Embedded Files
Present Levels of Performance
Present Levels of Performance
- Click here for printable checklist
- Be sure to include concrete data
- Include language about how the disability has an effect on making progress in the general curriculum
- Hint: compare to typical peers, and how this skill is a foundation to help close the gap
Measurable Goals
Measurable Goals
- All goals included should have a direct relationship to needs identified in ETR or most recent evaluation data
- Statements in measurable terms that describe what can be taught to the child using specially designed instruction
- Remember to include a behavior goal if you marked it as a special factor or if the student is ED
- Remember to include an adaptive behavior goal if the student is qualified as Intellectually Disabled
- Goals and objectives should follow the formula:
- Who?
- Will do what?
- To what level and degree?
- Under what conditions?
- In what length of time?
- How will progress be measured?
- Do NOT use names of specific curricular tools or programs, try to keep goals more universal
Methods for measuring child's progress:
Methods for measuring child's progress:
- Click here for descriptions of progress measurement tools (curriculm based assessment, portfolios, etc.)
- Be careful about using "observation" or "anecdotal records" - observations should include a written narrative of what was observed
Additional resources for writing measurable goals and objectives:
Additional resources for writing measurable goals and objectives:
Goals formula bookmark:
Measurable goals checklist:
Goals and objectives menu:
Goal_Bookmark.pdfMeasurable_Goals_Checklist.pdfGoals_and_Objectives_Menu.pdfGoals formula with examples:
Goal development:
measurable goal guidance.pdfGoal_Development.pdfReport abuse