Measurable Annual Goals

Module 2- goal writing
Goal writing Samples
Module 4_Assessment & Rubrics

The measurable annual goal must relate to meeting the student's needs that result from the disability, meeting the student's needs to enable involvement in and make progress with the general education curriculum and meeting other educational needs that result from the disability. Two measurable objectives are required for each annual goal and must be written in measurable terms.

The Present Levels of Academic and Functional Performance both academic and functional need to relate to the student's goals and how they are progressing towards these goals. The Service Summary is how you're providing instruction directly towards these goals.

ODE recommends the following guidelines for naming goals on the goal pages and also on the service summary page.

Academics:

  • Reading

  • Writing

  • Mathematics

Behavior:

  • Self-Management

  • Social Skills

Functional:

  • Routines

  • Daily Living Skills

  • Organization

  • Self Help

  • Orientation and Mobility

  • Compensatory Skills

Extended School Year (ESY)-Listed on the ESY page only.

  • ESY-Reading

  • ESY-Writing

  • ESY-Math

  • ESY-Articulation

  • ESY-Self-Management

  • ESY-Social Skills

  • ESY-Daily Living Skills

Communication:

  • Language

  • Social Communication

  • Articulation

  • Voice

  • Fluency

Motor:

  • Fine motor

  • Gross Motor

  • Fundamental Motor Skills

Transition:

  • Self-Advocacy

  • Employability

  • Vocational Skills

  • Independent Living Skills

  • Study Skills

  • Workplace communication

  • Recreation/leisure

Measurable Annual goals:

  • Recordable progress with data

  • Achievable with in 12 months

  • Written in measurable terms linked to the Present Levels, and Service Summary

  • Describe how progress towards the annual goals will be measures, and when periodic reports of progress will be provided

Consider using "smart" goals to write your annual measurable goals:

  • Specific

  • Measurable

  • Attainable

  • Relevant

  • Time-Bound

Words such as "improve, increase, decrease" are not specific to goals as they are not measurable. Be specific what will the student do "read, solve, write, walk, speak"

Goal Development- After reviewing your present levels of academic and functional performance develop SMART (specific, measurable, attainable, relevant, timely) goals that address the individual needs of the student. The goals must be a direct link from the present levels to the goals to the service summary page. You will need to do some evaluation of what is most important or what skills build upon each other in order to select the more appropriate goal.

Examples:

  • Given an informational or literary text twice per quarter, Student will determine the main idea(s) of the text and analyze how the author develops the main idea(s) through the use of specific details with 80% accuracy on classroom-based reading assignments as measured by formal and informal assessments

    • Given specialized instruction and support, and speech-to-text software, Student will produce a written passage that introduces a topic clearly, states an opinion, and groups ideas together, two times per month, with 80% accuracy, measured by performance rubrics and written work samples.

    • Reading: Provided with a text at her instructional level, Student will draw conclusions from what a text is saying both explicitly and through drawing inferences from the text with 80% accuracy in 4 out of 5 opportunities, quarterly as measured by student writing samples.

    • Math: Provided with a word problem at her instructional level, Student will solve real world problems using a scaffold approach, including problems with rational numbers, positives and negatives, fractions and decimals with 80% accuracy in 3 out of 4 quarterly opportunities as measured by classwork and homework.