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]