Personal and Academic Goals
Everyone knows that having goals will lead to success, but what is success to you?
It is necessary to ask the student's parents what success looks like in their minds for their child.
Is success getting a job at a store like Walmart after graduation? For some parents this is a huge goal and sign of success because their child would have to overcome major obstacles to accomplish this.
Is success to stop biting and hitting other children? To be able to sit through a whole day of classes?
What does the student have as a goal? The parent-student goals may also be different.
If the parents are not asked about their view of what success means the parent-teacher relationship may not be on the same wavelength.
These questions can be asked via paper questionnaire or an in-person meeting before and IEP meeting is conducted.
It is necessary to ask the student's parents what success looks like in their minds for their child.
Is success getting a job at a store like Walmart after graduation? For some parents this is a huge goal and sign of success because their child would have to overcome major obstacles to accomplish this.
Is success to stop biting and hitting other children? To be able to sit through a whole day of classes?
What does the student have as a goal? The parent-student goals may also be different.
If the parents are not asked about their view of what success means the parent-teacher relationship may not be on the same wavelength.
These questions can be asked via paper questionnaire or an in-person meeting before and IEP meeting is conducted.
Goal Planning
--Choose at least one goal that the student has to integrate into the general education classroom. As his goal is accomplished he can gain confidence to attempt another goal.
Teachers who may have difficulty carrying out any goals the student has may benefit from the SPED teacher assisting in class if necessary.
--It is suggested that IEP goals be reviewed every year, however, if a child meets a goal listed it should be praised and a new goal in its place.
Students in special education should have expectations too.
--After goals are listed the teaching team can identify what the student needs to be successful and reach his goals. What accommodations or adaptions does the student need?
--Confidential Student Profile provides the general education teacher with an overall view of the student (behavior, academics, etc) but also lists the student's goals. The more information collaborating staff has to know about the student will help him to meet his goals.
Standard Practice of Writing Goals : SMART (examples for each)
Goal: Tim will know his additions facts to 10 by the end of the 2nd quarter.
Specific- Addition facts is clearly the subject of the goal.
Measurable- to 10 states how many he needs to know.
Attainable- He currently knows half of the facts so he is on his way.
Results-oriented-Results will be identifiable by the test he takes.
Time-bound- The goal states that the end of the 2nd quarter is the timeline.
A goal statement that is not SMART would be:
Tim gets better at math.
Everyone is left wondering what "gets better" means. Gets better by 4th grade? Gets better by getting an A?
After making a goal always refer back to SMART to ensure that everyone involved will know what the goal is, when it should be achieved and how it will be measured.
Teachers who may have difficulty carrying out any goals the student has may benefit from the SPED teacher assisting in class if necessary.
--It is suggested that IEP goals be reviewed every year, however, if a child meets a goal listed it should be praised and a new goal in its place.
Students in special education should have expectations too.
--After goals are listed the teaching team can identify what the student needs to be successful and reach his goals. What accommodations or adaptions does the student need?
--Confidential Student Profile provides the general education teacher with an overall view of the student (behavior, academics, etc) but also lists the student's goals. The more information collaborating staff has to know about the student will help him to meet his goals.
Standard Practice of Writing Goals : SMART (examples for each)
Goal: Tim will know his additions facts to 10 by the end of the 2nd quarter.
Specific- Addition facts is clearly the subject of the goal.
Measurable- to 10 states how many he needs to know.
Attainable- He currently knows half of the facts so he is on his way.
Results-oriented-Results will be identifiable by the test he takes.
Time-bound- The goal states that the end of the 2nd quarter is the timeline.
A goal statement that is not SMART would be:
Tim gets better at math.
Everyone is left wondering what "gets better" means. Gets better by 4th grade? Gets better by getting an A?
After making a goal always refer back to SMART to ensure that everyone involved will know what the goal is, when it should be achieved and how it will be measured.