Developing the IEP:
Goals & Objectives

Introduction	Before Writing	When No Goal is Needed	Goals	Objectives	Summary	References & Resources

Goals

A goal without a plan is just a wish.
~ Antoine de Saint-Exupery ~

Goals are statements that tell what a student is reasonably expected to accomplish with specialized instruction during one school year.

Within the ASD, goals must:

(all link within this page)

• be reasonably attainable within one year
• be observable
• be interpreted the same way by anyone else who reads it
• be worded in positive terms
• be tied to state standards
• address both academic and functional needs
• address what is really important for the student to learn
• link to a statement within the PLAAFP regarding where the student is currently functioning in that deficit skill area
• have more than one corresponding objective to spell out what steps will be taken to reach the goal

Attainable Goals state where the student should be after working on related objectives after one year's time. If the goal can be reached in less than a year, the IEP should be amended. If the goals are too large, or non-specific, the student will never complete it.

Observable

• For a goal to be observable, you must clearly state what you will see to determine if the student is performing the task.

Interpretation

• The Alaska State Handbook states that goals must pass the Stranger Test. They define this as a goal that is written so that:

  ...someone who did not write it could use it to develop appropriate instructional plans and assess child progress.

Positive Terms

• Think about the words you select to express a goal. The same thing can often be written several different ways. Select positive terms telling what the student will increase.

Instead of saying:	Say:
WIlliam will stop hitting and shoving other students at school.	William will maintain control over his physical movements and boundaries while at school.
Monique will stop using a /w/ sound for an /r/ sound.	Monique will produce /r/ sounds.

• In addition to using positive terms, ask yourself if the goal passes the Dead Man's Test. If a dead person can do the behavior, then state it a different way. For example, one does not need to be alive to:
  • stop running in the hall
  • sit quietly
  • refrain from yelling during assemblies
  • not bother others

State Standards

• If the goal is in reading, written expression, or math, it should be aligned with the Alaska Performance Standards.
• If the goal is in a different area where no Performance Standard exists, align it to the Alaska Content Standards.
• Alaska Standards are available online at: www.eed.state.ak.us/standards/pdf/standards.pdf
• ASD curriculum departments have aligned the State Standards with the adopted materials. Using these lists may help you determine how the goals align with the standards. See your building curriculum specialists for copies.

Academic and Functional Needs

Some students' academic struggles may be due in part to low functional skills. Both the PLAAFP and the goals should address each of these areas. Functional skills cover a wide range. Some examples are:

• asking for assistance when needed
• time management
• social communication skills
• organizational skills
• study habits

Importance

• The Alaska State Handbook states that goals must also pass the So What? test. To pass this, ask:

  Is the skill indicated in this goal really an important skill for the child to learn?

  To answer this question, review the ESER and note the most important areas identified. Then ask yourself the above question. For example, if a student's behavior is severely compromising his/her education, is it really important to have a goal on using correct eating utensils? Possibly not, unless frustration over self-help skills is a trigger for the behavioral concerns. Remember to view the whole child when mapping out goals, however. For another child, using correct eating utensils may be a very important goal to include.

Present Levels

• All aspects of the IEP are to flow together as a unified body, not be comprised of independent parts. Needs should be clearly identified in a narrative format without educational jargon on the PLAAFP. For each of these areas of need, there must be a corresponding goal(s).
• Likewise, every goal must have its corresponding current level stated on the PLAAFP.

Objectives

• More than one objective must accompany each goal. More information on objectives can be found on the Objectives page of this site.

Summary Checklist

Continue > >