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Post by dihicks6 on Apr 30, 2009 7:48:49 GMT -5
My son 're-arranged' my computer and now I cannot find those goals for written expression that were so good! I wanted to pass them along to Greenie(?). If anyone has them, could you post them here. I will copy and save them -- AGAIN!!! Many thanks!
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Post by greenie on Apr 30, 2009 9:52:06 GMT -5
Oh boy, can't wait to see. If they are found. I just love you, di
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Post by sld123 on Apr 30, 2009 10:52:50 GMT -5
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Post by cobyseven on Apr 30, 2009 11:41:01 GMT -5
Di, did they look like this?
NAME – IEP Goals for Writing Expression
BCR= Brief Constructed Response (paragraph)
ECR= Extended Constructed Response (multi-paragraph)
LT Goal: NAME will construct BCR’s that address all elements of the question or rubric in an organized manner supported by appropriate detail as measured by a score of 2 on a 3 point rubric 80% of the time in each content subject class.
1. In all content subject classes, requiring a written response to a BCR, and provided a selection of three appropriate organizers, NAME will choose an organizer to complete a rough draft 100% of the time on BCR assignments.
2. In all content subject classes, requiring a written response to a BCR, with an organizer chosen by NAME, and with teacher check-in, NAME will identify, appropriate supporting details and facts relevant to the topic to complete a rough draft, 100% of the time as measured by teacher checklist and work product.
3. In all content subject classes, requiring a written response to a BCR, with an organizer chosen by NAME, and with teacher check-in, NAME will organize, identified supporting details and facts relevant to the topic to complete a rough draft 100% of the time as measured by teacher checklist and work product.
4. In all content subject classes, requiring a written response to a BCR, with an organizer chosen by NAME, and with teacher check-in, NAME will identify both appropriate supporting examples (descriptions, anecdotes, paraphrased ideas, direct quotes) relevant to the topic to complete a rough draft 100% of the time as measured by teacher checklist and work product.
5. In all content subject classes, requiring a written response to a BCR, with an organizer chosen by NAME, and with teacher check-in, NAME will organize appropriate examples (descriptions, anecdotes, paraphrased ideas, direct quotes) relevant to the topic to complete a rough draft 100% of the time as measured by teacher checklist and work product.
6. In all content subject classes, requiring a written response to a BCR, with an organizer chosen by NAME, NAME will incorporate appropriate compound and complex sentences, and transitions by the second draft with 80% accuracy as measured by work product.
7. In all content subject classes, requiring a written response to a BCR, NAME will edit his rough draft for organization and coherence to include teacher feedback 100% of the time as measured by teacher checklist and work product.
8. In all content classes, requiring a written response to a BCR, NAME will correct any BCR that he scores below a 2 on a 3 point rubric with teacher feedback 100% of the time as measured by teacher check list and work product.
LT Goal: NAME will construct Multi-paragraphed essays or research papers that include a clear thesis statement, supporting details, examples (descriptions, anecdotes, paraphrased ideas, direct quotes) in an organized manner as measured by a score of 5 on a 6 point rubric 80% of the time in each content subject class.
9. 1. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, and provided a selection of three appropriate organizers, NAME will choose an organizer to complete a rough draft 100% of the time as measured by teacher check list.
10. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, with an organizer chosen by NAME, and with teacher check-in, NAME will identify appropriate supporting facts and details to complete a rough draft 100% of the time as measured by teacher checklist and work product.
11. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, with an organizer chosen by NAME, and with teacher check-in, NAME will identify appropriate examples (descriptions, anecdotes, paraphrased ideas, direct quotes) to complete a rough draft 100% of the time as measured by teacher checklist and work product.
12. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, with an organizer chosen by NAME, and with teacher check-in, NAME will organize identified supporting facts and details and identified examples (descriptions, anecdotes, paraphrased ideas, direct quotes) to complete a rough draft 100% of the time as measured by teacher checklist and work product.
13. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, with an organizer chosen by NAME, NAME will edit his rough draft for organization and coherence to include teacher feedback 100% of the time as measured by teacher checklist and work product.
14. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, with an organizer chosen by NAME, NAME will incorporate appropriate compound and complex sentences and transitions by the second draft with 80% accuracy as measured by work product.
15. In all content subject classes, requiring a written response to a multi-paragraph essay or research paper, NAME will correct any that he scores below a 5 on a 6 point rubric with teacher feedback 100% of the time as measured by teacher check list and work product.
LT Goal: NAME will perform data collection/investigation on topics for appropriate and relevant information to write summaries, essays, news articles, business and personal letters, and research papers as measured by a 5 on a 6 point rubric 80% of the time in each content subject class.
1. In all content subject classes, requiring research for a given topic, with frequent teacher check in, NAME will identify his thesis statement, and find the prescribed number of articles to support his thesis statement 100% of the time as measured by teacher checklists and work product.
LT Goal: NAME will maintain organization of multi-step and long-term assignments 90% of the time as measured by teacher checklist.
1. Given a multi-step or lengthy assignment, with teacher assistance, NAME will break up assignment into manageable parts with a timeline, 100% of the time as measured by work product (timeline).
2. Given a multi-step or lengthy assignment, with frequent teacher check in, NAME will complete each section and return on the date specified on the time line 95% of the time as measured by teacher check list and work product.
3. Given a multi-step or lengthy assignment, with frequent teacher check in and corresponding timeline, NAME will recognize when he should advocate for extended time 95% of the time as measured by teacher check list.
LT Goal: NAME will maintain an organization system 90% of the time in every class as measured by teacher checklists.
1. Given a notebook/organizational system, NAME will place papers in the designated area before leaving the classroom each day with 90% accuracy as measured by teacher checklist.
2. Given a daily planner, NAME will write down his assignments in the correct allocated spot before leaving class 90% of the time as measured by teacher checklist.
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Post by sld123 on Apr 30, 2009 12:04:45 GMT -5
do you have the sdi for each?
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Post by zippity on Apr 30, 2009 12:04:54 GMT -5
I've got some IEP goals from the IEP software. Large files.
I would also refer to the state standards and look to see what standards has he not mastered.
I would add the end of the goal "done independently" which would not allow them to base the mastered goal on accommodated or strongly tutor or teacher supported work. Sorry, that's how I feel when a kid is this old. Don't allow for anything short of true independence in his or her work.
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Post by zippity on Apr 30, 2009 12:08:38 GMT -5
OH, and another thing, let's align it with a state standards rubrics. I want to see the teacher checklist before I would approve this. I just hate teacher made tests or checklists. I have seen the crap that can be used to determine my middle schooler's work and it was a farce. Just one more thing to get nailed down but important.
I am researching various writing models and one that an attorney keeps telling me about is SIMS Strategic Intervention Model. I would ask what research based practices they will be implementing (do not ask what methodology) to accomplish the goal. This allows you the right to determine what they are doing is going to be effective or not.
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Post by dihicks6 on Apr 30, 2009 15:53:36 GMT -5
Those are it!!!! Thanks Coby!
Greenie, do you think these are what you are looking for in terms of specific help in writing?
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Post by greenie on May 1, 2009 9:35:43 GMT -5
yes, thanks. I appreciate your help
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Post by sld123 on May 1, 2009 9:51:53 GMT -5
got the sdi for each please?
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Post by dihicks6 on May 1, 2009 10:33:01 GMT -5
Isn't that the school's job?
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Post by sld123 on May 1, 2009 10:37:46 GMT -5
i believe wright and batemen,
good goals is putting the cart before the horse
need is
service to meet that need is
if the service is effective, what will be accomplished [goal]
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Post by greenie on May 1, 2009 11:00:30 GMT -5
I actually have to take a break from this today. I am too overwhelmed.
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Post by michellea on May 1, 2009 17:45:53 GMT -5
sld - I disagree that the service should drive the goal. The goal is the main thing. The target behavior or skill that you are driving to. The instruction is the means to get to the goal. If you don't know what the goal is, then how can you pick the instruction?
Based on the training I do for our state's PTI, the goal is observable and measurable and includes the Target Behavior, Conditions and Criteria (measures).
I agree that the SDI is very important and it should be included in the IEP. But, I also know that the SDI can and should be different for different students based on their learning profile, how the instruction is being delivered etc.
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Post by sld123 on May 1, 2009 18:08:25 GMT -5
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Post by michellea on May 1, 2009 21:20:54 GMT -5
Hi SLD -
When I read the article, I see that the Wrights suggest starting with the present level of performance and then building the goals from there. I agree wholeheartedly. If you don't know the starting point, how can you set a goal for improvement.
In MA, the current level of performance comes just prior to the goal. The goal is written in the section directly following.
I think that the sample goals are simply that - the goals. The present level of performance was not stated, and I agree with you, the team would have to clearly define the starting point.
For instance, if a student could already write a 6 paragraph essay using some rubric, it would be silly to use this as a goal. Likewise, if the student could barely write one sentence, a 6 paragraph essay might be too ambitious.
But, I have never seen the specially designed instruction included in a goal. I have seen it in the modification section and the service and delivery section. Sometimes the goal may be based on the instruction - for instance my son had a goal to complete book 2 of his school's OG curriculum. We attached the learning objectives of that curriculum so that it was clear what reading generalizations we expected him to learn. BUT - the program didn't drive the goal. The goal was set first.
I suppose there can be many approaches - but this is how I write my son's IEP and guide others.
When it is all said and done, the trick is getting the SD to comply! Probably the most difficult task of all.
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