SMART IEP Goals

SMART IEP Goals

Today's Objectives:

We will:

• Review a few IEP components
• Examine elements of SMART IEP goals
• Analyze example IEP goals
• Practice writing SMART goals

So...

Time for a quick review!

What are IEP goals based on?

Based on the present level of performance, the next step of the IEP meeting is to develop a written statement about the student’s educational needs and determine annual goals.

A student’s goals provide the compass that guides the IEP Team’s decision-making (CDE, 2008).

Remember...IEP goals are based on skill sets rather than grades.

What are annual goals?

Annual goals are related to needs resulting from the student's disability that...DIRECTLY AFFECT involvement and progress in the general education curriculum.

Annual goals are goal statements that:

• Describe an improvement from the measurable current level of performance
• Reflect an area of need that is related to progress in the general education curriculum
• Include a measurable level of attainment
• Describe conditions under which the student will perform

(CDE, 2008)

What are Objectives?

Objectives are skills that break a goal down into smaller units or steps.

Objectives also provide a scaffold for reaching an annual goal.

So...

What is a SMART goal?

SMART is an acronym to help you write measureable goals.

Strategic and specific

Measurable

Attainable

Results-driven

Time-bound

Brain Break...

Even though each goal is individualized for each student...

Goal writing is a formula.

Step 1: Personalize the goal

(i.e., use the student's name.)

Step 2: Identify the antecedent (condition) under which the student is expected to display the behavior.

Examples of conditions:

• Given a short story
• During a half-hour lunch period
• When provided with a paper to write on
• When presented with
• When given
• When included in

Step 3...Clearly describe a specific target behavior.

Examples of appropriate verbs for target behaviors:

• Assemble
• Construct
• Compare
• Increase
• Point to
• Pronounce
• Match
• Transition

Note that the target behaviors are linked to skill sets.

Step 4...Determine the criteria for mastery.

Examples of criteria:

• Accuracy (e.g., 95%)
• Frequency (e.g., within 5 seconds of a prompt)
• Duration (e.g., for 30 minutes)
• Rate (e.g., 12 problems in 5 minutes)
• Speed (e.g., completes in 20 minutes)
• Rate and accuracy (e.g., 30 words a minute with 80% accuracy)
• Duration and frequency (e.g., for a 20 minute period)

Step 5...Determine the procedures that will be used to evaluate the performance.

Examples of procedures:

• Criterion-referenced test
• Observational data (must be specific)
• Teacher-made test

Step 6...Provide a schedule for evaluating the performance.

Examples of schedules:

• Quarterly
• For 30 consecutive days
• On 4 different tests
• Every 6 weeks
• By January 2012

Why do we need the schedule?

Writing and using measurable goals allows you to make data-based IEP decisions each year.

Let's look at a few goals...

S

Measurable - - - Progress Monitoring

A

R

T

Strategic and specific

Measurable

Attainable

Results-driven

Time-bound

How do SMART IEP goals relate to Progress Monitoring?

Each group will have three (3) minutes to develop a definition for part of the SMART goal acronym. Choose one person to write out the definition.

Divide yourselves into five groups.

Objectives are optional for most students.

Objectives (per CDE, 2008):

For students with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP must include a description of benchmarks or short-term objectives. Students whose IEPs require objectives should still have goals and objectives that relate to the standards.