Individualized Education Program
Accountability—Measurable Annual Goals
EC Teacher’s Meeting
January 27th and 29th
"Accountability breeds
Stephen R. Covey
• For children with disabilities who take alternate
assessments on the extensions of the North Carolina
Course of Study Extensions (EXTEND 1) must have
benchmarks and/or objectives.
• Nothing has really changed for these students.
• Must have the following components:
– Annual Goal
– Benchmarks/Objectives
• Title 1/No Child Left Behind requires that students with
disabilities assessed through modified achievement standards
(EXTEND 2) have annual goals aligned to grade level
In NC, students in grades 3-8 & 10 who are assessed via the
Extend 2 are subject to this requirement. ***9th, 11th and 12
• What has changed? Extend 2 students must have the
following components:
-Measurable Annual Goal
-Competency Goal based on their assigned grade level
• All students must have PLAAFP and
Annual Goal
• EXTEND 2 students must have a PLAAFP,
Annual Goal and Competency Goal
• EXTEND 1 students must have a PLAAFP,
Annual Goal and Benchmarks and/or
Related Services
Related Service Providers must have
PLAAFP, Annual Goals, and Benchmarks
and/or Objectives for all students.
Components of PLAAFP
• Data-based student specific information related to
current academic achievement and functional
• Strengths of the student
• Needs resulting from the disability
• Effects of the disability on involvement and
progress in the general education curriculum
The measurable annual goal is a
statement that links directly to the areas
of need identified in the present levels of
academic achievement and functional
Measurable Annual Goals
The annual goals in the IEP are
statements that describe what a child
with a disability can reasonably be
expected to accomplish within the
duration of the IEP.
Measurable Annual Goals
Major Components
• Any important givens/conditions (when, with
what, where)…as applicable.
• A skill/domain area (academic, behavioral,
• An observable learner performance (what
the learner will be doing, an action).
• Measurable criteria which specify the level at
which the student’s performance will be
acceptable (e.g., speed, accuracy, frequency)
Measurable Annual Goals
What exactly does “measurable” mean?
Unfortunately, IDEA doesn’t define it.
Characteristics of Measurability:
• Yields the same conclusion if measured by several people.
• A measurable goal allows us to know how much progress
has been made since the last measured performance.
• A measurable goal can be measured as written, without
additional information.
Measurable Annual Goals
Criterion or Level of Performance
(How well the learner must do)
Frequently used examples of criteria:
• 4 of 5 trials
• 3 consecutive days
• % accuracy
Measurable Annual Goals
Observable means:
• Clearly defined
• Visible
• Countable behavior
Measurable Annual Goals
Examples of “observable” behavior
• Reading orally
• Dressing one’s self
• Speaking to adults without vulgarities
• Pointing, drawing, identifying, writing, etc.
Measurable Annual Goals
Non-Examples of Observable Behavior
• Becoming independent
• Respecting authority
• Enjoying literature
• Improving, feeling, knowing, etc.
• Based on informal language assessments, Mary can decode
simple words, however she has difficulty decoding multisyllabic words and words with prefixes and suffixes. She
needs to increase her word vocabulary bank in order to
understand text. She spends so much time trying to figure
out words that it causes her to forget the content of what
she is reading Because she struggles to get the words she
loses focus on what she is supposed to be doing. Mary
does not use proper subject-verb agreement and correct
punctuation (end of sentence punctuation, commas, and
proper indentions) when writing. Improper punctuation
and subject-verb agreement impacts the readability of her
writing and impacts her progress in the general curriculum.
Mary’s Language Arts Annual
• When given selected 9th grade reading
material, Mary will use decoding strategies,
context clues and word banks to increase
her reading comprehension by answering
80% of comprehension questions correctly.
Annual Goal Component
Annual Goal
1. Given/Conditions (when or under
what conditions), as applicable
Given 9th grade passages
2. Skill/Curriculum/Behavior Area or
Domain (Academic/Functional)
3. Observable Learner Performance
Read words using decoding strategies
Comprehend using context clues
Use of word banks when comprehending
4. Desired Level of
Achievement/Outcome (Measurable
Criteria…how well, how many times,
over what period of time)
80% of comprehension skills
Mary’s Writing Goal
• When given a topic, Mary will form a 2-3
paragraph narrative depicting a complete
thought using correct grammar and
punctuation (end of sentence punctuation
and subject verb-agreement) with 80%
Annual Goal Component
Annual Goal Statement
1. Given/Conditions (when or under
what conditions), as applicable
When given a topic
2. Skill/Curriculum/Behavior Area or
Domain (Academic/Functional)
Written expression
3. Observable Learner Performance
Correct grammar and punctuation
Complete thought
4. Desired Level of
Achievement/Outcome (Measurable
Criteria…how well, how many times,
over what period of time)
80% accuracy
Present Level of Academic Achievement and Functional Performance
Based upon classroom informal math assessment, Jack can count to 25, count
objects to 25, recognize and write numerals 0-9, and group objects in sets. He
recognizes a line, square, and circle, but not a rectangle or triangle. He cannot
add or subtract 2 digit by 1 digit problems without regrouping, These skill
deficits impact his ability to apply his knowledge to the third grade curriculum.
Annual Goal: When given a model of each shape Jack will correctly name a
rectangle, triangle, cube, and cylinder, 8 of 10 trials.
Annual Goal: When directed by the teacher, Jack will rote count to 100 with
no errors.
Present Level of Academic Achievement and Functional
Based on informal teacher assessment and review of observations from class observation
records, Jack can sort one dollar bills, up to four dollars. Jack is unable to make coin
combinations to equal one dollar. This affects his ability to calculate and problem solve in
the general curriculum as well as in daily life skill activities.
Annual Goal:
Given coins (quarter, dime, nickel, penny), Jack will make coin combinations to equal one
dollar, in 3 different ways, 9 of 10 trials.
Annual Goal Component
Annual Goal
1. Given/Conditions (when or under what
conditions), as applicable
Given coins
2. Skill/Curriculum/Behavior Area or
Domain (Academic/Functional)
Math readiness
3. Observable Learner Performance
Combine coins to equal one
4. Desired Level of
Achievement/Outcome (Measurable
Criteria…how well, how many times)
3 different ways, 9 of 10 trials
• According to formal reading screenings and classroom
observations, Dwight contributes to classroom discussions
and completes assignments. According to the reading
screening, he can decode 1 syllable CVC words and can
decode some words with long vowel sound combinations.
He can read 25 words per minute. When given a sentence
he can answer simple WH questions. He needs to decode
multi-syllable long and short vowels words. He needs to
increase his reading fluency to 55 words per minute and
increase his reading comprehension to access the first
grade curriculum.
Annual Goals
• Dwight will decode two and three closed
syllable words, words with long vowel letter
combinations and words containing R
control vowels with 70% accuracy.
• When given a grade level passage, he will
read fluently at 55 words per minute and
answer 8 out of 10 WH questions relating to
each passage.
Individualized Education Program
"Accountability breeds response-ability."
Autism Training
• Autism Training—February 10—
Communicating with Parents
• ECAC Meeting for Parents and Teachers
Board Room 5:30 to 7:30—February 10th
Early Out Staff Development
February 11
• Speech Therapist—Rochelle Middle School
• OCS Teachers—Central Office Board
• Low Incidence Classes—(Joyner, Parks
(Rouse and Morris), Potter, Britt, Stout,
Radford, Sutton, Corey, Lane, Garris, and
Math Foundation Training
• Math Foundations—next session January
• Review your testing accommodations.

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