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.]