Practice Writing Measurable Goals
Use the 3 sample scenarios below to practice writing individualized, measurable, positive goals. Best practice is to review these scenarios with your team. For larger teams, split into small groups when writing goals, then discuss as a larger team when everyone is ready to share out.
Your team may find the document embedded in the button below helpful while practicing goal writing.
Remember that goals SHOULD:
Address the root cause of the behavior of concern
Be specific to the individual student
Follow the SMART (Specific, Measurable, Achievable, Relevant, Timely)
Include observable behaviors clear to staff members and/or the student who will be tracking the behavior
Have clear guidelines for determining if the goal has been met
Remember that goals should NOT:
Address generalized behaviors that apply to all student (e.g. follow the behavior matrix)
Address behaviors that are unacceptable for all students (e.g. bringing a weapon or drugs to school)
Remember that these behaviors, while unacceptable, meet the criteria for placement in an AEDY program. If a behavior occurs that meets the criteria for placement, follow the procedure for Secondary Incidents.
Include identifiable information about other students (e.g. JJ will successfully ignore targeted prompts from Sarah during math class)
Sample Student 1: Mike
Write a goal for the student below, remember to consider all of the data provided along with the instruction and interventions available in your AEDY Program.
Behavior of concern: Mike brought a vape pen to school which was found in his backpack in the morning.
Behavioral Assessment Information: Mike's disruptive behaviors only occur during academic classes and more often during the morning. Mike's classwork is rarely completed and he uses inappropriate language. Disruptive periods tend to be 5 minutes or fewer. Teachers have said that Mike most often acts out when the task is too hard or class time is unstructured (e.g. group work). As a result of his behaviors, Mike receives peer and adult attention and avoids the undesired activity when sent to the office.
Sending LEA Data: Mike is known as the "class clown" and is regularly sent down to the office for disrupting classes. He is a C/D student. Although he often disrupts classes, his teachers and peers tend to like him.
Student Interview Data: Mike says he likes school, "all my friends are there and the teachers are OK." When asked about the vape pen, Mike said "it's my friend's pen that he put in my bag - why would I bring a vape to school I'm on the wrestling team. Well, I was on the wresting team."
Write a goal for Mike. Consider:
Is this goal SMART?
Does the goal match Mike's behavior of concern?
Is this goal individualized to Mike's needs?
Will working on this goal support Mike's return to the general education setting?
Sample Student 2: Alice
Write a goal for the student below, remember to consider all of the data provided along with the instruction and interventions available in your AEDY Program.
Behavior of concern: Alice put a container of eye drops in a teacher's coffee mug.
Behavioral Assessment Information: Alice is withdrawn, unresponsive to teacher attempts to engage in conversation not directly related to an assignment or quiz/test. Alice does not engage with peers except to complete group activities - teachers say that Alice always requests to work alone.
Sending LEA Data: Alice has no friends; her parents do not attend any school events and do not respond to teacher reach outs. Alice is a "loner" and misses more school than she attends. Alice does not participate in any school activities. Academically, Alice has been an honor roll student since grade 6. No office referrals are on file for Alice.
Student Interview Data: When asked about the teacher, Alice said "I don't hate her. I deserved an A on that project and she gave me a B and my GPA went down and my class rank is 11 now - I was tied for 3rd before!"
Write a goal for Alice. Consider:
Is this goal SMART?
Does the goal match Mike's behavior of concern?
Is this goal individualized to Mike's needs?
Will working on this goal support Mike's return to the general education setting?
Sample Student 3: Paul
Write a goal for the student below, remember to consider all of the data provided along with the instruction and interventions available in your AEDY Program.
Behavior of concern: Paul has gotten into 1+ fights per week for the last 3 months. Some fights were broken up by teachers before they turned physical.
Behavioral Assessment Information: Paul engages in fights/physical aggression, uses inappropriate language, verbally harasses teachers and students he does not like, is disruptive in class, and often absent. Paul has been accused of theft on more than one occasion. Behaviors occur throughout the school day with no clear pattern. As a result of his behaviors, Paul receives negative adult and peer attention, and avoids/escapes undesired activities and certain social environments.
Sending LEA Data: Paul has been part of a SAP group for the last year to try to work on anger management and overcoming obstacles. Paul has a history of abuse at home, homelessness on and off, and has been in 3 different school districts in the last 5 years. Paul receives district support as a student who is economically disadvantaged. This year, Paul has received 34 office referrals for physical and verbal aggression.
Student Interview Data: When asked about school, Paul said "I can't wait to drop out so I can start working full time at my job. I turn 16 in 2 months and then I'm out."
Write a goal for Paul. Consider:
Is this goal SMART?
Does the goal match Mike's behavior of concern?
Is this goal individualized to Mike's needs?
Will working on this goal support Mike's return to the general education setting?