 Goals should be written for each area that adversely effects educational performance. In addition goals should be written to include Transition if the student is 141/2 or older.

 ALWAYS start with a PLAAFP on the student (Present Level of Academic Achievement and Functional Performance). The PLAAFP is your baseline of information on the student. This can be obtained from progress monitoring, universal screeners, formal and informal assessments. PLAAFPs should be specific, measurable and observable.  “Given a fall third grade reading probe, Suzy can read 20 words per minute with 3 errors.”

 Condition- When do you expect the behavior or skill? “Given a writing prompt..”  Behavior – What do you expect? This must be observable. – “David will write a 5 paragraph essay”  Criteria – What level to expect to obtain? This should be specific. – “in one trial with 200 correct word sequences”  Time Frame – This defines when you w ant this accomplished–”by September 2013.”.  “Given a writing prompt, David will write a 5 paragraph essay in one trial with 200 correct word sequences by September 2013.”

 Goals should be based upon the PLAAPF and like the PLAAPF, be specific, measurable, observable AND have a time frame. Always consider student’s rate of growth when determining the time frame.  “Given a fall 4 th grade reading probe, Suzy will read 50 words per minute with 2 or fewer errors by September 2013.”

 Benchmarks- This is the goal broken into criteria and time segments. Each benchmark will have higher expectations to eventually meet the goal.  Objectives – These are written in the same format for the goal but have activities/or skill acquisitions that lead to the goal attainment,

 Goals must be reported on to the parents and staff as often as all non-disabled students have their progress reported. So if you have progress reports for everyone - goal progress is reported as well.  Goals must be additionally reported on when you say they will be on the goal sheet. If you mark that you will report every two weeks, then you must report in that time frame.

 Have your PLAAFPs ready before you start your goals. If you have collected data- use it!  Know what is reasonable growth for the student based on previous growth patterns.  Have an INTERVENTION for the goal in mind- don’t put that in the goal-but know how you will approach the goal.

 Writing goals for something that is not adversely effected.  NOT writing goals for adverse effects.  Confusing adaptations for interventions.  Using terms like “understand, know, feel, etc”- these are not observable.  Using terms like ”pass spelling tests, earn ‘C’ or better in core classes, etc.” Goals must be based on skill acquisition.  Setting data collection intervals that are not reasonable- be sure that the tools you use are efficient, reliable and something you can actually do.