IEP Critique

Annual Goals and Objectives

Steps
1. For each of the goals provided on the IEP, fill in the provided information in the table below in BLACK font. This will allow you to see what information you have and what information you still need to make each goal into a SMART goal.
2. In a different colored font(or highlight), fill in the table with the information that is missing. In some cases you may have to make an educated guess based on the existing data (for example if you don’t have baseline data, you may look back at the other sections to estimate the student’s current performance.) Each section of the table should be completed.
3. Using the information in the now complete table, transfer the goal onto the goal format provided.
4. You will need to follow these steps for each of the goals.

Goal 1:
Complete steps 1 and 2 using this table (You may use the UNC Special Education Goal Development Guidelines if you need further direction.)

Name Behavior Condition Criteria Evaluation Schedule Baseline

 

 

 

 

 
Complete Step 3 by transferring data from the table above to the goal format below.

SECTION 9: ANNUAL GOALS AND/OR OBJECTIVES
For Students who are transition age, indicate what post-school area this will support: • Education/Training •Employment •Independent Living
Area of Need:

Measurable Goal:

 
Objective (if needed):
Unit of Measurement:

Related Standard/Expanded Benchmark/Access Skill:
Baseline Data Point:
Evaluation Method:•Monitor and Chart Progress • Focused Assessments • Portfolio Collection • Other:_____________________________
Progress Report (Describe how parents will be informed of the student’s progress toward goals and how frequently this will occur)

 

Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____
Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point:
Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point:

 

 

Goal 2

Name Behavior Condition Criteria Evaluation Schedule Baseline

 

 

 

SECTION 9: ANNUAL GOALS AND/OR OBJECTIVES
For Students who are transition age, indicate what post-school area this will support: • Education/Training •Employment •Independent Living
Area of Need:

Measurable Goal:

 

Objective (if needed):

Unit of Measurement:

Related Standard/Expanded Benchmark/Access Skill:

Baseline Data Point:
Evaluation Method:•Monitor and Chart Progress • Focused Assessments • Portfolio Collection • Other:_____________________________
Progress Report (Describe how parents will be informed of the student’s progress toward goals and how frequently this will occur)
Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____
Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point:
Goal 3

Name Behavior Condition Criteria Evaluation Schedule Baseline

 

 

 

SECTION 9: ANNUAL GOALS AND/OR OBJECTIVES
For Students who are transition age, indicate what post-school area this will support: • Education/Training •Employment •Independent Living
Area of Need:

Measurable Goal:

 

Objective (if needed):

Unit of Measurement:

Related Standard/Expanded Benchmark/Access Skill:

Baseline Data Point:
Evaluation Method:•Monitor and Chart Progress • Focused Assessments • Portfolio Collection • Other:_____________________________
Progress Report (Describe how parents will be informed of the student’s progress toward goals and how frequently this will occur)
Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____
Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point:

Goal 4

Name Behavior Condition Criteria Evaluation Schedule Baseline

 

 

 

SECTION 9: ANNUAL GOALS AND/OR OBJECTIVES
For Students who are transition age, indicate what post-school area this will support: • Education/Training •Employment •Independent Living
Area of Need:

Measurable Goal:

 

Objective (if needed):

Unit of Measurement:

Related Standard/Expanded Benchmark/Access Skill:

Baseline Data Point:
Evaluation Method:•Monitor and Chart Progress • Focused Assessments • Portfolio Collection • Other:_____________________________
Progress Report (Describe how parents will be informed of the student’s progress toward goals and how frequently this will occur)
Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____
Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point:
Goal 5

Name Behavior Condition Criteria Evaluation Schedule Baseline

 

 

 

SECTION 9: ANNUAL GOALS AND/OR OBJECTIVES
For Students who are transition age, indicate what post-school area this will support: • Education/Training •Employment •Independent Living
Area of Need:

Measurable Goal:

 

Objective (if needed):

Unit of Measurement:

Related Standard/Expanded Benchmark/Access Skill:

Baseline Data Point:
Evaluation Method:•Monitor and Chart Progress • Focused Assessments • Portfolio Collection • Other:_____________________________
Progress Report (Describe how parents will be informed of the student’s progress toward goals and how frequently this will occur)
Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____ Reporting Date: ___/___/____
Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point: Progress: ____
Supporting Data Point:
Critic 2
In Unit 7 you completed a critique of Sections 1-8 of a sample IEP. For this assignment you will continue with Part 2 of the same sample IEP you chose to use for Part 1. (Note: This assignment contains Part 2 of the sample IEP information.)

Complete the following steps:
Read Part 2 [Section 9 – Annual Goals and/or Objectives] of the IEP carefully.
Compare the information you find in the IEP with what you have learned is required based on your reading of the Procedural Manual for the Colorado State Recommended IEP. Refer to page 64 as you examine the goals in the sample IEP.
The following links may be useful as you examine the goals:
New P-12 standards.
http://www.cde.state.co.us/CoExtendedEO/StateStandards.asp – Link leads to the Extended Evidence Outcomes for Mathematics; Reading, Writing, and Communication; Science and Social Studies.
For each goal:
• identify and describe missing information and/or errors,
• identify where you would find any missing information/ identify corrections to errors,
• rewrite the goal to comply with the SMART criteria found on p. 24 in the Procedural Manual for the Colorado State Recommended IEP.

 

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