Goal: Annual goals must be measurable and relate to the baseline data. Goals
must include:
¥ Who student
¥ Does What observable
behavior (will add single digit numbers)
¥ When by reporting date
¥ Given What conditions (when given a paragraph to read)
¥ How Much mastery,
criteria (90% accuracy, 3
consecutive days)
¥ 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
studentÕs 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
- Are there goals and objectives/benchmarks (if
appropriate)
for each area of need and
vice versa?
- Are the goals and objectives/benchmarks measurable?
- Do the goals and objectives/benchmarks enable the student to be involved/progress
in
the curriculum?
- Are all other educational needs resulting from the disability addressed?
- If the student is an English Learner, are the goals and objective/benchmarks
linguistically appropriate?
- 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, 2013]