Goals & Objectives: Objectives

lead to a final year-long goal
be presented in logical sequence with more than one objective per goal
identify the starting point (baseline)
identify the ending point in measurable terms (acceptable level of performance)
use a method of measurement that ties logically to the objective
state conditions under which it will occur
be specific
be observable
be reasonable and realistic
use positive terms
be stated clearly enough for anyone to interpret in the same way (Stranger Test)

Leads to Goal

The goal states where a student is expected to be on one skill after one year's growth. The objectives are the task analysis of the goal, clearly stating the steps to be taken in order to accomplish it.

More than One Objective

As objectives state the steps to be taken in order to reach a goal, there must be more than one per goal. Having just one would simply be restating the goal. The objectives should be sequenced in a logical fashion, listing the initial step the student will be working on first.

Starting Point (Baseline)

The PLAAFP will have narrative information stating where the student is currently functioning in each area. Likewise, each objective must state where the student is presently, when assessed in the same manner they will be throughout the life of the IEP.

This information can be entered in any manner you prefer. Two possibilities are:

	Examples:
Incorporate the baseline data in the objective wording:	Given a sheet with randomly ordered multiplication facts, Ben will increase the number he writes the correct answer for within a three minute period from 10 with 75% accuracy to 90 with 90% accuracy on four of five consecutive days.
List the baseline data separately in the objective box:	Given a sheet with randomly ordered multiplication facts, Ben will write the solution to 90 of them within a three minute period with 90% accuracy on four of five consecutive days. (Baseline: 10 problems with 75% accuracy)

Ending Point in Measurable Terms (Acceptable Level of Performance)

What the student must accomplish to meet the objective has to be spelled out precisely in terms that allow measuring growth. Baseline information provides the starting measurement. Ending criteria must be measured the same way as the baseline to provide a consistent unit of measurement. This can be ensured by using specific measurable terms.

This is not specific:	This is:
Richard will walk safely in the hall.	When independently passing between classes in the hall, Richard will navigate around people and objects on six of seven trials.

Using terms like increase or grow does not provide an ending point for the objective unless paired with a quantifying term. For example:

This is not specific:	This is:
Miranda will increase her word recognition skills.	When given a story at 2nd grade level, Miranda will increase the number of words she reads aloud correctly within one minute from 67 to 100 on three of four consecutive trials.

Logical Measurement

Think through the measurement criteria you select for a specific objective. Be sure it makes logical sense.

William will cross the street safely with 90% accuracy on four of five days.

GOODNESS!!!! What happens to William the other 10% of the time once per week? Is it really OK for him to not cross safely?

When in a standing position, Jennifer will bounce a ball with 85% accuracy on six of seven trials.

What does the accuracy measure? Wouldn't this be better stated as:

...will bounce and catch a ball 10 times consecutively in six of seven trials?

Given a passage at 5th grade level, Tiffany will read aloud with 90% accurate word recognition.

Does she pass this objective if she accomplishes this one time?

Tiffany will read a passage aloud at 5th grade level on 5 data days.

Does this mean Tiffany will read it with 10% accuracy or 100%?

Also, is it reasonable to expect her to read it with 100% accuracy consistently? Try it yourself and see how you do.

Additionally, is 85% word accuracy a reasonable expectation? Read the passage below:

When once a man has made XXX necessary to his XXX, he has put it in the power of the XXX and most timorous malignity, if not to take away his XXX, at least to XXX it. His enemies may XXX their pride by airy XXX and gratify their malice by XXX neutrality.

Samuel Johnson (1709 - 1784)

You have just read 85% of the words accurately. Is that enough for the student to comprehend a passage or is it just a step toward the student reading more accurately? Think through the intent of the objective when you write the criteria.

Conditions and Specificity

To avoid comparing apples with oranges, the conditions during the assessment of the objective must be clearly stated. Look how different teachers may assess the following objective:

Mary will read a 3rd grade passage and correctly answer 80% of the comprehension questions on four of four trials.

read aloud and orally answer questions presented orally

read aloud and write answers to questions presented orally

read aloud and orally answer questions presented in writing

read aloud and write answers to questions presented in writing

read silently and orally answer questions presented orally

read silently and write answers to questions presented orally

read silently and orally answer questions presented in writing

read silently and write answers to questions presented in writing

To confuse this objective even more, scores may vary if :

one teacher interprets "comprehension questions" to only include recall questions, while another includes higher level inference questions.
one teacher uses a passage familiar to the student, while another uses unfamiliar material.
one teacher asks ten questions and another teacher asks one question.

The objective listed above would be better stated as:

Given an unfamiliar passage at 3rd grade level, Mary will read silently and verbally answer five orally presented recall questions with 80% accuracy on four of four trials.

It is also just as important to specify any materials, or antecedent supports that are to be in place. Once again, if one person interprets the objective to mean the student will accomplish it with no supports and another assumes there are supports the student will really be working on and assessed on two very different skills. Consider these examples:

Academic supports not specified

Academic supports specified

Marlene will solve 20 multiplication math facts in writing within 1 minute with 95% accuracy on three of four consecutive trials.

Given a worksheet with 20 random multiplication facts, Marlene will write the answers within 1 minute with 95% accuracy on three of four consecutive trials.

Is she told the problems, shown them on a board or overhead, or does she have to think them up herself? Will they be from a particular subset of facts or random ones pulled from all multiplication facts? This clearly states that she will be writing the answers on the same paper that the problems appear and that the facts will be random, not a particular subset.

Functional supports not specified

Functional supports specified

Alex will name three early signs when becoming angry on 9 of 10 data days. Signs include... When cued by an adult, Alex will name three early signs when becoming angry on 9 of 10 data days. Signs include...

Written this way, it appears the student is at a stage where he is expected to stop himself and name the signs.
This version includes a strategy that may have been identified in a PBS. It clarifies that the student is functioning at a stage that requires a cue from an adult.

Be certain to include PBS strategies in objectives for students who need them.

Functional supports not specified

Functional supports specified

Jimmy will walk to the bathroom without adult assistance on 8 of 10 consecutive opportunities. Given a request by the teacher, Jimmy will walk to the bathroom without adult assistance on 8 of 10 consecutive opportunities.

Written this way, it appears the student is at a stage where he is expected to initiate bathroom trips by himself. This clarifies that the student is functioning at a stage that requires a cue from an adult.

Be very specific in your wording!

Observable

One must be able to clearly see an action to determine if it has occurred.

See how a few words can change whether an objective is observable:

Not Observable	Observable
...will be able to read aloud...	...will read aloud...
...will know how to solve...	...will solve...
...will listen to ...	...will establish eye contact and ...
...will be prepared for class...	...will arrive in class with all materials required for daily assignments (such as paper, pencil, pen, text, homework)...

Reasonable and Realistic

Just as in the example with Tiffany shown earlier on this page, be certain objectives are reasonable and realistic. Consider these scenarios. Which may be reasonable expectations with realistic criteria for showing mastery of a skill?

Probably not:	Possibly so:
reading aloud with 100% accuracy	crossing the street safely with 100% accuracy
solving 80% of 20 problems	solving 80% of 5 problems or 95% of 20 problems
solving 85% on 3 of 5 days	solving 85% on 5 of 5 days
making 3 year's growth in one school year	making 1 year's growth in one school year

Think carefully about the intent of the objective. What is appropriate criteria for one objective or student may not be for another.

Positive Terms

Just as with goals, it is important to tell what the student will do, not what they will stop doing, whenever possible. Objectives should also be able to pass the Dead Man's Test, using terms that show action.

Stranger Test

A carefully worded objective should leave no possibility for varying interpretation as to its intent or criteria for mastery. Some objectives can be very difficult to word in this manner. If in doubt, read the objective to others and ask how they would assess the skill based upon the stated criteria. If anyone interprets it differently than you intended, work on the phrasing based upon that person's feedback. If it does not pass the Stranger Test it needs to be clarified.

Although you are on the IEP team writing the objective, someone else may assess it before it expires. Students change grade levels and schools, caseloads change, and teachers transfer. Students working with several teachers each day may have data taken by more than one person on a regular basis. Keep the objectives clearly written from the start. Write the objective as if you were not going to be the one assessing the skill.

Summary Checklist

Select link to download: Printable Version	When writing objectives, ask yourself the following questions:
Clarity:	Is the objective written clearly enough that any other person would interpret it the same way? Does it pass the Stranger Test? Is the objective specific? Does it specify the conditions under which it will occur?
Observable:	Can it clearly be seen if the student meets the objective?
Positive:	Is the objective stated in a manner that is positive, telling what the student will do? Does it pass the Dead Man's Test?
Growth:	Does the objective include a clearly specified baseline? Does it include a measurable ending point? Does the specified measurement tie logically to the objective?
Importance:	Considering the student's needs, are the objectives: relevant reasonable realistic
Linked to Goals:	Does the objective provide steps to reach a year-long goal? Are the objectives listed in a logical sequence to reach the goal? Are there at least two objectives for each goal?

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Objectives

Failure comes only when we forget our ideals and objectives and principles. ~ Jawaharal Nehru ~