 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 4th 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.
