How to Create Meaningful Goals After Reading a Formal Evaluation
Evaluations tell us a child’s current levels of performance across skill domains, skill excesses and deficits, and how the child is compared to his/her same-aged typically developing peers. While evaluations can sometimes be lengthy and confusing, parents and professionals will do well to read these evaluations carefully, not only relying only on the quantifiable elements when preparing interventions and goals, but to read the notes from the evaluator just as carefully. The anecdotal observations from the evaluator regarding testing conditions, modifications to testing conditions, behaviors demonstrated by the child, strategies employed by the evaluator to increase on-task behaviors, and challenges with non- compliance can all be just as revealing about a child’s needs as their scores on the formal assessments. It is also important to take note that these observations typically occur in a one-on-one environment between the child and the evaluator, perhaps with a parent present, and that their difficulties may be further exacerbated in a less controlled, more natural, environment with more people present.
So, what should stand out to us in the evaluation that will help us to create IEP goals, and what should those goals look like? Then, how do we take what stands out to make those goals?
What should stand out:
Any measured skills in the evaluation where the student performed in any range below (or above) average.
Any notes about their behavior or modifications to the environment that were made during the evaluation: such as ensuring that eye-contact was established while presenting questions, elevating materials off of the table, controlling distractions in the environment, using a particular level of reinforcement (at what rate, what type was delivered, whether breaks were given, etc.).
What should IEP goals look like?
Traditionally, IEP goals tell us what to measure, who will measure it, and how it will be measured. They sound like “Will answer 3 questions about a text, measured once weekly by teacher, mastered at 80% accuracy over 3 weeks.” But, these goals can look however we want them to! Ideally, they will be precise. The more detail a goal contains, the more consistently implemented it will be. So, a small update to that goal would be “Will answer 3 WH questions (who, what, where, when, why, how) about a text, read to the student while they read along silently, measured once weekly by teacher, and mastered at 80-100% accuracy across 3 consecutive weeks.” A note should also include that “When a WH question is mastered, it will be presented at least once per week to test for retention while the next target goal is being learned.” This will tell the teacher exactly what they should be measuring, how they should measure it, how often, and what to do once a goal is mastered. Create goals with exact instructions. Remember: Precision is key.
Finally, how do we then take what stands out to us and make those precise goals? How do we start?
Consider the struggles that the student had based on what was measured and what was noted anecdotally. Underline all of those points that stand out. Then, move on to the creation of the goals based on those described needs.
Make sure that baseline measures of performance are considered for all concerns.
Think proactively. Are there any prerequisite goals that need to be in place in order to meet the need described? For example, a student who displayed difficulty with waiting would not be expected to wait for reinforcement or feedback for extraordinary lengths of time, but do they need to be taught to wait in general? This would begin with a baseline of their current performance and likely targeted with brief waiting periods that expand systematically. Perhaps, smaller stepwise goals must be put in place that will help to teach broader impulse control? What can be done to support the student with the skill deficit that they displayed to prevent it from happening or causing disruptions in learning?
Only then, once all proactive measures have been examined, consider what can be done reactively to create clear consequences in the environment when that skill deficit or behavior interferes with learning? Prevention of errors, disruptions, and dysregulation is key to success. It allows the parents and staff with ample opportunity to teach and reinforce the skills and behaviors that are desired. Of course, planning for what to do once an undesired behavior occurs is also important.
With the above considerations, frame the goal in the following way:
What need was described in the evaluation?
How can that be evaluated formally, and by whom? Who will collect the baseline measurement, of what, and how?
Once the baseline measurement is complete. What systematic targets will be put in place to teach the skill? Targets should build on each other in such a way that the student reaches mastery and moves on to the next logical target, maintaining mastery of the previous target.
How will those targets be taught? Exactly what materials will be used and how will the skill be prompted and reinforced?
If the skill does not occur as planned and taught, how will staff react?
How regularly will individual skills be taught and measured in order to reflect mastery in the actual IEP document, and who will be responsible for reporting about and updating those goals? Remember: Be precise in the writing of the IEP goal and instructions.
Staff should consider the Response to Intervention (RTI) model when planning for implementation of IEP goals within their classes. This model uses 3 tiers of intervention for behavioral and academic skills: class-wide, small group, and individual. Creating class-wide behavior plans (including independent, dependent, and interdependent group contingencies) can prevent disruptions and reinforce success for all students. Then, utilizing small group instruction for those that require additional support after the class-wide behavior plan is in place will support groups of similar students simultaneously, and in the end the individual plans that remain will likely be less strenuous to implement and require focus on a smaller set of skills or behaviors, because so many are already addressed in the class-wide and small group tiers. For example, many students require support with transitions and visual schedules, so implementing these universal supports in the room helps everyone. Then, a handful of students may require verbal reminders or increased “time left” warnings during transitions. Finally, one student may require special attention and reinforcement for transitioning in a timely manner independently. For more information on the use of RTI and research support for its use, visit the RTI Network.
Understanding how to read evaluations, what to look out for, and understanding the implications of the findings therein can be an arduous task. Parents and professionals alike should consult with the evaluators should they have any questions. Most people are not familiar with all of the vocabulary and acronyms used, the types of assessments, what the normal ranges for performance are, and can easily become overwhelmed with the length of some of these documents. Take time to read them over slowly, highlighting words to look up, and write questions in the margins, so that you do not forget what to ask and so that you make the most out of your follow up call, email, or visit with the evaluator. If a professional does not have permission to speak with the evaluator, they must maintain HIPAA compliance and look elsewhere to have these questions answered, such as another trusted professional or agency related to the service (in which case they will ask their questions generally without revealing identifying information about any one student). Once the evaluation is fully understood, and meaningful IEP goals are created, each individual student will be much better served by staff that implement these goals utilizing a heavy-handed proactive approach to supporting their needs, especially by focusing on framing their interventions through the RTI model and creating proactive reinforcement systems to teach these goals. If you have any questions, feel free to contact us!