Goals and Objectives

Goals should be written for those areas of need that will have a specific learning outcome (e.g., reading skills development, self-care independence, etc.). In some need areas, goals are not written. For example, transportation may be a need area, but a goal is not written. Physical modifications may be necessary for participation in certain activities and environments, but a goal is not written. While these are areas of need, there are no specific learning outcomes intended for the student.

Specific goal areas are identified through:

• Discussion of the skill performance expectations for the student’s age or grade level

• Evaluation of the student’s current performance (consider teacher/parent/service provider input, grades, attendance, group achievement scores, informal observations, etc.)

• Review of progress on previous IEP goals.

The team's discussion should include a student-centered consideration of what achieving this goal will do for the student (e.g. level of independence, living skills, etc.)

Parts of a Goal

1. Time Frame: When do we want the goal to be achieved by?

2. Condition: Under what circumstances will we be measuring the student's performance?

3. Behavior: What behavior/skill will we be measuring, and what aspect of it (e.g., rate, quality, independence, duration, etc.)?

4. Criterion: What performance level will indicate that the goal has been achieved? We strongly encourage developing goals that monitor an increase in a desired skill/behavior versus simply a reduction in an undesired behavior.

IEP Goal "Formula"

By [due date] when [measurement condition], XXX will increase [skill performance] from [baseline] to [target] as measured by [description of measurement tool, frequency of data collection, and individual(s) responsible].

Reading Fluency:   By January 2021 (time frame), when presented with unrehearsed 5th grade level passages (condition), Cindy will increase her rate of reading orally (behavior) from 84 correct words per minute to 121 correct words per minute with at least 90% accuracy for two consecutive data points (criterion), as measured weekly by special education staff using oral reading fluency probes.

Objective Example #1:  By April 2021, when presented with unrehearsed 3rd grade level passages, Cindy will improve her oral reading rate to 121 correct words per minute with at least 90% accuracy.

Objective Example #2:  By November 2021, when presented with unrehearsed 4th grade level passages, Cindy will improve her oral reading rate to 121 correct words per minute with at least 90% accuracy.

Goal Example:  Behavioral Skills:  By October 2021 (time frame), when Sofia exhibits visible signs of agitation (clenched fists, scowling, angry voice tone) (condition), she will increase her rate of using anger control strategies (behavior) from 30% of opportunities to 65% (criterion), as measured every other week using a direct behavior rating completed by teachers working directly with Sofia.

Objective Example #1:  By February 2022, when confronted with a task she does not want to do, Sofia will increase her rate of managing stress to 40% of opportunities.

Objective Example #2:  By May 2022, when confronted with a task she does not want to do, Sofia will increase her rate of managing stress to 55% of opportunities.

Goal Example:  Personal Management:  By May 2021 (time frame), when observed in all school settings (condition), Jose will increase his rate of keeping a daily to-do list, using effective time management strategies, and maintaining organized materials (behavior) from a level of 4/10 points obtained on an organizational skills inventory completed by special education staff working directly with Jose to 8/10 points (criterion), as measured every other week.

Objective Example #1:  By November 2021, when in core math and reading class, Jose will increase his rate of completing the to-do list and have materials organized 60% of the time.

Objective Example #2:  By February 2022, when in social studies and science class, Jose will increase his time management strategies to handing in assignments on time 80% of the time.

Goal Example:  Communication:  By September 2021 (time frame), when presented with 30 tasks, 10 each of synonyms, analogies and multiple meanings (condition), Jazmin will increase her rate of correct response (behavior) from a current level of 4/30 tasks completed correctly to a level of 25/30 tasks completed correctly for two consecutive data points (criterion), as measured weekly by a Speech Language Pathologist working with Jazmin during small group instruction.

Objective Example #1:  By January 2022, when given ten analogy problems, Jazmin will increase her accurate response to 70%.

Objective Example #2:  By April 2022, when given ten multiple meaning problems, Jazmin will increase her accurate response to 70%.

Goal Example:  Personal Management:  By July 2021 (time frame), when presented with a toothbrushing task (condition), Adam will increase his ability to complete a toothbrushing routine (behavior), from currently obtaining 8 out of 24 points on the toothbrushing rubric to obtaining 16 out of 24 points for two consecutive data points (criterion), as measured weekly by special education staff using the toothbrushing rubric.

Benchmarks vs. Short-Term Objectives

Within the same IEP, teams may use either or both benchmarks and short-term objectives. However, these two measures should not be mixed under the same annual goal. Both of these measures break learning into measurable, intermediate steps that enable families, students, and educators to monitor progress during the year.

In order to meet minimal compliance standards in the state of Minnesota, IEP goals must include at least two benchmarks/short-term objectives (3525.2810 subp. 1(a-2)). It is recommended that they be intentionally plotted so that they are evenly spaced throughout the duration of the IEP. Some case managers choose to schedule their benchmarks/objectives near the end of grading periods when progress reports will be sent out; however, this is by no means mandatory.

Benchmarks

Benchmarks are the most common method. When feasible, they are preferred. Use benchmarks when the skill or behavior leading to the annual goal remains essentially the same but some aspect of performance is expected to change (e.g., rate, duration, quality, independence, etc.). For example, for the first benchmark a student might be expected to read 43 words correctly on an Oral Reading Fluency probe, for the second benchmark they are expected to read 56, etc.

Short-Term Objectives

Objectives are more frequently used with students with significant needs. They are used when the skills leading to the annual goal are different. This typically occurs when the IEP team has engaged in task analysis and broken a sequence of skill performance down into component steps. For example, the first objective for a tooth-brushing routine might focus on picking up the toothbrush independently. The second objective might focus on applying toothpaste, etc.