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Understanding IEP Goals and Objectives: A Guide for Families and Educators

This comprehensive guide outlines the key components of Individualized Education Programs (IEPs) related to student goals and objectives. It emphasizes the importance of measurable annual goals, the unique needs of each child, and the services required to meet these needs. The guide details the essential characteristics of measurable goals, the parts of a goal or objective, and provides examples of observable and non-observable behaviors. Families and educators will find valuable insights into creating effective IEPs that promote student success.

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Understanding IEP Goals and Objectives: A Guide for Families and Educators

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  1. IEP – Goals and Objectives University of Connecticut Center of Excellence in Developmental Disabilities Families As Partners Training

  2. Key Components • Student’s present level of performance • Measurable annual goals & objectives (benchmarks) • A statement of needed special education and other services

  3. 3 Step Plan • What are the child’s unique needs? • What services will be used to address each need? • What will the student be able to accomplish as a result of the services?

  4. Measurability 4 Characteristics 1. Contains information about how to measure whether the goal has been accomplished 2. Yields the same conclusion if measured by different people 3. Allows a calculation of how much progress it represents 4. Can be measured without additional information

  5. 3 Parts of a Goal/Objective • Behavior/performance: what the student will do • Condition under which the behavior/performance will occur • Criteria necessary for performance to be considered acceptable

  6. Behavior or Performance:Observable, Countable or Visible Observable • Cutting on a line ½” wide x 3” long without deviation • Writing numbers 0-10 • Matching object to picture Not Observable • Demonstrate improved fine motor skills • Improved number recognition • Increasing vocabulary skills

  7. Criterion or Level of Performance How well the student must do to meet the objective Beware the percentage criteria! Is it measurable? • Angely will orally spell 95% of the 4th grade spelling words dictated to him weekly • Angely will behave appropriately 80% of the time • Carrie will increase reading skills by 75%

  8. Criterion or Level of Performance There may be times when anything less than 100% is unacceptable • Pedro will cross the street safely 3/5 times

  9. Condition “Givens”: the circumstances under which the performance or behavior will take place • Takara will type 30 words per minute using an on screen keyboard • Jane will spontaneously initiate 3 greeting per day using her voice output communication device • Zoe will zip her coat once per day, following engagement of the zipper by an adult or peer

  10. Measurable Goal Min will solve double digit addition problems with 95% accuracy using a calculator • Behavior: Min will solve 2 digit addition problems • Condition: using a calculator • Criteria: with 95% accuracy

  11. Now it’s your turn…

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