Sanger Independent School District

When considering TEKS for Annual Goals, you might . . .

Organize by essential components of instruction (e.g, for reading this includes phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension; for math this includes understanding, computing, applying, reasoning, and engaging) or by a more general intended outcome

 

Another example:
TEK Student Expectation - The student retells reading material in accurate sequence.
ËGoal:  In 36 weeks, when a story is read to her, Lynnette will retell the story  by giving the beginning, middle, and end of the story in the correct sequence in 3 of 5 attempts.
Another example:
TEK Student Expectation:  ­The student retells main ideas or events as well as supporting details in appropriate-level narrative, expository, and technical texts.

ËGoal:  In 36 weeks, when provided with a narrative story at his instructional level,  George will read the story and orally retell the story, including the main idea and at least 5 supporting details in 3 of 5 trials.

 

IEP Section

The PLAAFP describes the student’s current

level of functioning in areas of need.

Quality Indicators

 

 

 

4

3

2

1

Goals

 

1.

Needs identified in PLAAFP statements are addressed through a goal or adaptation that corresponds to the PLAAFP.

There is a direct relationship between the PLAAFP and the goals or adaptations page for each stated need.

There is a direct relationship between the PLAAFP and the goals. Some needs are not addressed.

There is some relationship between the PLAAFP and the goals.

There is no relationship between the PLAAFP and the goals.

2.

Goals are meaningful, measurable, and able to be monitored – whenever possible measures are fluency based (avoid percentages when possible).

Goals are meaningful, measurable, and able to be monitored. Fluency measures are used when appropriate.

Goals are meaningful and measurable but units of measurement should be changed.

Goals are measurable but not meaningful for the stated PLAAFP.

Goals are not meaningful, related to PLAAFP, measurable, or able to be monitored.

3.

Goals reflect high expectations but are realistic.

Goals are ambitious enough to drive interventions to allow the child to make meaningful progress.

Goals are somewhat ambitious to allow the child to make progress.

Goals are written such that the student would make progress regardless of the intervention.

Goals are not ambitious enough for for the child to make meaningful progress or are a repeat from previous year’s IEP.

4.

The goal includes the time frame, the conditions, the behavior, and the criterion for acceptable performance.

The goal includes the time frame, the conditions, the behavior, and the criterion for acceptable performance.

A goal contains 3/4 elements.

A goal contains 2/4 elements.

Goals contain less than 2 elements.

5

The goal includes evaluation procedures, frequency of evaluation and identifies the person responsible for monitoring.

The goal includes 1) evaluation procedures, 2) frequency of evaluation, and 3) identifies the person responsible for monitoring progress.

The goal includes 2 of the 3 elements.

Goal includes 1 of the 3 elements.

The goal does not include evaluation procedures and frequency of evaluation.

Objectives

1.

Objectives or benchmarks are related to the goal and are measurable.

Objectives or benchmarks are clearly related to the goal and are measurable.

Objectives or benchmarks are clearly related to the goal but are not measurable.

Objectives or benchmarks are somewhat related to the goal but there is room for improvement.

There is no relationship between objectives or benchmarks to the goal.

IEP Section

The PLAAFP describes the student’s current

level of functioning in areas of need.

Quality Indicators

 

 

 

4

3

2

1

Progress Monitoring

1.

A graph or checklist is attached to the IEP or included in the student’s file for each goal.

Each goal has a graph or checklist and data are collected and graphed per the IEP.

Each goal has a graph or checklist and data are collected but less frequently than the IEP states.

Each goal does not have a graph, but there is evidence of regular data collection or each goal has a graph but there is no evidence of regular data collection.

There are not any graphs and little or no data is collected.

2.

There is evidence of an instructional change when progress toward the goal is insufficient.

• A decision making rule is used to make decisions about instructional changes.

• A line is drawn on the graph to indicate when a change occurs when progress is insufficient.

• Or, there is good evidence that interventions were documented and implemented when progress was insufficient.

• Or, progress was sufficient. No instructional change was warranted.

 

No decision-making rules are used. Interventions are implemented with students on an inconsistent basis.

There is insufficient evidence to determine whether any instructional change occurred when student progress is insufficient. There is evidence of insufficient student progress but no instructional change was documented.

3.

If short-term objectives are not benchmarks, data for each objective must be attached to the IEP.

Data is collected on each objective and graphed per the IEP

Data is collected on each objective but less frequently than stated in the IEP

Each objective does not have a graph, but there is evidence of regular data collection.

There are not any graphs and little or no data are collected on objectives.  Objectives or benchmarks are clearly related to the goal.