Writing Goals & Objectives

Brownbridge

References: Mager, R. F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction (3rd ed.). Atlanta, GA: The Center for Effective Performance.

Schloss, P. J. & Smith, M. A. (1998). Applied Behavioral Analysis in the Classroom (2nd ed). Boston: Allyn & Bacon.

Chandler, L. K. & Dahlquist, C. M. (2002). Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings. Upper Saddle River, NJ: Merrill Prentice Hall

The difference between long-term goals (LTGs) and short-term (behavioral) objectives (STOs) is, generally, the length of time for which each is written and the specificity of each. Both LTGs and STOs must be observable and measurable – always!

§  Goals generally are written for longer periods of time, often for 10 months (annual goals) and are broader in nature

§  Objectives are written for shorter periods of time (2 to 8 weeks; for a reporting period) and are more specific in focus

§  An annual goal usually has at least two (2) objectives that outline either a sequence/order or time-specific target for the student that will ultimately allow the student to achieve the (annual) goal

Basically, there are two main formats for writing goals and objectives.

Format 1.

/

Who

/

Will Do What

/

Under What Circumstances

/

To What Degree of Success

/ /

Performance

/

Conditions

/

Criterion

Example

/

James

/

will seek assistance from an adult by raising his hand and sitting quietly until the adult arrives

/

during practice activities in Math

/

in four of five consecutive classes.

Format 2.

/

Under What Circumstances

/

Who

/

Will Do What

/

To What Degree of Success

/

Conditions

/ /

Performance

/

Criterion

Example

/

During practice activities in Math

/

James

/

will seek assistance from an adult by raising his hand and sitting quietly until the adult arrives

/

in four of five consecutive classes.

Goals & Objectives Worksheet

Begin with the Student’s Present Levels of Performance (PLOPs) – remember the six main components from the acronym you developed

Strengths/Positives/Abilities / Weaknesses/Deficits

First, write and Sequence the Short-term Objectives (use the school year reporting periods for a time frame if appropriate):

#

/

Who

/

Will Do What

Performance
/

Under What Circumstances

Conditions
/

To What Degree of Success

Criterion

_.1

/ / / /

_.2

/ / / /

#

/

Under What Circumstances

Conditions
/

Who

/

Will Do What

Performance
/

To What Degree of Success

Criterion

Based on the Short-term (behavioral) Objectives, write the annual Long-term Goal Statement:

#

/

Who

/

Will Do What

Performance
/

Under What Circumstances

Conditions
/

To What Degree of Success

Criterion

#

/

Under What Circumstances

Conditions
/

Who

/

Will Do What

Performance
/

To What Degree of Success

Criterion