Monitoring ResourcesAccountability Programs : Minnesota Department of Education

Monitoring Resources

Goal Writing Tutorial:Early Childhood


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Goal Writing Tutorial: Early Childhood

The following is one method for writing measurable goals and instructional objectives.

Goals/outcomes reflect what a student could be reasonably expected to accomplish within one year while receiving special education instruction and services.

IFSP educational outcomes contain the same components as IEP goal statements.

Each goal statement includes the following components (present level may be implied):

• Direction of change

• Behavior to be performed

• Expected annual ending level of performance

Direction of Change (may be implied or embedded in behavior)

Behavior to be performed (for older children- should be functional)

Present level (may be implied)

Expected level of performance

(Must be qualitatively or quantitatively described)

The child will:

increase

decrease

maintain

behavior

developmental milestone

FROM: ____________

TO: ____________

EXAMPLE:

      

The child will:

pull self upright

FROM:

TO: a balanced standing position

Objectives are measurable*, intermediate steps leading to the attainment of the annual goals/outcomes. IFSP educational objectives contain the same components as IEP objectives. They describe the child’s behaviors. There must be at least two objectives per goal.

Objectives contain the following components:

• conditions for evaluation

• behavior to be performed

• criteria and procedures for evaluation

Conditions for evaluation

Behavior to be performed

Evaluation criteria, procedures

Circumstances under which the activity or behavior occurs:

• environment

• specialized instructional materials/equipment

• assistance

• observable- stated in understandable language

• qualitative or quantitative description

• verifiable as defined by the IEP/IFSP team

What will be used to measure performance?

• method

• instrument

• how

• by whom

EXAMPLES:

    

During daily playtime:

the child will reach upward to grasp a toy placed slightly beyond arm’s length.

as designed, observed and documented by multiple caregivers.

When offered physical assistance from an adult during daily playtime:

the child will consistently pull to stand.

as observed and documented by parent or teacher.

During daily activities and in a variety of settings:

the child will use stable objects placed within reach to consistently pull self to stand.

as observed and documented by parent or teacher.