You need to KNOW if your child is making progress in his ability to write. The examples make more sense once you know what a measurable goal looks like. After learning how to write great IEP goals for written expression below, you can use the examples below to create great goals for your child, especially if he has dysgraphia or dyslexia.
Your child must hold information in his brain, recall phonemes, syllables, and sight word spellings for writing. Then he uses motor planning skills to get his ideas into written form. Thus, your child needs goals for each writing skill that makes writing hard for him. Your child may also have a lot problem with handwriting itself. Writing by hand might not allow your child to express himself at the same level at which he thinks.
At the same time, it is important to develop goals and objectives that have both immediate and future utility, and that address present levels of performance. Objectives that focus on teaching middle school students to put pegs in peg boards, count pennies to , or recognize pictures of farm animals may not be the most important focus if these students are unable to eat at a table, follow simple directions, or if they do not understand the value of money.
Because of the amount of time required to teach some students, it is critical that this time is used in a manner that will have the greatest benefit. Short term instructional objectives should be observable and measurable. In other words, multiple professionals and family members should be able to reach consensus regarding whether the student has reached the goal or not. If all involved truly understand desired outcomes, it will be much easier to maintain consistency in expectations. By better understanding the expectations through consistency, the students will have a greater chance of being successful.
Objectives such as the following are subjective and impossible to observe: Instead, write the objective as: Instead write the objective as: Different contexts require different behaviors.
For example, the type of social skills and behaviors allowed at recess would be different from those allowed in the classroom. For example, playing tag with two classmates is appropriate on the playground but probably not in the middle of science class. Because children on the autism spectrum often have difficulty shifting their behavior to suit the context, it becomes important to clarify expectations by relating objectives to specific contexts. Criteria must be written in a manner that is possible to measure.
In order to document progress on objectives, criteria must be stated for each objective. At times, criteria are written in a manner that is impossible to measure and to collect data on. Criteria such as the following are impossible to reasonably measure: Instead write the criteria as: Behavioral objectives should be stated in the positive.
The IEP document provides us guidance in what we want students to learn. One area that many teachers focus on for students on the autism spectrum relates to behavior. While family members and staff may be focused on eliminating or decreasing the behavior, the desired outcome of a good behavior support plan is that students learn alternative and appropriate ways of responding.
Objectives such as the following do not tell students what they are to do: Below are some general guidelines to follow when developing the IEP: It is better to have fewer goals that can be intensely addressed than 30 that can only be briefly covered. We have to measure progress toward the goal. Finally, we set a level of mastery that we expect. We use standardized tests and informal assessments to measure a child's progress toward the goals.
We can do tallies or checklists or give tests specific to the action we seek. Anyone who looks at the measurement should be able to understand it. And, all those who review the measurement should be able to come to the same conclusion. Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math.
When you know the sequence of skills for a subject, you will know how skills build on each other. You can identify gaps in skills — skills that your child hasn't mastered and needs to learn. Think about how children learn math. A child learns how to add and subtract. Then he is ready to learn how to multiply and divide. Before you can develop measurable IEP goals, the child's skills must be measured objectively. Objective data about a child's skills are the baselines for goals.
This data also should show progress, or lack of it, when measured over time. We tend to use the terms "goal" and "objective" to mean the same thing. In IEPs, there is a distinction between them. We write annual goals. Objectives are the short-term steps to reach goals. In , the report of experts on the National Reading Panel explained the research in reading. This included more than 10, research studies.
All this information helped form a better understanding of reading and what works in teaching see National Reading Panel. The findings from the research changed reading instruction forever. The results of the research were included there, too. Reading instruction requires explicit, intensive, and systematic instruction in the five necessary components of reading instruction:. Learning to read requires a child to learn specific skills in sequence.
Children who have difficulty learning to read have deficiencies in phonemic awareness skills. A child with weak phonemic awareness skills will have difficulty learning phonics skills. This child will not be a fluent reader.
If the child does not master phonics and fluency, he will not be able to master vocabulary and reading comprehension. One young teacher made a banner to illustrate the sequence of reading skills. This came from the specialized program she was using. As students learned a skill, she would advance them down the banner.
This made it easy for her to write specific reading goals. After children master math operations skills adding, subtracting, multiplying and dividing , they learn how to use reasoning to solve word problems. The intended outcome might have been for Jane to solve two-part word problems. But this goal says she needs to learn to use problem-solving strategies.
The goal does not state whether she will be able to solve problems. Worse, this goal includes all math operations adding, subtracting, multiplying and dividing , making the goal overly broad. It is not specific or measurable. It does not use action words, and is not realistic or time-limited. According to Jane's IEP, using objects helps her to solve problems.
A better goal for Jane might be:.
IEP goals in written expression should include individual goals in various areas including content, fluency and focus. The following sample goals for writing can be used for primary level students with needs in the area of written expression.
Annual Goal #3 _____ will increase ability to understand and respond to literature from various genres and geo-cultural groups to _____ as measured by _____ (State Scoring Guide, teacher survey, performance assessment, etc.) Objective #1 Identify and use a variety of nonfiction texts such as books, newspapers, and magazines.
Goals are all part of writing the Individualized Education Plan-Program (IEP). More importantly, writing good goals that meet the specific child's need are critical to the process. A large number of educational jurisdictions tend to use SMART goals which stand for. If your child has a hard time with handwriting, be sure to check out the IEP Goals for Writing, Keyboarding and Copying for Students with Dysgraphia or Handwriting Difficulties too.. You may also want to check out these other resources about writing: + .
WRITING MEASURABLE IEP GOALS. AT THIS SESSION, YOU WILL LEARN The four components of a measurable goal. Terms to use that are measurable. How to write clear goal descriptions. Learning how to write individualized IEP goals is an important first step in developing your child's IEP. IEP goals should be SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.