Specific: A
specific goal has a much greater chance of being accomplished than a general
goal. To set a specific goal you must answer the six “W” questions
•
Who: Who is
involved?
•
What: What do I want
to accomplish?
•
Where: Identify a location.
•
When: Establish a time
frame.
•
Which: Identify requirements
and constraints.
•
Why: Specific
reasons, purpose or benefits of accomplishing the goal.
Measurable criteria:
•
percentage correct
•
frequency (number correct in a specified time
period – ie. 25 per minute)
•
prompts – use adult prompts as a measurable
criteria
•
for all criteria: how many days must this criteria
be reached to be considered mastered? Consecutive of nonconsecutive
days/sessions?
EXAMPLE: A general goal would be, “Write his
name.” But a specific goal would say, “Be able to write his name legibly,
using both upper and lower case letters and staying within the lines.
Based on 3 tracked opportunities per day with 80% accuracy over 5
consecutive days.”
Measurable - Establish
concrete criteria for measuring progress toward the attainment of each goal you
set.# correct out of certain # of trials or opportunities
Attainable –
Make sure the goals are attainable for that specific student. For
example, for a nonverbal student with autism the ultimate goal may be the
ability to verbally communicate. However, this goal may not be attainable
within a year. Instead a more attainable IEP goal would be: The student will
learn to use PECS to communicate his wants and needs.
Realistic- I
find attainable and realistic very similar. In almost every piece of
literature I read, realistic referred to determining if the child can meet the
goal itself.
I view the realistic portion of a S.M.A.R.T goal
very differently. I wanted to make sure that each goal, though based on
the Ontario Curriculum, is realistic and beneficial to the student's life.
For example, in the Data Management strand for
grade 1, student's are expected to demonstrate an ability to organize
objects into categories by sorting and classifying objects using one attribute.
I modified this expectation: (Student)
will be able to sort a variety of household items by sorting them into
their correct category. (e.g. forks with forks, socks with socks
etc).
Sorting laundry (lights and darks) or cutlery
(forks, spoons and knives) is an essential life skill that still falls under
the umbrella of data management.
Time-Bound – IEP
goals need to have a time frame. Having a set amount of time will give your
goals structure and keep everyone on track to helping the student meet their
goal.
I will post some example goals shortly!
Keep calm and teach on!
- S
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