SUMMER NEWSLETTER
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Creating Measurable IEP Goals
When developing measurable IEP goals that address executive functioning, it is important to follow the SMART criteria:
Specific: Goals should be specific and clearly define the desired skill or behavior. For example, "The student will improve working memory skills by being able to remember and follow multi-step directions in 80% of classroom tasks."
Measurable: Goals should be measurable, allowing educators to track progress and determine if the goal has been achieved. For instance, "The student will demonstrate improved cognitive flexibility by successfully switching between academic tasks with minimal support in 90% of observed instances."
Attainable: Goals should be realistic and attainable within a reasonable timeframe. It is important to consider the student's current level of functioning and set goals that challenge but do not overwhelm them.
Relevant: Goals should be relevant to the student's educational needs and directly address their executive functioning deficits. They should align with the student's academic and functional requirements.
Time-Bound: Goals should have a specific timeline or deadline for completion. This ensures that progress can be monitored regularly and interventions can be adjusted if necessary.
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