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Write Objectives/Benchmark for a Specified Period of Time

 

 

 

Example

Who will perform:

Name of the student

Does what

(observable behavior):
  • recite
  • compare
  • define
  • solve
  • contrast
  • write
 

When

(by reporting date):

Report card grading period
 
Given what (conditions):

Setting in which activity takes place; describes the conditions that will need to be in place for the goal or objective/benchmark to be completed.
 
How much (mastery):

90 percent accuracy
 
How much (criteria):

Four out of five trials

 
How it will be measured:

Performance data


Use the following standard to practice writing a goal by filling in the blanks.

Number Sense: Computation/Decimals – 4.2.1

Estimate and compute the sum or difference of whole numbers and positive decimals to two places.

Who will perform (student): _________________________

Does what (observable behavior): ____________________

When (by reporting date): _________________________

Given what (conditions): ___________________________

How much (mastery): _____________________________

How much (criteria): ______________________________

How will it be measured (performance data): ___________

 

Characteristics of Present Levels of Academic Achievement and Functional Performance

In general the present level of academic achievement addresses current information obtained from various sources. These sources should include the general education teacher, parents and other IEP team members. If relevant and appropriate, information from evaluations reports may be included.

Present levels of academic achievement:

  1. Are useful for instructional planning
  2. Include academic as well as non-academic areas such as daily living skills, communication, and interpersonal skills
  3. Describe the effect of a student’s disability on educational performance
  4. Are based on assessment data results
  5. Determine student’s current baseline

 

Five Compliance Requirements for the Present Level of Academic Achievement and Functional Performance

Compliance

requires a statement of the child’s present level of academic achievement that:

Best Practice

suggests that the present level of academic achievement should include:

  1. Addresses how the child’s disability affects her/his involvement and progress in the general education curriculum
  • For pre-school children, as appropriate, the statement of compliance addresses how the disability affects the child’s participation in appropriate activities
  • For children with disabilities who take alternate assessments aligned to alternate achievement standards, the statement of compliance is a description of benchmarks or short-term objectives

One of the changes from IDEA, as amended in 2004, was to eliminate the requirement for objectives/benchmarks for all students with disabilities except those students with disabilities who take alternate assessment. [20 USC § 1414 (d)(1)(A)(i)(I)]
  • The student's needs as it relates to access to the general education curriculum (i.e., state standards) and general education placement
  • The student's involvement with peers without disabilities in the general pre-school activities
  • The CAPA assessment and California Content Standards as the alternative
  1. Addresses the strengths of the child and the concerns of the parent for enhancing the education of their child. This is not a requirement, but it should be a strong consideration
  • Information from parents, teachers, and others who have daily interaction with the child
  • Language that is clearly understood by parents and reflects the parents’ concerns about their child’s educational program
  1. Lists measurable annual goals, including academic and functional goals designed to:

(aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child’s other educational needs that result from the child’s disability
  • Information drawn from teacher-validated classroom observations of daily work (assignment, projects, journals, etc.)
  • A clear foundation for the development of measurable goals, objectives and benchmarks
  • Use of curriculum baseline data to provide information about current functioning of the child in quantitative terms

Note: Consider using tests and assessments that are criterion-referenced or curriculum-based during the evaluation process (see Lesson 3 for more on criterion-referenced and curriculum-based tests and assessments). These instruments and procedures are particularly useful for planning relevant instruction because the student is measured against his or her own performance rather than against norms established by other children’s performance. These tests also are related to what is happening in the day-to-day curriculum and in day-to-day classroom assessment. Criterion-referenced and curriculum-based test and assessments generally follow the development of skills along a continuum of objectives, within the district’s curriculum.

  1. Describes how the child’s progress toward meeting the annual goals will be measured and when periodic reports on the progress will be reported (i.e., report card reporting periods)

Goals and benchmarks aligned with report card periods
  1. Refers to special education and related services and supplementary aids
  • A discussion of state- and district-wide results in relation to grade level peers and/or specific skills. Do not list scores (or scores as percentiles), but integrate the discussion of state- and district-wide assessment results into the Present Level of Academic Achievement (PLAA) as strengths or concerns addressed by subject areas
  • A short and simple statement to specify how the concern is going to be addressed through general education if the concern is not related to the disability

Note: Examples can include an explanation of Title I services, differentiated instruction in the general education classroom, remedial reading, after school tutoring, building level support team, Response to Intervention (RtI), etc.

 

—adapted from 20 USC § 1414(d)(1)(A)(i)

 

Setting Goals

1. Locate the student’s baseline level of performance in the California content standards or district standards. Look at the state/district standards in the area of student need and identify skills for further development. State/district standards in the grades above and below the student should also be considered. It will be helpful to use the list of "selected standards" developed in the Goals and Objectives Handbook. The selected standards drive the team consideration for areas of focus.

2. Consider rate of learning

• How long did it take the student to get there?

• What is a reasonable calculation of this student’s achievement in one year’s time?

3. Write annual goal

  • At the end of one year, what will the student accomplish?
  • Coordinate the student’s instructional needs with the appropriate state/district content standards.
  • The annual goal must be measurable and observable.

4. Determine first objective/benchmark

  • This is the first step in meeting the annual goal.
  • It must be measurable and observable.
  • Determine due date; consider using general education reporting period deadlines.

5. Determine second objective/benchmark

  • This is the second step in meeting the annual goal.
  • It must be measurable and observable.
  • Determine due date; consider using general education reporting period deadlines.

Remember:

  • All annual goals must be written in observable, measurable terms.
  • Each annual goal must have at least two objectives/benchmarks.
  • Parents must receive documentation of progress on annual goals as frequently as general education students receive progress notices. It makes good sense to align objectives/benchmarks with regular reporting periods. For example, report progress at each report card reporting period.

 

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