Writing SMART Goals FAQs - FCPS



Writing SMART Goals FAQs

• How do we determine the difference between an informal procedure and classroom-based assessment?

Informal procedures can be done on an individual basis and may be tailored to specific goals on the IEP. Informal procedure does not necessarily mean an assessment. Classroom based assessments are created by the teacher in relation to material that has been taught.

• How do I mark progress when using an observation record?

The IEP team should determine what type of data they are looking for before using observation method as a measurement tool. When you choose this option you must have a data collection sheet or tool to ensure that you have concrete data before you can report progress.

• When do I choose standardized assessment as an evaluation method?

Standardized assessments are assessments used for identification purposes or state assessments. Because these assessments are not given on a regular basis it is not best practice to use standardized assessments as an evaluation method.

• What does it mean to measure using a portfolio? Does it require a secondary assessment that will actually yield accuracy results since a portfolio is more of a collection of work?

Measuring progress through the use of a portfolio is done by comparing work samples that have been completed over a period of time. Early work samples are used as a baseline and later samples are rated for improvement. A rubric or other grading system should be used to document and measure improvement.

• When should I choose “other” as an evaluation method?

“Other” can be used when specifying the method of data collection to be used. Examples: teacher-created worksheets, sets of objects, teacher-created rubrics, teacher-created assessments, data collection chart, work samples, number of attempts, etc…

• How should you think of “timeliness” when adding a goal midway through the year covered by the IEP?

Mastery for all IEP goals are based on the annual date, therefore goals added mid-year should be based on expected progress for the amount of time remaining in the IEP cycle.

• When a student has a particular accommodation on his IEP do you have to re-specify that accommodation on his goal?

Accommodations are used “as needed”. If progress on a goal is dependent on a particular accommodation, it should be specified on the goal.

• How do I write SMART goals for a child who is working significantly below grade level? Should I use grade level curriculum to write goals?

You should begin by using the grade level curriculum for the student and then backward map to the individual instructional level.

• How do you distinguish a problem solving versus a calculation goal? (especially when attempting to imbed one into the other)

Problem solving involves abstract thinking; therefore the language should be specific regarding what you are planning to measure. (Example: When given a word problem, the student will determine the appropriate mathematical operation …) The calculation is more concrete. (and solve the problem correctly.)

• When should I use the area of Communication:

 

The area of Communication can encompass receptive and expressive language, articulation, and pragmatics.  You should consider using this area when you have a student who is just beginning to use language or needs to learn functional communication.  These students are working on using language in the classroom to communicate.  The focus is often on functional communication such as making requests, answering simple questions, and following basic directions.  Some goals that would fall under this area might be increasing their vocabulary to include multiple types of semantic categories (nouns, verbs, adjectives) and/or increasing their utterance length (from 1 to 3 words).  This area may also include having an understanding of basic concepts in order to follow directions and/or complete assignments. 

 

  

• When should I use embedded goals?

 

When similar/related skills are identified in the present level of performance from two or more areas of need, you should consider embedding goals.  If the areas involve different service providers, collaborating would be essential to generate a goal that encompasses both areas of need.  An example of an embedded goal may involve, but are not limited to, comprehension, social skills, or following directions. 

 

• Since high school instruction is very content specific, how can a special educator be knowledgeable enough about each area in order to write appropriate goals?

 

IEP goals should be written to address academic processes that apply in all curricular areas, rather than focused on specific content.  These processes, such as understanding content or solving mathematical problems, are not content specific.

 

However, it is also important to collaborate with general educators who are curriculum experts when developing IEP goals.  In this way, case managers can ensure that the goal is appropriately linked to both content and present level of performance of the individual student.

 

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