Rosas Activity 5.2 Excerpt.pdf

Activity 5.2.

IEP Goal Sentence Frame

Supporting chapter: Chapter 5 (Goals)
Purpose: The purpose of this activity is to develop the skill of writing meaningful and measurable goals.
Direction: Practice writing a goal by completing the sentence frame, writing the full goal statement, and checking to see that all BEST elements were included.

By ___________________________
State the time line or date when the desired behavior will be accomplished

___________________(Student’s name) will ______________________(behavior)
Specifically state the name of the student and the desired behavior that he/she will be able to do that they currently cannot do. Use concrete, sensory-specific language.

in _____________________(condition/context)
Use specific language that describes the condition (example: in a conversation) and the context (example, when asked) for when the student will demonstrate the desired behavior.

with ________supports
List any supports that the student may need to meet the goal. (Example: Use of a Spanish-English Dictionary, use of a computer)

with __________ accuracy as measured by ________________
Evaluate if the desired behavior was achieved by indicating the assessment measure (Example: rubric, checklist) and the quantifiable performance indicator (Example: 80%, 3 out of 5 opportunities)

Using the previous information, write a goal statement.
By ____________________ (time line) ____________________ (student) will ____________________ (behavior) in ____________________ (condition/context) with ____________________ supports as measured by ____________________ with ____________________ accuracy as measured by ____________________.

Note: Rearrange the sentence so it makes logical sense and then check that it is your BEST goal statement.

Activity 5.2. (continued)

By ____________________
State the time line or date when the desired behavior will be accomplished

____________________ (student’s name) will ____________________ (behavior)

Specifically state the name of the student and the desired behavior that they will be able to do that they currently cannot do. Use concrete, sensory-specific language.

In ____________________ (condition/context)

Use specific language that describes the condition (e.g., in a conversation) and the context (e.g., when asked) for when the student will demonstrate desired behavior.

With ____________________ supports

List any supports that the student may need to meet the goal (e.g., using a Spanish-English dictionary, using a computer).

With ____________________ accuracy as measured by ____________________
Evaluate if the desired behavior was achieved by indicating the assessment measure (e.g., rubric, checklist) and the quantifiable performance indicator (e.g., 80%, 3 out of 5 opportunities).