SMART Goals and Objectives

[Pages:3]GOALS AND OBJECTIVES WRITING TUTORIAL

SMART Goals and Objectives

A SMART Goal is...

Specific ? Each goal provides a clear description of the knowledge and skills that will be taught and how the child's progress will be measured. Someone unfamiliar with the student should be able to read the goal and identify the skill/behavior when they see it, without any training.

Measureable ? Each goal is measurable when the skill/behavior can be counted or observed. Define the measures of quantity, quality, and/or impact that will be used to determine if the child has achieved the goal.

Action Oriented ? Each goal clearly outlines what the child will be able to do and how they will demonstrate their learning.

Relevant and Realistic? Each goal is designed explicitly for each child. The goals will be based on their present levels of performance and reasonable expectations of what they will be able to achieve. If the student is performing a task only 5% of the time, it is not realistic to expect 90% by the end of the annual IEP, 35% may be more realistic.

Time-Limited ? All goals should be achievable within a 12-month period. ___________________________________________________________________

Objectives should specify:

? Audience - Who? Who is this aimed at? ? Behavior - What? What do you expect them to be able to do? Use action verbs to describe an

overt, observable behavior. ? Condition - How? Under what circumstances will the learning occur? ? Degree - How much?

This is called the ABCD's of objectives The examples below are color coded as follows:

? Audience - Green ? Behavior - Red ? Condition - Black ? Degree ? Blue

When requesting a sensory break, the student will verbalize and/or use a voice output device to indicate preferred item or activity (i.e. swinging, music, trampoline) an average of 80% of trials as measured by SLP and/or classroom staff.

When given rote math and writing activities, the student will read and write numerals to 100 with 90% accuracy as measured by teacher of deaf/hard of hearing observation.

When provided a visual support, the student will complete a daily check to identify her zone (level of alertness/mood) and identify strategies to maintain or modify this, 85% of opportunities as measured by special education staff.

KLK/BT 8/14 1

Goals and objectives in a student's IEP focus on the skills and behaviors the student needs to learn in order to be involved and progress in the general curriculum.

Goals are statements which describe what a student can reasonably be expected to accomplish within a twelve-month period of time with special education services.

Each goal includes these components (present level may be implied):

Direction of change Skill/behavior to be changed Expected annual ending level of performance

DIRECTION OF CHANGE

The student will: increase decrease maintain

[Student] will increase

SKILL OR BEHAVIOR

academic skill communication skill functional skill motor skill behavior his math skills

PRESENT LEVEL (MAY BE IMPLIED) FROM

FROM a current level of basic math readiness skills of calculating onedigit addition problems to 10 with the use of manipulatives with 50% accuracy

EXPECTED LEVEL OF ACHIEVEMENT TO

TO solving one-digit addition problems to 10 using Touch Math with 80% accuracy.

[Student] will increase

[Student] will improve

his reading skills

his social/behavior skills

FROM the current levels of 65% of sight words through a thirdgrade reading level, 54 words per minute for reading fluency on third-grade reading level materials, 44% for decoding skills on firstgrade reading materials, and 72% for reading comprehension of first-grade reading materials FROM a level of occasionally following simple directions, getting upset about a situation without stating the problem and transitioning between activities with transition objects

TO the levels of 90% of sight words through a third-grade reading level, 85 words per minute for reading fluency on third-grade reading level materials, 80% for decoding skills on second-grade reading materials, and 85% for reading comprehension of secondgrade reading materials.

TO a level of following simple directions, stating the problem when upset and reducing occurrences of transitioning with a transitional object to transitioning without one 80% of the time.

[Student] will increase

her adaptive skills

FROM a level of needing hand-overhand assistance to get food on silverware, and needing ongoing prompting and assistance with toileting

TO a level of eating independently with silverware, and toileting independently.

[Student] will increase

his social interaction skills

FROM a level of not initiating social interactions and showing disinterest in most social activities

TO a level of participating in reciprocal structured activity with a peer (e.g. rolling a ball back and forth, pushing a truck, etc) and initiating a social gesture (wave, high five, etc.).

KLK/BT 8/14 2

[Student] will increase

[Student] will increase

his fine motor cutting, pencil grip and writing skills

FROM his current level of successfully performing writing and cutting tasks in 1 out of 4 opportunities

TO a level of successfully performing writing and cutting tasks in 3 out of 4 opportunities.

her functional level of independence using assistive technology for alternative response production and written work completion

FROM requiring prompts and assistance after initial set up

TO using strategies to perform portions of the task independently in 3 out of 5 given opportunities.

Objectives are measurable, intermediate steps leading to attainment of the goal. They describe the student's skill or behavior. Objectives must include criteria for attainment. There must be at least two objectives per goal. Objectives contain the following components:

Conditions for evaluation

Skill/behavior to be performed

Criteria and procedures for attainment

CONDITIONS FOR EVALUATION Circumstances under which a skill or behavior is to be performed:

Environment Specialized instructional

materials or equipment Assistance Using Touch Math

Given short passages or lists with controlled CVC, long-vowel pattern words, and sight-word vocabulary taken progressively from first- to second-grade materials Given simple directions by the classroom teacher

SKILL/BEHAVIOR TO BE PERFORMED Observable Verifiable

[Student] will complete a worksheet of 10 simple addition problems [Student] will be able to read (decode) them fluently

[Student] will follow them without refusal

EVALUATION CRITERIA/ PROCEDURES Used to measure performance:

Method Instrument Course of Action

with 75% accuracy as measured by a staff member on 3 out of 5 occasions. with 80% accuracy as measured by the teacher during weekly monitoring checks.

during 8 out of 10 given opportunities as monitored by classroom staff with an informal tally system.

During arrival or other social greeting [Student] will initiate a social gesture

times during the school day

with a peer such as a `high five,'

wave, or sharing of a toy

in 3 out of 5 opportunities as measured by classroom staff.

Given proper set-up and instruction on alternative devices for writing, including a computer, or e-tablet, Given the forms ' +, ' `x,' square, rectangle and triangle

[Student] will use the keyboard to copy or produce five familiar words

[Student] will correctly copy the forms with appropriate pencil pressure

in 4 out of 5 consecutive opportunities as measured by special education staff.

during 3 out of 4 given opportunities as monitored by classroom staff with an informal checklist.

KLK/BT 8/14 3

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