From the present levels of performance, the IEP team determines those areas of need that require specially designed instruction. Using the measurable data or baseline provided for each area of need in the present level of performance, the IEP team will develop measurable annual goals in those areas requiring specially designed instruction. For most students, the measurable annual goal will be based upon each student’s expected performance in a twelve-month period of time. The expected performance is usually determined by one of a number of methods, such as end of the year benchmarks or proficiency levels for the student’s grade or research-based rate of improvement norms. The expected performance will be stated in measurable terms. This measurability enables the team to objectively evaluate, using the data gathered, whether the goal has been met.
For each annual goal, the IEP team determines how progress toward the goal will be measured, such as weekly frequency counts, and how often that progress will be reported to parents. The IEP team will also specify the interim steps (i.e., short term objectives or benchmarks) toward attaining the annual goal.
(http://www.ride.ri.gov/StudentsFamilies/SpecialEducation/IEPIndividualEducationProgram.aspx#15741-iep-forms)
For each annual goal, the IEP team determines how progress toward the goal will be measured, such as weekly frequency counts, and how often that progress will be reported to parents. The IEP team will also specify the interim steps (i.e., short term objectives or benchmarks) toward attaining the annual goal.
(http://www.ride.ri.gov/StudentsFamilies/SpecialEducation/IEPIndividualEducationProgram.aspx#15741-iep-forms)
Template for Developing Measurable Goals (pdf) template_for_developing_measurable_goals.pdf
Direct alignment with baseline (and therefore needs as stated in PLAAFP)
Requires specialized instruction.
Written with clear action verbs and measurable outcomes.
- SMART Goals:
- Strategic
- Measurable
- Attainable
- Results-driven
- Time-bound
- Skill/strategy the student needs to know and be able to do - defines the skill or behavior that can be changed (what will I see if the student meets this goal?) If it’s not about the student, it’s not a goal.
- Measurable - you can count it or observe it
- Must include:
- Who (learner)
- Will do what (target performance)
- Under what condition
- At what level of proficiency (criteria)
- As measured by (how the progress will be measured)