Student Services > Learning and Disability Support > Disability Support > Individual Education Plans (IEP's) > Stages of the process >

Design

Writing the goals

Goal statements focus on the educational needs of the student arising from the disability. These statements describe what the student is expected to achieve within a given time period.

Goals need to:

identify the student 's targeted learning outcome, e.g., skill, activity, knowledge
outline those conditions where the student will demonstrate the learning outcome, e.g., which specialised equipment will be used, activity, environment
set criterion or standard which will demonstrate that the learning outcome has been achieved, e.g., the number correct, the level of accuracy, the period of time, the amount of support required.

Goal = Targeted learning outcome + Condition + Criterion

In some instances, goals will specify only the targeted learning outcome and criterion level, as there will be no specific conditions (e.g., equipment, environment) required.

In other instances, goals for students with sensory or physical impairment will specify only the targeted learning outcome and the condition, as the criterion may mirror that of their non-disabled peers.

Sample goals:

Goal: Using picture recipe cards to independently prepare three different snacks in home economics class.

Targeted learning outcome: to prepare three different snacks
Condition: using picture recipe cards in home economics class
Criterion: independently.

Goal: To develop keyboarding skills of 20 words per minuter with 80% accuracy during Business Education class, using one handed typing program and a small keyboard.

Targeted learning outcome: develop keyboarding skills
Condition: using one handed typing program and small keyboard, in Business Education class
Criterion: of 20 words per minute with 80% accuracy.

To ensure goals are measurable they need to describe observable behaviour. Terms describing physical actions allow goal achievement to be more precisely measured (e.g., to point to, to write, to demonstrate). Goals containing words such as 'appreciate ' and 'improve ' are difficult to measure.

The number of goals varies according to the needs of the individual student. Core team members collaboratively decide how many goals are appropriate.

Identify strategies and resources

The team may identify:

educational adjustments within curriculum planning and delivery
appropriate teaching strategies
resources required (including specialised equipment) and personnel involved
how and when individual goals will be addressed within the student's educational program
how IEP information will be shared with other relevant school personnel (e.g. subject specialist teachers)
strategies for incorporating goals within curriculum/unit planning.

Collaborative team planning and decision making encourages shared understanding, consistent approaches and accountability within the team.

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