IEP Goal Writing Affective Domain

S= Specific M= Measurable A= Attainable R=Relevant T= Time-Bound Highlights Establish relationship with Social Worker Collaborate when creating and implementing IEP goals Analyze formal and informal data Create SMART Goals and Objectives with entire team Create goals that are measurable by IEP team S= Specific M= Measurable A= Attainable R=Relevant T= Time-Bound

Example 1 Present Level Maggie appears to be happy and friendly within the academic setting. Maggie does have difficulty with peers and interacting appropriately which causes her to have trouble maintaining friendships. Maggie displays difficulty in attending to instruction and completing tasks within the academic environment compared to same age peers. At this time, team recommends goals to address Maggie interacting with peers and achieving lasting friendships which will contribute to her overall academic success and personal well being.

  Goal & Objectives By July 2017, Maggie will develop positive social skills that will help her establish and maintain appropriate peer relationships as evidenced by achieving the following objectives. Maggie will demonstrate ability to take turns in conversation with a peer in a small group setting for 80% of the time. Maggie will identify 3 positive ways to solve small peer conflicts with one adult prompt or fewer in small group setting 80% of the time.

Ann will not shout out during the school day at 80% accuracy. Poor Example Present Level Goal Ann is demonstrating negative behaviors at school and is very disruptive. Ann will not shout out during the school day at 80% accuracy.

Example 2 present level Chris is meeting grade level academic standards in a second grade classroom. Chris is very social and he initiates interactions with peers and he initiates interactions daily. Chris participates during whole and small group instruction. Chris’s adaptive behavior and social emotional skills were evaluated using a behavior scale and classroom observations. Chris performed in the 90th percentile in the areas of hyperactivity, attending, and aggression. Scores were obtained by Chris’s parents and teachers. Chris appears eager to learn and participates often in the classroom. Chris demonstrates difficulty attending and displaying appropriate behavior in school. Classroom observations indicate Chris is on-task 30% of the time when given a high level of prompting and individualized accommodations such as a seat cushion, preferential seating, teacher proximity, and movement breaks.

Goals & objectives By July 2017, in the educational environment, Chris will increase his ability to develop self-awareness and self-management skills as measured by the completion of the following objectives at 80% accuracy. By July 2017, given the strategies used by Chris’s teachers, during whole and small group instruction, Chris will display on- task behaviors when given 3 or fewer prompts within a 10 minute period. By July 2017, during a whole group lesson, Chris will raise his hand with 2 or fewer prompts within a 10 minute period.