Goals & Objectives
Each goal should have these elements:
- Baseline Data - It is helpful to briefly list the baseline data from the present levels (%, number, etc.).
- Condition - The condition describes the situation in which the student will perform the behavior. (Examples: Given visual cues, during independent practice in math, using a self-monitoring checklist, using passages from content area classes, given a writing prompt, etc.).
- Student’s Name - Include student’s first name in the goal.
- Observable Behavior - This portion specifically describes the behavior in measurable, observable terms. Use action verbs to state what the student will do. Avoid vague terms like understand, recognize, or discover since they cannot be observed or directly counted. The student will … add/subtract, identify, list, locate, rank, recite, retell, select, state, describe, raise hand, solve, summarize, write …
- Performance Criteria - There are three distinct components that must be included in the performance criteria of each goal:
- Criterion Level - Indicate the performance level the student must demonstrate. Examples: % of time, ___ out of ___, scoring at a level of 3 on a 4-point rubric (attach rubric), ___ times or less in ___ minutes, for ___ consecutive minutes, ___ times per day, ___ words correct per minute, ___ digits correct per minute, with ___ or fewer errors, no more than ___ occurences of
- Number - Indicate the number of times the behavior must be performed at criterion level to reach mastery. Examples: 3 consecutive trials, 4 out of 5 trials, 3 random trials, by ___ (date), 2 times per week
- Evaluation Schedule/Method - Indicate how frequently the student will be assessed and the method of assessment. Examples: The student will be assessed using: daily and weekly work samples; bi-weekly reading probes; teacher-developed scoring rubrics. Progress monitoring should be frequent & systematic (i.e., every 2 weeks .... 3 weeks). Curriculum-based assessments are easy to use, practical, and recommended by some professionals. NOTE: It is helpful to visualize students' progress with an easy-to-read GRAPH.
Each goal should have a PA CC standard to correlate with the goal.
NOTE: The 2017 Endrew F. v. Douglas County School District supreme court case has clear implications for IEP goals. These goals should be appropriately ambitious and challenging (vs. minimal), and also measurable. Each goal should be aspirational, yet reasonably reachable.
At the end of each 9 week period, progress monitoring should be listed for each goal.