Goals
Developing Annual Goals
A student's goals should address his or her needs.
Must align with Present Level (PLAFP)
Annual goals (and short-time objectives or benchmarks) should be able to stand on their own
Identify what skills and/or behaviors a student is expected to demonstrate (or do) within the period of time the IEP is implemented. The goal is a statement of what the student will do to make one year’s progress in one year’s time.
NOTE: Do not use general goals such as:
The student will make progress on grade level curriculum.
The student will achieve ___ on ISTEP.
The student will improve their lexile to _____.
Identify specific skill deficits and write a goal to address the deficit that prevents the student from making progress on grade level curriculum.
At least one of the annual goals must support each of the measurable postsecondary goals (transition IEP)
All goals must be skill based. What skills does the student need to be successful in current and future environments? (e.g., learning strategies, organizational skills, etc.)
There must be a correlation between goals, specially designed instruction and provisions. If a student needs provisions s in a specific area, this must be addressed with a goal and visa versa.
All students who have ED as an eligibility (primary or secondary) or Behavior Intervention Plan MUST have a behavior goal.
A measurable annual goal should…
Be a yearly statement of skill/behavior you want to see from a student (within those 12 months).
Be the most significant (current) barrier to the student being successful in the area you are addressing. You need not generate a goal for all of the skills you are working on with a student.
Be identified as a need in the Present Levels of Performance, and include the current level at which the student is performing the behavior.
Have a method of progress monitoring that aligns with the performance criteria
Allow us to document how much progress has been made since the last measured performance
Data must be based on a permanent product or quantifiable observation of behavior.
Goal Title
Name the curricular area
The Goal Title will also be used as the title for the graph that is produced if you use a rubric or single point monitoring.
Now click the Add Goal button.
Goal Present Level
A factual statement of what the student CAN do right now. This should be updated annually and should relate directly to the present level information you entered under Existing Data tab.
Give a specific present level of achievement, using objective data taken from test scores or methods of measurement. Each goal will have its own statement giving the exact current achievement levels of the student. Use the information from your updated full Present Level of Performance under the ‘Existing Data’ tab. You could simply cut and paste a statement from what you have already written.
Below are some sample present level statements, taken from Existing Data.
HS Student on Diploma Track:
In Language Arts, XXX currently reads below grade level. He is able to draw basic conclusions from some written text, but struggles to make clear and reasoned conclusions. XXX currently comprehends about 60% in 7/10 trials of what he is reading based on information provided from his Language Arts Lab teacher.
HS Student on Certificate Track:
In math, XXX is earning a C and is able to calculate a collection of coins and bills when she has paper and pencil to use. She will work on using mental math to calculate cost of items to determine if she has enough money to make a purchase.
HS Student in Life Skills:
XXX has a name stamp and when prompted he will stamp his name on his paper. XXX has been working on tracing his name and writing his name with hand-over-hand assistance. The application of this skill is for XXX to find his name amongst the names of his classmates. He is accurate roughly 20% of the time.
MS Student with ASD:
XXX’s current grades are as follows: English/Language Arts C+; Math B; Social Studies C-; Science A-; Spanish C; Careers A; Health B+. XX’s grades are affected by sporadic motivation and a tendency to put minimal effort into some assignments. Academically, he is functioning below his potential, because the autism affects his ability to manage and appropriately express his emotions.
MS Cross Cat Student:
On standardized testing, XXX generally performed well. While Reading Comprehension skills fell in the average range, those skills were a relative weakness for XXX as they were lower than other cognitive skills. XXX scored in the Superior range in math.
Due to behavior issues his progress can be limited in reading comprehension. He benefits from visual prompts (i.e. graphic organizers) to help him with reading comprehension. He has a bookmark with a list of questions that help guide his thinking and keep him focused while reading.
Primary Cross Cat Student:
XXX participates in daily Wilson Level 1 Fundations lessons. He is working on mastering CVC patterns. He currently averages 65% with CVC patterns. He often processes sounds incorrectly. He will front back sounds at the beginning and end of words or hear and different sound altogether. It is difficult to get him to look at my mouth for a visual prompt, so I try to have him sit right next to me to help him focus. He will tap sounds when asked, and has begun to sound out words independently. He is reading on Level A/B with 94% accuracy.
Primary Life Skills Student:
Due to her cognitive disability, academic goals should be of a functional nature. XXX can identify 8 colors with 60% accuracy, 4 shapes with 80% accuracy, and numbers 1-9 with 50% accuracy with one distractor present. She can identify her name with other classmates’ names present. She verbally answers questions or makes a choice from a two-switch option. XXX has difficult with fine motor activities. She attempts to trace but still needs hand-over-hand assistance. She is beginning to identify letters, especially those in her name.
Standards
Each goal must be aligned to State Standards. Select the Add Standards button.
You must select at least one standard to support each goal.
Some standards for non curricular skills may be found under Functional or iStar skill categories
For Speech Impairment:
Go to English Language Arts
For Grades K-2: Go to Reading Foundations. Search Learning Outcomes,Phonics and Phonological Awareness
For Grade 2-8: Go to Speaking and Listening. Search Discussion and Collaboration and Presentation of Knowledge & Ideas: Search for key words: Clarity, coherent sentences and appropriate pace
Language Impairment:
Go to English Language Arts
Go to Reading Foundations-Search Learning Outcome
Go to Reading Vocabulary: Search Learning Outcomes, Vocabulary Building, Vocabulary in Literature and Non-Literature Texts.
Behavior Standards
Functional Skills
Social-Emotional Skills
Specially Designed Instruction
Specially Designed Instruction (SDI) is defined as:
adapting, as appropriate to the needs of a student who is eligible for special education and related services, the content, methodology, or delivery of instruction to:
address the unique needs of the student that result from the student's disability; and
ensure the student's access to the general curriculum so that the student can meet the educational standards within the jurisdiction of the public agency that apply to all students.
SDI is what the teacher does to present information to the student (that is different than what other students receive). It is the type of instruction that the general education teacher couldn’t do on a regular basis. SDI is intended to provide the student with different ways to acquire content, process information or construct meaning.
Writing the Specially Designed Instruction should be done purposefully and intentionally, thinking about the services and support the student will receive in order to deliver the instruction. In other words, the services (minutes, setting, etc.) should be based on the Specially Designed Instruction the student needs to receive.
When describing SDI - focus on 4 areas:
Group size
Individual
Small group
Large group
What instruction?
Direct/explicit instruction
Support to …(implement accommodations)
What skill?
Phonics
Decoding
Vocabulary development
Comprehension skills
Contextual analysis
Making inferences
Math computation
Self-monitoring
Attention to Task
Following Directions
How/Through?
ACADEMIC
Pre-teaching
Guided practice
Breaking down language/steps
Modeling
Chunking
Verbal, picture, visual, written prompts/cues
Repeated reading
Paired reading
Use of decodable texts
Phonics based instruction
Sentence strips
Next dollar strategy
Mnemonic strategies
Graphic organizers
Repetitive practice
Self-monitoring
Corrective feedback
Providing a sample
Re-teach via instructional technology-- Do NOT specify the specific program(e.g. Compass, NWEA Skills Navigator-grades 3-9, Khan Academy)
FUNCTIONAL
Modeling
Prompting
Verbal reminders
Visual prompts/schedule
Task analysis
Hand over hand guidance
Social stories
SPEECH
Vocal practice
Breathing techniques
Oral/motor exercises
Discrete phoneme production training
Vocal practice
Mirror training
BEHAVIOR/EMOTIONAL
Relaxation/visualization techniques
Self-talk
Modeling
Role playing
Scripts
Frequent reinforcement
Self-monitoring
Social stories
Token economy
Social skills training in…
Examples of Specially Designed Instruction
Pre-academic
Present Level: XXX receptively identifies a star and a circle from a field of 2 on 3 of 4 trials; occasionally she names a “star”, as well.
Specially Designed Instruction: XXX will be provided direct instruction around the concept of shapes and their attributes. In a small group setting, the teacher will provide explicit instruction, tactile/multi-sensory experiences, and drill/practice opportunities daily.
Goal Statement: When given three shapes, XXX will be able to identify a circle, square and star in 9 out of 10 trials for two consecutive weeks.
Academic 1
Present Level: XXX is able to write a simple sentence of 4 words with correct beginning capitalization and ending punctuation; however, the sentences are grammatically correct on 4 out of 10 writing samples.
Specially Designed Instruction: In small group within the general education classroom, XXX will be provided with direct instruction in subject/verb agreement through the use of individualized lists of irregular verbs, and daily repeated and corrective practices.
Goal Statement: When given a story starter, XXX will write a 3 sentence paragraph that demonstrates correct sentence structure and grammar for 8 out of 10 documented writing samples over the course of 4 consecutive weeks by the end of the IEP period.
Academic 2
Present Level: XXX is able to blend multi-syllabic words on 5 out of 10 grade level words during 6 out of 10 trials.
Specially Designed Instruction: In a small group setting, XXX will be provided with direct, phonics-based instruction to identify grade level multi-syllabic words using modeling, verbal and visual prompts, intensive drill/practice, corrective feedback and reinforcement of effort.
Goal Statement: Given a list of 10 grade level multi-syllabic words, XXX will correctly decode 9 out of the 10 given words by accurately blending the given word’s syllables during 8/10 documented trials by the end of the IEP period.
Academic 3
Present Level- XXX is reading and comprehending on Level G. Level I is the grade level expectation. He struggles to comprehend literal and inferential information when grade level text is read to him. He is earning 65% accuracy on grade level comprehension assessments.
Specially Designed Instruction: In an individual or small group setting, XXX will participate in lessons that will teach and model specific strategies for comprehension like visualization, making connections and predictions, summarizing (main idea and supporting details), acting it out, marking text with highlighters or Post-It notes, and using graphic organizers/anchor charts to improve comprehension of text read.
Goal Statement: Given a grade level reading passage, XXX will cite textual evidence to support the answers to literal comprehension questions with 80% accuracy during 8/10 trials by the end of the IEP period.
Academic-High School
Present level: XXX is currently failing all academic classes. He/She has been absent for a total of 128 classes so far this year. According to the missing assignment data in PowerSchool, he/she has turned in 25% of the assignments in Algebra, 19% in English, 10% in World History, 35% in Biology. He/she does not ask the teacher for assignments after he/she has missed a class. He/she has the eligibility of OHI (ADD). He/she is unaware of when assignments are due, and unable to analyze tasks and create a schedule for completion.
Specially Designed Instruction: XXX will be provided individual instruction and guided practice in developing his self-monitoring skills by teaching him to access his gradebook account, and set calendar reminders on his cell phone. In a small group setting, XXX will be provided direct instruction in self advocacy (e.g. consulting with general education teacher regarding missing assignments) through role-playing and social skills modeling/discussion.
Goal Statement: Given an online grading/assignment reporting system, Xxx will log in once per week and make contact with his/her teachers regarding his/her missing work for 4 out of 7 classes for 7 out of 9 weeks each grading period by the end of the IEP period.
School skills
Present level: XXX has 50 single period absences during one month’s time. He comes to school but does not regularly attend 4 of his scheduled classes, as a result he has 3 F’s and 1 D.
Specially Designed Instruction: In the general education setting, XXX will be provided with direct support in following a printed class schedule and through the use of frequent reminders of expectations to attend class and reinforcement when XXX attends class.
Goal Statement: When provided with a printed schedule, XXX will report to each of his scheduled activities on time for 5 out of 7 classes for 4 out of 5 given days for two consecutive weeks.
Functional Academic
Present Level: XXX is able to count, read, and write whole numbers up to 75. He struggles after 75 and will often skip numbers to get to 100. He is able to add single digits independently, and double digits with a calculator; however, he is only able to correctly solve 4 out of 10 subtraction problems even with the support of a calculator.
Specially Designed Instruction: In an individual or small group setting, XXX will be provided direct instruction in identifying double digit numbers and entering them into a calculator by using modeling, repeated practice and corrective feedback.
Goal Statement: Given a calculator and 10 double digit addition and subtraction problems, XXX will correctly solve 8 out of the 10 given problems in 4 out of 5 documented trials by the end of the IEP period.
Functional-Community Based Instruction
Present Level: XXX does well in the community. He likes to look for the best deals on items he would like to purchase; however, he looks at the product more than the price in 8 out 10 price comparisons.
Specially Designed Instruction: In an individual or small group while in a community setting, XXX will be provided with direct instruction on comparing the cost of two items through the use of verbal prompts, repeated guided practice, and corrective feedback.
Goal Statement: Given the choice between two similar items (in either a community setting or given a hypothetical purchase opportunity in the classroom), XXX will identify the best price option with no more than 3 verbal prompts for 3 out of 4 documented opportunities by the end of the IEP period.
Functional -Swimming
Present level: At the present time, xxx is beginning to put her face in the water during swimming instruction, but is still unsure about putting her head in water back to float without someone holding onto her 100% of the time and has floated for less than 5 seconds at a time before panicking.
Specially Designed Instruction: In a small group in the pool, xxx will receive direct instruction with modeling from the other students, verbal and physical prompts on how to float and positive reinforcement for trying to float.
Goal Statement: When given the opportunity during swimming, XXX will practice floating in the pool with physical assistance on 3 out of 5 trials for 1 minute.
Speech Impairment/Language Impairment 1
Present Level: XXX correctly articulates /k, g/ in the initial position 30% of the time in a structured speech session.
Specially Designed Instruction: In a small group setting, XXX will be provided direct instruction in targeted phonemes through modeling, use of discrete phoneme production training, repeated practice and corrective feedback.
Goal Statement: When given a picture with target phoneme /k,g/, XXX will correctly articulate the sound in the initial position in 8 out of 10 recorded opportunities for 4/5 consecutive sessions by the end of the IEP period.
Speech Impairment/Language Impairment 2
Present Level: XXX is able to provide 1-2 details to define basic vocabulary 50% of the time during structured speech sessions.
Specially Designed Instruction: In a small group setting, XXX will be provided direct instruction on strategies to improve defining skills through use of visual cues such as a defining web, repeated practice and verbal support cues.
Goal Statement: With Visual support cues (ie defining web), XXX will provide 3-4 details to define basic vocabulary 70% of the time on 4 out of 5 consecutive sessions by the end of the IEP period.
Speech Impairment/Language Impairment 3
Present Level: XXX is directing eye contact at communication partner only 20% of the time when communicating with peers/teachers in the speech setting.
Specially Designed Instruction: In a small group setting, XXX will be provided direct instruction on strategies to improve use of eye contact to communicate with peers/teachers through use of modeling, visual imaging (visualize a box around partner’s head), and corrective feedback.
Goal Statement: Within the speech setting, XXX will demonstrate use of eye contact when communicating with peers/teacher 50% of documented conversation turns on 4 out of 5 consecutive sessions by the end of the IEP period.
Speech Impairment/Language Impairment 4
Present Level: XXX is following directions with use of concepts/prepositions with 50% accuracy.
Specially designed instruction: In a small group setting, XXX will be provided direct instruction to improve understanding of concept vocabulary through use of picture cues, modeling, and corrective feedback
Goal Statement: With picture support, XXX will follow directions with concepts: on, under, next to, between, in front and behind in 8 out 10 documented trials in 4 out of 5 consecutive sessions by the end of the IEP period.
Behavior 1
Present Level: XXX is reluctant to follow teacher’s directions when given the first time. He often complains and avoids doing the task assigned to him 50% of documented times.
Specially Designed Instruction: In the general education setting, XXX will be provided with direct support in following directions through the use of frequent reminders of expectations, modeling of self-talk, use of fading verbal and nonverbal prompts, teaching a self-monitoring technique, and reinforcement for beginning work without complaint.
Goal Statement: Given a verbal directive, XXX will begin working without complaint and according to teacher's directions within 1 minute of the given directive in 8/10 documented trials over the course of one reporting period by the end of the IEP period.
Behavior 2
Present Level: XXX struggles to maintain appropriate classroom behavior. The following are behaviors documented to occur: out of seat multiple times a class period, talking out in class, talking back to teachers/staff when redirected, walking on desk, running from escort, verbally aggressive with peers and adults, /physical aggression/destruction to school property (flipping desks, breaking standing sign in front hall). XXX also refuses to take responsibility for his behavior as demonstrated by his refusal to go to his designated cool down space in 1 out of 2 recorded opportunities.
Specially Designed Instruction: In the small group setting, XXX will be provided with direct instruction regarding specific strategies to self monitor and recognize when he is beginning to become angry through the use of: role playing, modeling, visuals, non-verbal cues, frequent reminders, and reinforcement for taking a self initiated cool down.
Goal Statement: When XXX becomes angry/anxious, in lieu of being verbally aggressive (arguing with staff, cursing, or yelling) or demonstrating intimidating nonverbal body language (flinching as if he is going to physically harm another individual), he will go to his designated cool down place for 10 minutes or less and return to class in 3 out of 5 documented observations for two consecutive grading quarters by the end of the IEP period.
Physical Therapy
Present Level: XXX demonstrates walking up and down at least 4 consecutive 6“ steps, placing both feet on each step, with 1 hand held or by holding onto 1 rail with both hands.
Specially Designed Instruction: In an individual setting, XXX will be provided with direct instruction/support to navigate steps through the use of gradual fading physical support, verbal prompting, frequent practice, and reinforcement.
Goal Statement: With adult supervision, XXX will walk up and down 4 6“ stair steps with 1 hand on rail, 2 of 3 consecutive PT direct service interventions by the end of the IEP period.
Occupational Therapy
Present Level: XXX is currently able to correctly print A, I, D, O independently. He is not able to print any other letter of the alphabet independently and is able to copy 3 additional letters from a model (E, F, K).
Specially Designed Instruction: In an individual or small group setting, XXX will be provided with direct instruction in copying letters through guided repetitive practice, verbal prompting, reinforcement.
Goal Statement: When provided a visual model, XXX will correctly form 15 of 26 uppercase letters, on 4 consecutive trials over 2 months by the end of the IEP period.
Goals and IEP Revisions
The IIEP system allows for an annual goal to be progress monitored across several revisions and show the data on a single graph. To make this possible, goal statements, objectives, benchmarks and the progress monitoring design originally selected for the goal, are now locked once set in the IEP. Without these parameters, the IIEP system would continue to create a separate progress report for each revision of the IEP.
This means that once a goal has been entered and the IEP finalized, you may not be able to revise certain parts of the goal. You can delete the goal, and add new goals, but not revise existing goals. Many sections of the goal will be grayed out, depending on which Progress Monitoring option has been selected.
Descriptive Documentation
Choice of Progress Monitoring Option is locked once the IEP is final.
Annual Goal Statement and Objectives are locked once the IEP is final.
New goals may be added at any time during the revision process or annual case review to accommodate the decisions of the case conference committee.
Beginning and Ending Dates are now required.
Single Point
Choice of Progress Monitoring Option is locked once the IEP is final.
No option to add objectives or benchmarks.
Single Rubric
Choice of Progress Monitoring Option is locked once the IEP is final.
No option to add objectives or benchmarks.
Collection of Indicators
Choice of Progress Monitoring Option is locked once the IEP is final.
Annual Goal Statement and Objectives are locked once the IEP is final.
New goals may be added at any time during the revision process or annual case review to accommodate the decisions of the case conference committee.
Copy Goal
Once an IEP is finalized, you will not be able to make changes to goals in the original IEP, but you can copy an existing goal in order to make changes to it. Click the "Copy Goal" button, and then edit the fields to make the changes you want.
Writing a Compliant Goal
Well-Written Annual Goal Components:
GIVEN WHAT – describes the conditions that will need to be in place for the goal (or benchmark) to be completed
In what context do you want the student to perform the skill or increase/reduce the occurrence?
Could be materials:
Given a calculator, picture cards, word bank, reading passage, etc…)
Could also be special supports:
Two verbal prompts
Physical support
WHO – the student
DOES WHAT – describes observable behavior (specific action or target behavior) that the student will do to complete the goal
The identified behavior is the skill you want the student to perform.
It must be written in terms of visible actions.
If it is visible, it can be observed.
If it can be observed, it can be counted.
If it can be counted, it can be summarized.
If it can be summarized, it can be evaluated.
Quantifiable:
Decode/Blend
Ask
Explain
Generate
Follow
Match
Manipulate
Identify
Non-Quantifiable:
Appreciate
Enjoy
Understand
Become
Respect
Improve
Feel
Know
Examples:
Quantifiable:
Will orally count nickles, dimes and quarters up to $2.00
Will write a paragraph containing 100 words or more
Will look at the speaker when greeting a person
Non-Quantifiable
Will understand money concepts
Will improve written expression
Will demonstrate appropriate social skills.
WHEN (for benchmarks specifically) – relates to a specific point in time/timeframe in which the skill will have been learned or completed– this relates to the life of the IEP.
HOW MUCH
Mastery – describes the performance accuracy necessary for the behavior to be considered completed/mastered (And)
Criteria – describes how many times the behavior must be observed for the goal/benchmarks to be considered completed/mastered
HOW WILL IT BE MEASURED – the method of data documentation (progress monitoring)
Click Save and Continue
Enter the Method/Instrumentation for Measuring Progress
If this is a Transition IEP, you will be asked to select the area the goal is to support.
You must choose a skill area the goal will support
Progress Monitoring Methods
When writing a goal statement, please remember to choose a method of progress monitoring that will allow you to accurately reflect the student's progress toward achieving his/her goal.
When you enter beginning and ending dates for the IEP in the "Schedule Case Conference Meeting" section, those dates will automatically be entered as beginning and ending dates for any goals you enter.
When Revise IEP is the purpose, dates on the goals do not need to change. For new and existing goals, you can click "Apply" to change the dates on the goal.
Progress Monitoring Selection
Descriptive Documentation
The measurement of the goal depends on the ability of the author to articulate performance in measurable terms.
A descriptive design relies entirely on the power of words.
It is probably the most difficult method to make scientific.
Descriptive Documentation must include at least 3 benchmarks/objectives written as complete sentences.
When you select Descriptive Documentation, you must set 3 Objective Benchmarks for each goal. You will access the Benchmark field from the Goal Details page.
Single Point
Single point is best used when you are assessing skills such as words per minute or the number of times a student performs a skill in a set number of trials.
Remember, single point progress monitoring will not accurately reflect a student's progress if you are assessing multiple skills. (A student could be making progress in one of the skill areas being assessed, but not in another, so the graph would show no growth at all because the student must meet all of the criteria of the goal to achieve success.)
This choice is most appropriate for a single performance that could be sampled at regular intervals of time. The graph could be established to count incidents, sample opportunities, or record intervals. The vertical axis might be words per minute, days per week, success rate per trial, percent correct, etc.
Single Rubric
The measurement of the goal depends on the articulation of progressive criteria intended to define increments of success.
This choice is most appropriate for a performance that is difficult to measure without the use of specific criteria written to define approximations to the goal. By using a defined rubric, the student’s performance will be reported as emerging, developing, ongoing, demonstrated or applied.
You may create your own by writing them in a word processor, and then copying and pasting over into IIEP.
Single Rubric:
Adding and Managing Rubrics
Step One:
Create a Rubric Bank
Under the IEP Process/Goals, click on Details of a current goal
Select Single Rubric, and click on Edit Progress Monitoring
Under the Rubric on the page, click on Add Rubric from Bank
Click on Manage Rubrics in Bank
Step Two:
To add a new rubric, scroll all the way to the bottom, past other rubrics you may have created.
When adding a Rubric to your bank, you must include a title.
Enter the details of the Rubric (You need at least 3 criteria for each Rubric)
Then click Save.
Click on Create Categories for my Rubric Bank
Another way to populate your Rubric Bank is by importing the rubrics you have already entered for students on your caseload.
Click on Import Rubrics to my Rubric Bank from my Caseload.
Step Three:
After the rubric has been created, you may apply to a student' s goal:
Place a check mark in the box in the Add column
Then click Save or Save and Continue
Collection of Indicators
This method is the most complicated method of progress monitoring, and hardest to understand. The other three methods (above), are preferred in most situations.
The measurement of the goal is based on the direct assessment of one or more standard indicators and/or elements.
This choice is most appropriate for a performance that is described as the mastery of a group of indicators. For example, a particular collection of skills related to demonstrating achievement in a course of study may be measured using this design. There is also the option with this choice to define rubric criteria for each of the items in the collection if needed. Progress data will be calculated to represent the percent proficient where the full collection represents 100%.
Progress Monitoring Assessment
Select your method of Progress Monitoring, and click the box to Edit Progress Monitoring. If you don't edit the progress monitoring criteria, you will not be able to finalize the IEP.
Progress Monitoring Assessment:
Enter the name of the assessment you will use to measure whether the student has achieved the goal. Some examples might be:
Acuity testing
Teacher-made tests
Data sheets
READ 180 Assessment
Dibels
This information will appear in the goal under the heading: Method/Instrumentation for Measuring Progress
Subject area:
Reading
Math
Social Skills
Self-Help
Metric: (Single Point only)
What will you be measuring? Some examples might be:
Words correct per minute
# of incidents/week
% Accuracy
Days of Attendance
Remember, it must be something you can "count".
*Whatever you put for the metric will appear on the left margin of the graph that is generated for the goal.
When you click Add Assessment, your assessment information is transferred down to become part of the Progress Monitoring. You cannot change it anymore. If you don't like it, or want to add something, you need to delete it and start over.
It is confusing, because it looks like you can type into the Assessment fields, but when you click Save, the information in the Assessment section will revert to what you had originally put in.
Reorder Goals
Once all of the goals are listed, you can reposition them by using the "Position" column-this will order how they print on the IEP.
Carryover Dates
The dates that will be applied to your goals, come from the CCC Meeting tab by default. You can override these date and enter any beginning and ending dates you choose within the breadth of the IEP effective dates;
