Goals and Objectives

This page is additional information on Goals and Objectives.  Be sure to visit our IEP webpage to see how Goals and Objectives fit into the IEP process.  Also recommended: NICHCY’s Short and Sweet IEP Overview.  Be sure to check out our archived webinar on this topic.

Michigan Department of Education offers these model forms and guidance.  Your district may not use the state’s IEP Model form, but the required information needs to be included in whatever the IEP form looks like in your district.

What is the difference between goals and objectives?

What we commonly call “Goals and Objectives” are two separate concepts in IDEA, see Annual Goals, a NICHCY Legacy resource.

GOALS

Annual goals are what is expected for your child to learn within a calendar year.

From NICHCY: In a manner of speaking, annual goals are like a road map. Where’s the child heading this year? What will he or she work on, both academically and in terms of functional development? What does the IEP team feel the child can achieve by the end of the year–again, academically and functionally?  A well-written goal should be (a) positive, and (b) describe a skill that can be seen and measured. It answers the questions:

Who?. . . will achieve?
What?. . . skill or behavior?
How?. . . in what manner or at what level?
Where?. . . in what setting or under what conditions?
When?. . . by what time? an ending date?”

Great information on goals:

OBJECTIVES

In the federal law IDEA, objectives are known as benchmarks or short-term objectives.  From NICHCY: Benchmarks indicate the interim steps a child will take to reach an annual goal. They also serve as a measurement gauge to monitor a child’s progress and determine if the child is making sufficient progress towards attaining an annual goal. Using a roadmap analogy, benchmarks and short-term objectives are used to divide the trip to the final destination into concrete, smaller steps.

Great information on objectives:

What is evaluation criteria?

The information on how well a child must perform and how his or her progress will be measured is often called evaluation criteria. Well-written evaluation criteria are stated in objective, measurable terms.  For example, a child might be required to perform a task “with 90% accuracy” or get 18 out of 20 words correct in each of 5 trials. These are concrete numbers or scores, establishing what the IEP team considers an acceptable level of performance or progress for the child.

In other instances, progress may not be measured in number scores, such as statements like this:

By June 15, Vicky will complete the obstacle course unassisted, as documented by the adapted physical education teacher.

In this example, the teacher will observe and take notes while Vicky completes the obstacle course. Teacher observation/notes are one way of checking progress. Other ways of checking progress may include:

  • reviewing class work and homework assignments;
  • giving quizzes, tests, or teacher-made assessments; and
  • giving informal and/or formal assessments (the QRI or Woodcock-Johnson, for example).

How do I know if my child is going to master their goals this year?

Data is kept and reported to help keep your child on track to meet their goal within the identified timeline.  Read more about this on our Progress Monitoring webpage.

Need a starting point?

Also available is The Goal Bank

Goals and Objectives, Including Progress Monitoring Webinar– from the Michigan Alliance for Families Webinar Series

 

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