solved In a manner of speaking, annual goals are like a

In a manner of speaking, annual goals are like a road map. Where’s the child heading this year? What will he/ she/they  work on, both academically and in terms of functional development? What does the IEP team feel the child can achieve by the end of the year–again, academically and functionally? A well-written goal should be (a) positive, and (b) describe a skill that can be seen and measured.
It answers the questions:
Baseline…Positively state what the student is currently able to perform
Who. . . will achieve?
What. . . skill or behavior?
How. . . in what manner or at what level?
Condition… in what setting or under what conditions?
When. . . by what date?
Individuals with Disabilities Education Act (IDEA)’s Exact Words
(2)(i) A statement of measurable annual goals, including academic and functional goals designed to—
(A) 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
(B) Meet each of the child’s other educational needs that result from the child’s disability… [§300.320(a)(2)(i)(A) and (B)
Here is an informational link to the Common Core State Standards Home page:
CCSS…English Language Arts or Math Number and Topic (Links to an external site.) (http://www.corestandards.org/read-the-standards/)
Activity Template
Copy this template as  MS Word doc below and develop 2 Common Core State Standards (CCSS) Annual IEP Goals each for  the case study students:
Blake is a 14-year-old 8th grader with Autism Spectrum Disorder and “G” a seven-year-old second grader with a Specific Learning Disability, . 
IEP Goals Focus areas:
Language Arts and Mathematics
Use higher-ordered thinking skills! Be creative!
Use this template/formula for each goal:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
The measurement tool must be something you can “show” to the IEP team at the IEP Meeting as evidence that the goal has been completed. 
Examples:
Baseline: Damonte reads fluently at the 4.5  grade level with 90% accuracy.
CCSS.ELA-LITERACY.RL.5.10 (Links to an external site.)
By October 7, 2021, when presented with 5th-grade level text, Damonte will read fluently with 90% accuracy, as measured by teacher reading inventory records. 
Baseline: Damonte solves linear equations with 60% accuracy.
CCSS.MATH.CONTENT.HSA.REI.B.3 (Links to an external site.)
By October 7, 2021, when given 10 problems with linear equations and inequalities in one variable, including equations with coefficients represented by letters, Damonte will solve the equations with 90% accuracy as measured by teacher selected algebra tests.
CCSS Annual IEP Goals Activity
*Complete the highlighted sections.
Case Study “G”
CCSS English Language Arts
Research to Build and Present Knowledge
CCSS.ELA-LITERACY.W.2.8 (Links to an external site.)
Recall information from experiences or gather information from provided sources to answer a question.
“G”‘s CCSS Annual IEP Goal 1 English Language Arts:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
CCSS Mathematics
Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1 (Links to an external site.)
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
“G”‘s CCSS Annual IEP Goal 2 Mathematics:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
Case Study Blake
CCSS English Language Arts
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1 (Links to an external site.)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Blake CCSS Annual IEP Goal 1 English Language Arts:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
Interpret the Structure of Expressions
CCSS.MATH.CONTENT.HSA.SSE.A.1.A (Links to an external site.)
Interpret parts of an expression, such as terms, factors, and coefficients.
Blake CCSS Annual IEP Goal 2 Mathematics:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
Common Core State Standards (CCSS) IEP Goal Writing Activity Template
Common Core State Standards (CCSS) IEP Goal Writing Activity Template
Common Core State Standards (CCSS) Annual IEP Goals Activity
*Complete the highlighted sections.
Case Study “G”
CCSS English Language Arts
Research to Build and Present Knowledge
CCSS.ELA-LITERACY.W.2.8 (Links to an external site.)
Recall information from experiences or gather information from provided sources to answer a question.
“G”‘s CCSS Annual IEP Goal 1 English Language Arts:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
CCSS Mathematics
Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1 (Links to an external site.)
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
“G”‘s CCSS Annual IEP Goal 2 Mathematics:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
Case Study Blake
CCSS English Language Arts
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1 (Links to an external site.)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Blake CCSS Annual IEP Goal 1 English Language Arts:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
Interpret the Structure of Expressions
CCSS.MATH.CONTENT.HSA.SSE.A.1.A (Links to an external site.)
Interpret parts of an expression, such as terms, factors, and coefficients.
Blake CCSS Annual IEP Goal 2 Mathematics:
Positively stated Baseline: (what can student currently do/achieve/perform?)
By (date), (condition), (who), (what), (how-degree of accuracy), (measurement). 
Case Study Blake Individual with Autism Spectrum Disorder
Case Study Blake 
Individual with Autistic Spectrum Disorder 
What can the future possibly hold for a 14-year-old boy who does not speak or make eye contact with other human beings? 
Characters: 
Blake Kwon, eighth-grader Lily and Master Sergeant Henry Kwon parents Lynn Cybulski, Fernald Center pre-primary specialist Emma Siegel, language arts teacher Shawn Quinn, special education resource teacher 
Flashpoint 
“OK, here we go,” mused Emma Siegel, “stage two of the Blake Kwon experiment.” Emma began to type, thinking that she was not at all sure this was going to work. But then, Blake had surprised teachers before. Even among students who have been diagnosed with autism, Blake was different. Still, it seemed pretty weird sending an e-mail message to a student seated no more than fifteen feet from her desk, not to mention a student who was totally nonverbal and did not make eye contact. Emma’s message to Blake began to take form on her computer screen: 
Blake, this is Ms. Siegel. I’m going to ask you a question about today’s story and I expect you to type me an answer right away. Why do you think Paul hesitated to join his friends when they invited him along on their train track adventure? 
For all her doubts, Emma found herself rather excited about whether she would receive a response from Blake. “I certainly can’t be more anxious than Shawn,” thought Emma, “he’s spent so much time with Blake trying to make sure he understood the process.” Blake was very familiar with the hardware and software. In fact, word processing on a computer was Blake’s only voice. However, the interactive reality of e-mail was an entirely new concept for Blake, which is why 
CHAPTER IT 
stage one of the experiment had been a several week orientation to interactive computing. Blake had been using a computer for his academic work since second grade. When he chose to, Blake would also word process his needs and wants. These latter expressions were decidedly one-way communication. Blake would write a statement, such as “I want to go for a walk,” and would leave it on the screen until someone happened to come by and read it. It appeared that Blake did not expect or require a response to any thought he chose to express through word processing. “What a huge step it would be,” Shawn told her this morning, “if we could get Blake to participate in purposeful, two-way communication. Think of the possibilities it would open up for that kid!” 
A month ago Shawn came to Emma with this idea and enlisted her support. Shawn wanted to start slowly, in only one class; he chose Language Arts because it was Blake’s strongest academic area and because Blake seemed more comfortable around Emma Siegel than any of his other teachers. Emma shuffled some papers on her desk, trying not lo stare at the computer screen. She was pretty sure that Blake was oblivious to nonverbal cues but she didn’t want to take any chances. All the while she was thinking, “C’mon, Blake! Let me hear that little ‘beep’ followed by the prompt, ‘you have new mail’!!” 
Reader Inquiry and Reflection Based on what you’ve read so far, what questions do you have about this situation? What additional information is needed? What information about the school, community, or family might be relevant to this case? 
Background 
Blake Edward Kwon’s birth was joyfully greeted and celebrated by his immediate and extended family—the third child and only son born into a family with a long history of career military service. Though small and frail as an infant, he seemed physically healthy. However, compared to Henry and Lily’s first two children, their baby boy did not seem as responsive to or interested in people or other stimuli. Henry’s parents dismissed these concerns as simply being the difference between raising boys and girls. When Blake was not making noises or reaching for people and toys by his first birthday, the Kwon’s decided to share their concerns with the pediatrician on the army base in Germany. Blake was not at all verbal and he did not play. After what was an inadequate examination and assessment, the pediatrician concluded that Blake was retarded, and that the retardation was most likely the result of an intrauterine problem. The Kwon’s were devastated and Lily blamed her self for Blake’s disability. 
According to the Kwon’s, the best thing that ever happened to their family was when Henry was transferred to Kirk Army Base and Blake began receiving services from DCSD, the Fernald Center, and especially Lynn Cybulski. After an extensive and multifaceted assessment by the specialists at the Fernald Center, Blake’s disability was diagnosed as autism rather than mental impairment. By age 2, Blake had developed persistent head-banging behavior in addition to his previous symptoms. DCSD provided a home-based program for Blake and his parents until he was 3 years old and eligible for the pre-primary impaired program at the Fernald Center. He remained in that program until age 6 and during that time Lynn Cybulski’s astute observations and skillful interventions made a significant contribution to Blake’s development. 
Lynn Cybulski’s initial case notes on Blake included the observation that he almost always carried around a stack of papers. Rather than dismiss this habit as simply another compulsive routine, Lynn decided to watch carefully what Blake did with the paper, i.e., did it serve a purpose? Blake collected and carried paper throughout the day and he defended and protected his stack. Lynn began to realize that Blake was not just collecting any piece of paper; he was only interested in paper that was printed with words. “Very interesting,” Lynn thought, “this is purposeful behavior and could be the beginning of a relationship with words. This child may be cognitively intact, a high-functioning student with autism.” Lynn made sure that she remained aware of Blake’s collection of print and what he was doing with it. Within six months Blake would occasionally place his stack near Lynn absent any eye contact or communication. Lynn decided to interpret this behavior as a “read to me” request, even though it was virtually impossible to read to a kid who was in perpetual motion. Whenever Blake placed his stack near Lynn, she would immediately stop what she was doing and read the words printed on the top sheet of paper as fast as she could. This response seemed to satisfy Blake as he continued to “share” his stack with Lynn. By age 4, in addition to his ever-present stack, Blake also began to carry a blank scrap of paper and a marker. Not a pen, crayon, or pencil—they were aversive to him-only a marker. After a few days, Blake started to make quick, fleeting marks on the blank paper, and Lynn interpreted these as attempts to form pretend letters. With his collected stacks of print, his marker, blank scraps, and the trail of paper following him, Blake reminded Lynn of Pigpen in the “Peanuts” comic strip. The other thing worth noting was that Blake’s headbanging now only occurred when he was not involved with print. Within three months Blake was using his marker for inventive letter formation and finally to make recognizable consonants on his blank paper. 
To challenge Blake further, Lynn created a large, felt communication board with a variety of felt word cards and icon cards. First, Blake placed his name card in front of an action word, i.e., “Blake eat.” Lynn was elated because this was concrete evidence that Blake understood syntax; his cognition was at least average. After a while, Blake began leaving three- and four-word messages, and as with most 4-year-olds, some made sense and some did not. This was not active communication from Blake; he would leave the messages on the felt board for Lynn to find, and there was still no eye contact. A few months later, Blake abandoned the felt board and went solely to written communication. Lynn observed that Blake was moving his mouth while he was writing but whenever Lynn approached his “self-talk” would stop. Lynn needed to discover whether Blake was really verbalizing communication because this was the first indication that he could/would speak. Lynn placed several tape recorders set on “record” around the room, each containing extra-long tapes. Through this creative detective work, Lynn discovered that Blake was verbalizing, in fact, he was reading what he wrote even though he had not yet reached the age of 5. Blake was not cured; he still had the characteristics of a learner with autism and he would never communicate in the same form as his nonexceptional peers, but Blake was cognitively active and he could use language. 
Because Blake’s print collecting and writing behaviors were not very productive for developing social skills (he often snatched paper out of classmates’ hands), Lynn decided to introduce Blake to word processing on a computer. Lynn set the computer in a part of the room Blake frequented, turned it on, pulled up a word processing page, told Blake it was “his” and put his name on it, and waited to see what would happen. Blake took to the computer as though he had been waiting for it. He used the computer consistently but not compulsively. He still carried his “piles” everywhere but he no longer grabbed paper away from his peers. Lynn gave Blake verbal responses to his word-processed messages and slowly the circle of communication began to expand. By the time he turned 6, Blake would tolerate his peers responding verbally to items they read on Blake’s computer screen. The computer became Blake’s link to the world and the Kwon’s purchased a computer for Blake to use at home. Blake left the Fernald Center prior to his seventh birthday and beginning in second grade he spent the majority of his school day in a regular classroom. Blake has a laptop computer that he takes to all his classes. He excels in traditional language-based courses such as social studies and language arts. Blake is much weaker academically in the arts and mathematics and his motor skills are not very good. Blake still does not communicate verbally and avoids eye contact. 
Continuation and Closure 
“Beep,” the computer alerted and Emma Siegel broke into a huge grin as she read, “You have new mail.” Emma accessed Blake’s response and read; “I think Paul hesitated because he knew that these particular friends were planning something illegal.” Emma thought “Yes, Blake!!!” but she responded with, “Thank you, Blake. 
Your answer shows insight into Paul’s thoughts and state laws.” Emma’s head was swimming with ideas as she headed down to the resource room to tell Shawn the good news. Luckily, they had the same prep period so they could celebrate Blake’s accomplishment and think about what should happen next. “What does this mean?” Emma wondered, “Could we use e-mail for Blake to participate in class discussions? Should we find him some e-mail pen pals? How about the internet? Wow! Are the possibilities really this endless?” 
Case Study 2 “G” Seven year old with Learning Disability
Author:
Jill Sengbusch, MA/CCC-SLP, Speech-Language Pathologist, Parkdale Elementary School, NY
Clinician Bio:
Jill is a New York state licensed, ASHA certified Speech-Language Pathologist, with over ten years of experience. She has served the pediatric population in clinic, hospital and school settings.
Abstract:
Many school-age children demonstrate significant difficulties in the classroom, in multiple, related areas. This case study employed a single-subject design in which iLs was implemented in conjunction with other school-based interventions. The subject, a first-grade student, presented with general gross-motor incoordination, academic and social difficulties and anxiety. After completing an individualized iLs program, the client saw significant gains in academics, social interactions, confidence and emotional regulation. The increases in auditory and language skills (including a 510-point gain on the Phonological Awareness Test) positively impacted his academics, particularly decoding and early literacy skills.His reduced anxiety is apparent in a newfound ability to accept changes to routine and schedule. Socially, G shows confidence when working with peers during academic tasks. He presents as a generally happy child who is now excited to learn and be in school.
Client:
“G”, a 7-year-old male
Background:
G is a first-grade student who demonstrated significant difficulty in early literacy skills and auditory processing. G was diagnosed with a Central Auditory Processing Disorder by an Audiologist at the Buffalo Hearing and Speech Center. G’s teacher reported his skills were significantly below grade-level in phonological awareness, decoding, writing and listening/language skills. G’s independent writing in the fall was just random letters. He was not able to segment a simple word to write the sounds he heard without assistance. G was receiving Academic Intervention Support services in reading and math (three 30-minute group sessions per week in each subject), as well as speech/language (three 30-minute sessions per week: two individual and one group) in school.
G’s mother reported that he would often leave out articles when speaking and often confuse the order of words in sentences. Her concerns were that G “is below level in reading and math and has trouble with comprehension.” Mom also stated, “G is easily frustrated, anxious and very emotional – lots of tantrums”.
G has a history of high-anxiety. He had had difficulty with change and demonstrated a low frustration-tolerance, particularly when engaging in academic or motor-related tasks. He cried easily and perseverated on topics (for example, if he knew there would be a substitute teacher that day). G responded well to structure, but again, struggled when there is a change to routine.
Presenting Problems & Findings:
General gross-motor incoordination
Anxiety surrounding school and homework
Academic difficulties, particularly in reading and writing
Auditory Integration deficit and a classic right ear advantage (left ear weakness)
Auditory processing difficulties – particularly in decoding and tolerance fading memory
Therapeutic Goals:
Increase his ability to independently decode words during structured reading tasks at his instructional level.
Increase his ability to retain and recall auditory information (sounds, words) in sequence to a minimum of three items of information with minimal assistance.
Parent Goals:
Improve self-esteem and decrease negative self-thoughts regarding his ability to learn.
Improve physical coordination to feel more comfortable and confident playing sports.
Listen to and comprehend directions or task requested of him with the ability to filter out surrounding sounds.
iLs Program Used:
G listened to a customized 23-program (each 80-minutes long) on the iLs Pro over 3 ½ months. Each session was broken into 40-min sessions, Monday through Friday. G also used the Interactive Language Program (ILP) every other day during the Transition and Activation phases.
The initial 15-20 min of each listening session was spent using iLs Playbook activities (a combination of visual, balance and coordination activities). The remaining time was used to participate in more traditional speech therapy activities with the last 5-7 minutes of each session saved for the G’s choice of activity. G typically chose a building, craft or drawing activity.
* R/L balance was left at 0 throughout the program in response to the noted left ear weakness.
Summary of Changes:
Overall, G demonstrates significant changes in his overall self-esteem and emotional regulation. He is demonstrating decreased anxiety and is readily accepting changes to routine and schedule as well as attempting new tasks throughout his school day. G is taking risks in the classroom, and participating in classroom discussions and activities independently, without physical signs of anxiety. Socially, G shows confidence when working with peers during academic tasks. He presents as a generally happy child who is now excited to learn and be in school.
Standardized Assessments show increases in the following areas:
Clinical Evaluation of Language Fundamentals (CELF-4)Pre-iLs Percentile RankPost-iLs Percentile RankConcepts & Following Directions1637Recalling Sentences1637Word Classes8491Receptive Language Core Score3463Expressive Language Core Score5045*Language Content Core Score5070Language Structure Core Score4547* G’s score in one subset went down slightly, causing the shift, and he also was scored in a new age bracket. His score remained in the average range.Phonological Awareness Test (PAT)Pre-iLs Standard ScoresPost-iLs Standard ScoresSubstitution9098Blending92100GraphemesLong & Short Vowels100108Consonant blendsUnable to complete (0)103Consonant digraphsUnable to complete (0)99Vowel digraphsUnable to complete (0)106DipthongsUnable to complete (0)119DecodingVC wordsUnable to complete (0)96CVC wordsUnable to complete (0)113Consonant digraphsUnable to complete (0)105Consonant blendsUnable to complete (0)94Decoding (Reading) Skills – Students are asked to read a grade-level passage for one minutePre-iLsPost-iLsWords Read Correctly per Minute715

His family has seen positive changes at home. Mom reports, “G was a very anxious child at the start of iLs. Transitions were very difficult for him and caused him much anxiety, often leading to headaches, behavioral outbursts and somatic complaints. Since the onset of therapy, G has drastically decreased his anxiety in the home. He is more willing to adapt to unexpected changes in routine and does not obsess or worry about what is going to occur the following day.” In addition to decreased anxiety, Mom reports “G has more stable moods. Initially, G would be happy and cheerful one minute, then angry and aggressive the following minute. G now has very few aggressive and angry moments; and when those moments do occur, they are a fraction of the time that they previously were. We see a happy and confident child a majority of the time.”
G has increased his ability to retain and recall auditory information. He is consistently able to recall thee-words independently. He is working toward four-word lists, where he is successful in recall given a second presentation of information. G is sequencing multi-syllabic words and blending sounds into words with much less support. G has shown improvements in all areas of language and auditory processing skills.
G has shown steady improvements in his motor planning and coordination skills, which has supported his ability to engage in different activities. Mom reports “a willing to engage in extracurricular sports, without prompting. He is excited to go [to baseball] and enjoys being part of the team. He is working to maintain eye contact with the ball and bat, as well as catching the ball during baseball. This is something he was not able to do before.”
G now completes his homework as soon as he gets off the school bus. In the evening, he is proud to sit and read to his younger brother as well as Mom and Dad. The bigger the audience, the happier G is to read!
Conclusions and Recommendations:
G has developed into a more confident and emotionally regulated child. Developments in these areas have allowed him to make gains in his academics and social interactions as well as in his risk taking and willingness to try new things. G has also shown increases in auditory and language skills, which has positively impacted his academics, particularly his decoding and early literacy skills.
Mom commented, “We cannot be more excited with the changes that we have seen in G. His willingness to make changes and the ability to persevere through difficult lessons has paid off in a big way!”