Discussion 1.3

[Ashley Lyons]

Directions: STEP 1-  In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument. STEP 2- Respond to at least one colleague’s posting.

[Dawn Fagenstrom]

I don’t think that a goal always has to be either functional or academic. I think in some situations the goal could be both. For example learning to read CVC words- at first glance an academic goal. This is a foundational reading skill. We read on a daily basis, whether we are sitting down with a book or magazine, driving down the road, watching TV, looking in the cupboard for something to eat, or even strolling through a store. Reading allows an individual to begin to establish a sense on independence and allows them to adapt to their environment with ease. Most individuals have some reading skills. I believe that all goals should fall into either the academic, functional, or both category. If there isn’t an academic or functional purpose to the goal, why are we working it. Certainly if it is a skill with obtaining it is functional or academic.

[Ashley Lyons]

Well said! Early reading skills, and even print awareness, is a foundational skill that serves as a prerequisite for so many different academic and functional skills that children will need to utilize across the lifespan.

Districts and even schools within districts obviously have a variety of different policies with respect to their expectations for the development of IEP goals. We know that from a federal standpoint and through the lens of IDEA, however, IEP goals must be designed to address “a statement of measurable annual goals, including academic and functional goals” (IDEA, 2004). The intent (if not the practice) is/was that child/student needs- as evidenced in the PLAAFP and related to their ability to access the general curriculum- should drive which goals (and how many!) are written.

That being said, what has been your experience regarding the development of academic and/or functional goals? Have you ever worked for a district/agency that had any particular expectations about when/the context under which you would include one or the other? Have you ever had the experience (or known anyone who has) where the expectation was to only include one kind or the other, or to ensure the inclusion of both? Has there even been a rule or expectation- written or unspoken but understood- that certain students should have more of one type of goal or the other? Or, alternatively, have you noticed certain students with similar needs benefiting more or less from one, the other, or some combination of these types of goals?

[Daniel Kaasa]

Dawn, your comment was that “all goals should fall into either the academic, functional, or both category.” I agree, although I don’t see a reason to write an academic goal that doesn’t have functionality to it. The standards of teaching behaviors that “a child needs to participate…and whiich increase the child’s indipendence and ability to adapt” are very sound.

[Beth Craig]

Replying to Dawn: That is great that you have the freedom to write the goals that you and the parent see fit for each individual child.

In our District, there has always been an unwritten understanding that each goal should have two objectives, no matter what. And for some goals, you are really just adding a “filler” objective and often it isn’t functional at all. Although, after having Dr. KF-P up to our District for training last year, and again this year, we hope that her concepts are getting through to our Leadership (who meet and train with her as well).

When Ashley asked about certain students with similar needs benefiting more or less from one, or some combination of these types of goals it made me think of my experience in working with children learning basic life skills. The kiddo’s that are functioning at 12 months or below in most of the developmental areas seem to have the most functional goals that we write as we tend to write them across developmental areas and they can be worked on in a variety of ways and settings.

Here’s an example:
When given two choices (e.g., toy or music, toy or person interaction, iPad or person interaction etc.), {Student} will indicate a preference through a variety of modalities (for example: by reaching, holding eye contact, and/or kicking, etc) in 3 out of 4 data trials.

The goal is focused on indicating a preference or making a choice, but is written so that everyone can work on it whether as a social skill or communication or academic type goal. It only makes sense to really try and write all my student’s goals as functionally as I can. For their sake and the teacher!

[Dawn Fagenstrom]

I suppose that I have been fortunate in that I haven’t ever had an administrator critique my IEPs or my goals. I’m not sure that anyone besides myself and the parents (when we are developing the IEPs) know what the goals are that I write. Several years ago, we were told by the SPED director that we needed to include a “functional” goal with our academic goals. Often these goals have centered around completing homework, organizing materials, or learning personal information. To my knowledge, I have never heard of IEP goals being dictated and controlled as to their content. There have been suggestions as to not have more goals than you can track, to make sure your goals are meaningful and measurable, and to really consider whether the goal is something the learner is really struggling with. I have not noticed that students with similar needs benefiting with the use of particular types of goals. I have a bank of goals that I use to address my students at particular levels of development, so if someone was to read my IEPs they would see similar goals for students with similar needs. Not saying that there isn’t a great deal of thought and individuality that goes into building each individual’s educational plan.

[Daniel Kaasa]

Again, a section with a concept presented that I’m so pleased to hear refered to by Dr. K.P.F. —- Universal Design for Learnin! The concept of teaching with multiple means of representation and engagement while allowing students to have the opportunity to use various modes of expression of learning should be foundational in every educational setting. Unfortunately, this is not the case so we must keep bring these approaches to the attention of educators.

My view of the functionality is not as clear-cut as our istructor’s, I agree that participation and independence are the foundation for program planning for our students. But, I apparently have a broader view of behaviors and the purpose they serve. Many of the skills that Dr. K. P.F. listed as non-functional I see as gateways to higher levels of independence and participation. If a student cannot articulate, but has the potential to develop correct sound productions, we are preventing full socialization and opportunities to completely express learning by not setting a related goal. If a student doesn’t develop full potential for maintaining balance, but has the ability to develop it with practice, we are preventing independence from using staff or physical support if this isn’t ann IEP documented programming component..And, if a student doesn’t practice cutting with accuracy, we are creating dependence on related accommodations to complete many enjoyable and purposeful learning activities.

Now to our assigned topic of “whether there is allways a distinction between functionality and academic goals,” We must have learning goals related to state standards in ELA and Math. But I feel we can and should write goals to demonstrate a purpose for the learning. The goal need not be just be related to counting by 1’s, 5’s and 10’s but to do so for the functional purpose of developing money handling skills. Or, the goal wouldn’t have to be on answering “wh” questions when reading a passage but could be expanded to following a five step recipe in order to successful create a food product.

[OLENA KYSELOVA]

While listening to the lesson, I was thinking about correlation between functional skills, independence and adaptive behavior. I have a better picture now about how mastering a goal in one particular basic academic skills (early literacy skills) can lead to becoming an independent reader and then to a well-adapted lifelong learner. And as educators, we know that learning never stops. Though, there is not always a clear distinction between functional and academic goals. For example, practicing reading nonsense words may sound at first as having little functional application. Children will not find these words in the community and home setting. However, it is a great activity for struggling readers to practice blending sounds, and they can generalize the skill in future when reading real words.

[Gwendolyn Hill]

Hi Olena, I would agree with you that practicing phonemic awareness and phonics skills of blending, rhyming and the like can be very beneficial for those whose auditory modality is functional. However, as a speech therapist and reading specialist, I have come across many children who have been “beaten over the head” with phonics, when they have an auditory processing disability. Using a visual, whole word approach is much more appropriate and functional. For preschool and pre-kindergarten children, I feel that singing songs, telling stories, filling in blanks in predictive stories/songs, or finger plays with songs are more functional and participatory. Sorry, you got the brunt of my dissatisfaction with my current school district’s curriculum who pushes letter names and sound recital for 4 year olds, at the expense of more whole language activities.

[OLENA KYSELOVA]

Hi Dawn,
I am so glad that our school district invited Dr. K.P.F during the in-service days and she presented to different groups, including our special education administrators. We are all on the same page in terms of creating goals and objectives, and looking at academic goals as being functional and meaningful for students learning. I agree with you that students with similar needs sometimes will have similar goals. Classroom environment is a great place to work on student’s deficits or emerging skills and practice skills. It helps the teacher to set up environment and activities to target particular skills in the classroom setting, collect data and monitor students progress.

[Melinda Jones]

As we discuss functionality, I have to say that I am so thankful that I work in preschool settings that encourage developmentally appropriate learning through play! I always cringe a bit when I have to (because if is required in my district) revise IEPs for kindergarten and change my goals to “fit” into “reading, writing, math, social skills, or behavior” headings based on common core curriculum. I have even had K sped teachers tell me that they do NOT “DO” functional communication goals because that is for the SLP – Yikes!
Now to get off my soapbox and answer the question. I think all goals should be functional – and that academic goals are functional goals. All goals should teach skills that lead to increased participation and independence. I loved the statement Kristie made regarding the need to consider the “why” behind the discrete skill and “how’ it will help a child to participate, access, and make progress. If we are embedding learning opportunities in preschool that lead to the skills that are foundational to reading, writing, and math – I do not think it should be any different for a child heading into kindergarten. Kristie mentioned “broad, embedded, and meaningful goals”. So what might this look like in the area of “math”? I am challenging myself (true confessions time) because I have made the error of focusing more on the curriculum expectations than on the child – because it is easier and I did not give it my best. So a non functional academic goal might read: “ _____ will count items with 1:1 correspondence up to 20 with 80% accuracy over 5 days”. A functional version of this might read: “Across a variety of activities, ______ will use countable materials in a variety of ways, counting out up to 20 items while touching each item (e.g., while building with blocks, playing duck -duck, putting away materials) over 5 days”. This means that counting has become a meaningful activity for this child that helps him to a greater degree to access and participate in his general education classroom while making progress on his goal.

[Melinda Jones]

Hi Daniel –

I really loved your statement – ” I feel we can and should write goals to demonstrate a purpose for the learning. The goal need not be just be related to counting by 1’s, 5’s and 10’s but to do so for the functional purpose of developing money handling skills. Or, the goal wouldn’t have to be on answering “wh” questions when reading a passage but could be expanded to following a five step recipe in order to successful create a food product.” I totally agree with you. I think the habit that I am trying to break is to move away from goals/objectives that seem to be more measurable – and I am looking forward to the segment on how to “measure” progress when the goal is written in a very functional and meaningful way.

[Beth Craig]

The way I’ve written IEP goals in the past, there sometimes is a clear distinction between functional and academic goals. Our District likes to couch goals under headings such as Math, Reading, Writing- even for preschoolers, so sometimes they sound very academic and not so functional. Here’s an example of an academic goal I have written many times:

Upon request, {Student} will count out and give or show 1 to 5 items accurately as requested in 3 out of 4 opportunities.

As written, clearly this is an academic goal that focuses on one-to-one correspondence from one to five. Is it functional? This one could be, but maybe I need to expand on it to show how it can be a very functional goal used throughout the day in many different activities and settings. Here’s a revision:

For a variety of daily activities, {Student} will demonstrate an understanding of one-to-one correspondence to five by giving the accurate number of items on request (example: the child gives each student one placemat at snack) or by counting out a requested number of items (example: the child gives each student 2 drumsticks at circle time), or by taking an accurate number on request (Example: the child takes 5 leaves for art project) each day for two consecutive weeks.

I like the revision much better and it proves it can be both functional and academic. This is a very foundational math skill, one that is typically hard for our preschoolers to learn, yet important to teach.

Does the IEP goal need to be one or the other or both? For both the teacher and especially the child, it sure would make it much more meaningful to have the goal be both functional and academic so the child is learning the skill in a hands-on, meaningful way throughout their day. As Kristie said, to be functional- “it’s something that you need across the daily routine. And it’s any behavior that will increase the child’s independence and their ability to adapt to their environment.” Well said.

[Rebecca Sedor]

I agree with making a goal both functional and academic for the sake of the child, their teacher, and I would add, their family. I think a well explained goal will to all who are on the team can help it carry over into other places and situations outside of the classroom, speech room, etc. If a family understands how they can work on the same skills at home, and a classroom teacher understands why/how a specific goal from an OT or PT provider can be worked on in the classroom, it can bring clarity and multidimensional meaning to the skills being worked on.

[Rebecca Sedor]

On the surface, there can be a distinction between functional and academic goals. If one answers why a goal is important for a child to work on and how this will assist them to become more independent, functioning member of the classroom who can then take the skills and hopefully move them into more cooperative opportunities.

I think a well explained goal can be both. Learning to stack blocks by itself seems a little isolated, but, explaining that is can assist with maintaining attention, coordination, strengthening fine motor skills and the focus to keep trying. This skill can transfer to cooperative play with a friend in the block area. When building structures with blocks (independent, parallel, or cooperative), this can translate into math skills, this block is the same size as two of those blocks, this block fits inside the other block, sorting by placing the block back where it goes on the shelf.

[Andrea Colvin]

Rebecca,

I agree that the explanation behind the goal is what makes it functional. It is the “why” behind the discrete skill that makes it functional. We want every goal to increase participation and independence and I think that with the functionality lense, it holds us accountable to remember the what, why, and how behind each goal.

-Andrea

[Gwendolyn Hill]

In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument.
I do not see how there could ever be a definitive ALWAYS or NEVER answer to the above question about goals: functional, academic, or both. My opinion is that, if needed, both academics and functionality can be present in a goal, but by far the functionality part is most important. And, whether academics are even functional skills for a particular child/student depends solely on the developmental level and needs of that child. Case in point: I was just discussing with a co-worker (sped teacher for intensive students) an IEP that we inherited from another school district. The child is on the Autism spectrum, is 8 years old, but functioning right now more like a 3-year old. She had been one of our students the year before, but taken away for foster care in another city. Her IEP had a couple very academic goals for reciting the alphabet, and saying the sounds for so many letters. The IEP had only one apeech/communication goal which was an articulation goal…the child is not even able to communicate she wants to eat. Reintroducing this child to using an AAC device so she can communicate again is the most functional and most humane course of action right now. Reciting the alphabet…not so much.

[Andrea Colvin]

From what I learned from this lesson, functionality and accountability go hand in hand. We must analyze our goals and think about the functional application of each goal. We must think about the what, why, and how of each goal. We want our students to be working on goals that increase their participation and independence in most daily activities. To write a measurable goal, the wording can be discrete, but if we know the what, why, and how behind it, we can get at the function of the goal. Each goal will increase participation and independence with the function lense of writing and IEP.

When I think of a purely functional goal, I think of a goal written for adaptive skills, behavior, or social skills. I think that when considering academics, many if not all of these include a functional component. An example of this could be a student recognizing the sounds of each letter in the alphabet, this not only helps the student within the school, but helps them in all areas of their daily life. A potential non-example could be learning long division. This doesn’t have an obvious functional goal (helping the student participate in all/most daily activities), but it is teaching the student to use their brain to solve problems and know the step by step procedures that are a base for other mathematical functions.

[Lynn Edwards]

I agree that the goal needs to be functional because they will use it for the rest of their life. But they also need academic in order to succeed in school.

[Mark Dinelt]

Directions: STEP 1- In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument. STEP 2- Respond to at least one colleague’s posting.

I believe, traditionally in ECE, functional relates to basic living skills that we need to take care of ourselves, such as feeding, cleaning up after ourselves, moving around our environment, dressing and toileting skills, including bathing. But functional also means, in a more general sense, knowledge or abilities that help us do something meaningful for ourselves. In the broader sense, many, if not most, academic goals, do help us to take care of ourselves, personally, socially, at home, in the community and/or at work.
There are many examples that could be cited. For instance, reading allows us to use many objects at home from vacuum cleaners to washers, to microwaves that may come with written instructions. Obviously, at most jobs there will be a variety of written communication, from directives from “management” to instructions for performing particular job duties that most of us will need to be able to read for ourselves.
Similarly, having the ability to write will increase the number of people we can communicate with without needing to see them face to face. And, with sufficient talent, some people can even make a living at writing, whether it is informational, journalistic, writing novels and many other forms of writing.
Math skills, of course, are some of the most functional skills we can learn to help us manage our money. Algebra skills can help us develop thinking skills for solving problems, whether mathematical or not. Geometry skills can help us recognize the many forms around us that people will reference when communicating with us (and vice versa). If we are involved in building things, both types of knowledge will be critical to our performance.
I love learning new things but my poor brain is somewhat limited. I do understand how many students complain that they will never use some higher mathematics or science information, especially when it is so difficult for some of us to understand. So I wouldn’t say that all academic skills are functional, though they might be for some people.
So, I would say that a Goal doesn’t have to be exclusively Functional or Academic. I would say the important thing is to keep in mind how the skill can be used, both specifically in a limited way and more generally. Which reminds me of a thought I had when listening to and watching the video lesson. When talking about the balance beam, I have certainly seen such goals written, usually by Physical Therapist or the Sound Production goal, usually written by SLP staff. And I’ve probably written a few goals in a similar vein. I have also written a few myself, I’m sure. What struck me while watching was the similarity between such nonfunctional goals and academic goals I have seen that specify a particular program for teaching a skill. These have always bothered me because I might prefer a different approach or may not have access to the program written into the IEP. The real point is to help a student master a goal, which might mean using a balance beam, teaching particular vocal sounds or using a certain program that works for a certain children. I might include information about what has been effective in working on a goal in the Present Levels section or even in the Notes at the end of the IEP. But I think it leaves the door open to more creative (and possibly more fun/engaging for students) to focus on the bigger, broader goal rather than listing an isolated skill as a goal.

Andrea Colvin – Participant

From what I learned from this lesson, functionality and accountability go hand in hand. We must analyze our goals and think about the functional application of each goal. We must think about the what, why, and how of each goal. We want our students to be working on goals that increase their participation and independence in most daily activities. To write a measurable goal, the wording can be discrete, but if we know the what, why, and how behind it, we can get at the function of the goal. Each goal will increase participation and independence with the function lense of writing and IEP.

When I think of a purely functional goal, I think of a goal written for adaptive skills, behavior, or social skills. I think that when considering academics, many if not all of these include a functional component. An example of this could be a student recognizing the sounds of each letter in the alphabet, this not only helps the student within the school, but helps them in all areas of their daily life. A potential non-example could be learning long division. This doesn’t have an obvious functional goal (helping the student participate in all/most daily activities), but it is teaching the student to use their brain to solve problems and know the step by step procedures that are a base for other mathematical functions.

To write a measurable goal, the wording can be discrete, but if we know the what, why, and how behind it, we can get at the function of the goal. I think this idea is perfectly expressed!
Strongly agree with assessment of functional vs. academic skills We just need to keep in mind the bigger picture and not focused on an individual skill.

Gwendolyn Hill – Participant

In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument.
I do not see how there could ever be a definitive ALWAYS or NEVER answer to the above question about goals: functional, academic, or both. My opinion is that, if needed, both academics and functionality can be present in a goal, but by far the functionality part is most important. And, whether academics are even functional skills for a particular child/student depends solely on the developmental level and needs of that child. Case in point: I was just discussing with a co-worker (sped teacher for intensive students) an IEP that we inherited from another school district. The child is on the Autism spectrum, is 8 years old, but functioning right now more like a 3-year old. She had been one of our students the year before, but taken away for foster care in another city. Her IEP had a couple very academic goals for reciting the alphabet, and saying the sounds for so many letters. The IEP had only one apeech/communication goal which was an articulation goal…the child is not even able to communicate she wants to eat. Reintroducing this child to using an AAC device so she can communicate again is the most functional and most humane course of action right now. Reciting the alphabet…not so much.

My opinion is that, if needed, both academics and functionality can be present in a goal, but by far the functionality part is most important.
Well said. I totally agree. I also strongly agree with her assessment of returning student. I have had the very same kind of experience. Very frustrating.

[Naomi Buck]

Hi Mark,
This is written in response to your thoughts, but also to the other responses that I read. I must admit that after reading several responses, I questioned whether I had misinterpreted this entire lesson.

At first, when I watched to the video, my immediate understanding of the lesson was: “functional”=good/valuable, “non-functional”=bad/not valuable. We should pick skills that can be applied to real life and we should phrase the goal so that it can be measured in multiple contexts. But for the assignment, Ashley threw in the new term “academic.” This made me re-examine the definition and my understanding of these terms and categories because, many academic skills don’t fall into the functional category (because they are not necessarily required to participate in all daily life activities), but they are still valuable skills that can increase a student’s participation and independence and enhance their lives.

I am a confused about the idea of rewriting a goal to make it more “functional” (at least as that term is defined in this lesson.) The video does talk about writing a goal to be functional, but when I wrote my original response, I was thinking of the skill or the outcome of the goal as being a functional. And if that is the case, then the way the goal is worded, the way a skill is taught, and the way a skill is measured shouldn’t impact whether the outcome of the goal is functional, academic, or both. One could write a goal in a way that makes the context more meaningful, but not more functional. For example, a goal could be written in a way that incorporates learning to tell time in all sorts of varied activities, over different contexts, and taught to different modalities of learning. But in the end, the skill learned is how to tell time and you don’t need to know how to tell time to get dressed, play with blocks, read a book… The outcome of the goal can’t be applied to all activities in a day, so, by the definition given, it is not functional.

Maybe the term “functional” can be applied differently to a skill vs. to the wording of a goal, and this may be the source of my confusion. But I don’t think I am the only one, because I see that people using the term “functional” differently in their responses. I think your thoughts are similar to mine in this matter and I like the way that you have defined “functional” and how it can relate to both living skills and academics. I also really liked your statement, “I would say that a Goal doesn’t have to be exclusively Functional or Academic. I would say the important thing is to keep in mind how the skill can be used, both specifically in a limited way and more generally.” I completely agree with this and with your response.

[Lynn Edwards]

I believe that sometimes there is a distinction between a functional goal and an academic goal. A functional goal is one that will help a student through out their life like a life skills goal. An academic goal will help them within the classroom. A student could have a goal that would do both like a reading goal or a math goal.

[Naomi Buck]

I can think of plenty of goals that are functional, but not academic. Many of them are communicational, social, emotional, or behavioral in nature: improving social communication, transitioning calmly between activities, responding calmly to unexpected changes in schedule, responding to peers assertively (rather than timidly or aggressively), increasing attention. These skills would all impact a student’s level of participation in activities throughout their day and increase their independence.

If, to meet the definition of “functional, ” the skill must be required to participate in all (or most) of activities throughout the day, then many goals suddenly become much more academic in nature. By this definition, being academic does not mean that is not valuable. Even skills, such as telling time, that we may use multiple times each day and is often thought of as a “functional life skill” is not necessarily a skill that is needed to actually participate in most of the day’s activities and, therefore, an academic skill.

Some goals could be both functional and academic. I think probably the best example would be the skills involved with learning to read. This is because we read every day and over so many different contexts: we read to learn, for pleasure, road signs, manuals/directions, labels, to communicate through mail, email and texts, to cook… Math pervades our lives as well and is certainly needed to function on a day-to-day basis. But since individual math skills are more diverse and do not all lead to a common goal, it is harder for me to think of any single skill that would be necessary for all of the activities in a day.

So, no- there is not always a distinction between an academic and a functional goal, but there often is. I think a good IEP goal should always be functional, academic, or both. If a goal were none of those things, I don’t think it would meet the needs of the student.

That said, I think that the degree to which a particular skill is functional, as opposed to non-functional, depends entirely on the individual student and their specific needs, life goals, and experiences. A non-functional goal for one person can be a functional goal for another. The goal for walking on the balance beam was a perfect example. For a student who has not yet mastered moving through the environment independently, walking on a balance beam might be pretty non-functional and not meet their needs. However, for a student who has already mastered moving through the environment independently, but who is struggling to participate in physical activities with their peers because of difficulties with strength, coordination, spatial awareness, etc, this very same goal can address those needs and suddenly becomes quite functional. Another good example is the example of producing individual /b/, /t/, and /p/ sounds as opposed to using words and phrases to inform. Of course the ability to use words and phrases to inform is a functional skill and, for a student who has not mastered this skill, the ability to pronounce a /t/sound is, comparatively, pretty non-functional. But once again, for a student who can already use words and phrases to inform, but who hangs back in social situations and rarely participates in discussions, reads aloud, or sings because they are embarrassed that they cannot pronounce the /b/, /t/, and /p/ sounds- this goal is very functional.

[Kaleigh Ryno]

The definition of functional is: functional behaviors are those a child needs to participate in all/most activities and those which will increase the child’s independence and ability to adapt to his/her environment. We write goals to serve a purpose for a particular student (functional) and not all goals have to be related to academics. However, I do believe that the two go hand in hand, but doesn’t ALWAYS have to include both.

While being read aloud a story, Suzie will answer simple questions about the story by correctly pointing to objects, characters, and events in 4 of 5 opportunities.

[Kaleigh Ryno]

Peer Resonse:
Gwendolyn, I agree with you in that there is not a definite answer that there is ALWAYS a distinction between functional and academic goals. The function is the most important and academic skills will follow. It’s always fun getting an IEP from another district/state and you read it thinking what were they thinking at this meeting! Hopefully you got your student reintroduced to the AAC device.

[Jesse Riesenberger]

I think that goals should be functional for the student, that does not mean they can’t also be academic or that academic goals wouldn’t be functional. If a student is unable to master a academic goal then they may not be able to use the skill functionally. IE- The goal may be written “Student will accurately match 26 letters and letter sounds”, while this is a academic goal it would need to be mastered inorder fo rthe student to read. Perhaps a better way to write it would be “student will accurately match 26 letters and letter sounds and be able to use letter sound knowledge to sound out CVC words” This way the academic need is matched with the function. I do think there are times where a goal will only be functional, typically in the life skills or adaptive skills such as “Student will complete hand washing routine”, it does not have an academic piece but is a common goal I write in my preschool IEPs. I could also see when a goal may be written that is only academic “Student will skip count to 100 by 2s, 5s, and 10s” We know that it is an important skill to help with more complex math skills but the function itself is academic.

[Jesse Riesenberger]

Peer respons to Gwendelyn-
I had this same thought that the students IEP goals may look very diffferent due to the types of needs the student has. As you pointed out a student may have academic goals in there IEP when they are in reality working on foundational skills, in that case it would not be appropriate to have an academic goal. I also thought of a student that I attended an annual review for, he had made a lot of progress over the years but still struggled with writing. His goals were purely academic, focusing on the writing process and putting ideas into written form. His modification and accomodation page supported his functional needs (larger paper, extended time, breaks, etc). I don’t think either is better or worse and as long as the students present levels and needs are being met then it is appropriate.

[LuEmma Rowland]

In my opinion, I do believe there is a distinction between functional and academic goals. Academic goals are more specific to reading, math, and writing. It’s getting the child to learn their colors, shapes, sizes, letters, or numbers. Or it’s having a child be able to trace simple and complex lines as well as draw a representational figure before they learn how to write their name. All these “academic” goals help a child become more kindergarten ready but it’s not a requirement like functional goals are. Functional goals are a requirement for student’s to be independent and are typically lifelong skills such as toileting, dressing, hand manipulation, and so forth.

I feel like an IEP goal can be either functional or academic based on the student’s disability. At times, functional goals can then lead to academic goals. Yes, both are equally important but at times the functional goal has to happen first before the academic goal can happen. For example: A student needs to manipulate an object with both hands (functional goal). Next, a student will use a mature grasp while holding a writing utensil with their dominant hand while holding the paper with their non-dominant hand (academic goal).

[Jill Winford]

I agree. Thank you for your thoughtful response.

In reflecting on many of the math goals that I typically write for my upper-elementary students with mild learning disabilities, I find that many of these math goals are academic but not functional.

My experience developing academic and/or functional goals has primarily been that most students with a Learning Disability work toward academic goals in reading, written language, and/or math. Students with areas of need in their social/emotional development or their activities of daily living work toward functional goals.

[LuEmma Rowland]

Peer Response to Melinda Jones:

As I work for ASD as well, it’s extremely hard to change our play based preschool goals to fit for their kindergarten transition to be reading, writing, and math. Most resource teacher want a goal written that is typically age appropriate for kindergarten such as letter names, letter sounds, identify/name numbers, counting 1-30 or higher, counting with 1:1 correspondence to 20 and so forth. However, these are typically goals that you learn while in kindergarten. I often think back to the functional goal and what does the preschooler actually need as they transition to kindergarten? How can we help them maintain their attention? Express their wants and needs without becoming aggressive? Transition without expressing displeasure?

[Diane George]

Step 1: In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument.

When I think of a goal I think of a more general statement that could be functional but might also be academic and in some instances could combine both. So in other words, I don’t think there is a distinction. I am confused because some of the examples I have seen, in my opinion, lend themselves more to objectives than goals. They are very specific. So in the example of walking on a balance beam, I would never write that as a goal. I would address the student’s need to be able to move/interact with his/her peers in the school environment in a goal and then one objective to work towards that goal might be to walk on a balance beam.

In some cases and dependent upon the student’s disability, functional goals may be much more appropriate and practical than academic goals. I would also argue that academic goals can be very much functional. Reading is an important life skill.

[Diane George]

Reply to Mark Dinelt:

I agree with Mark. Most academic skills are important skills for functioning throughout life. After all I tell students (especially high school students) all the time that reading, writing and math are important life skills in order to function in our communities with independence. I know this class is geared towards ECE, but that is when we start building academic and functional skills. Sometimes without even realizing it.

[Sandra Diaz Cross]

Academic goals are also functional goals because they allow students to perform successfully in an academic setting and increase a child’s independence in the classroom. I think an IEP goal should be both functional and academic. A student with learning disability in reading will have an academic goal to increase accuracy and speed (fluency). With reading fluency, the student can focus on what the text is saying (comprehension). This goal is functional because it allows the student to be able to participate in their daily classroom and school activities such as reading instructions, signs, etc.

A student with an articulation goal to accurately produce /s/, /r/, /th/ sounds in isolation will help improve his/her speech articulation. This goal might be considered as non-functional. However, producing these sounds correctly improves communication, increasing independence and classroom participation, which also makes it a functional goal.

[Sandra Diaz Cross]

Response to Jesse Riesenberger

I agree that goals can be both functional and academic. I also think that in order for a student to use a skill be able to participate in class independently (functional), they need to be able to master an academic goal.

[Christine Kleinhenz]

In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument.
A goal must be functional given the IDEA law. However, goals within the academic setting can also be academic. I believe that when in school, learning new skills becomes part of a student’s new routine. Because we make goals functional within their routines, having academic goals makes sense. For a younger child, an academic goal might be as simple as learning the new expectations and routines in a classroom setting. Once older, new goals might revolve around more curriculum type needs such as reading, writing and math, social/coping skills and self management skills.

Here is an example of a goal that is both academic and functional that works for a child who is older. This child is struggling with expanding utterances and using more expressive language. In the classroom they are working on identifying nouns, verbs and adjectives for descriptive writing assignments. This goal would support the teacher in her writing assignment, allow for greater social interactions through a greater access to expression as well as learning how to follow classroom expectations by learning common adjectives within teacher directives.: “Suzie will tell a friend five different sentences describing a story using a descriptive word after hearing part of the story with adult support.” Other goals surrounding this one might include writing the sentence, picking one descriptive word out of a group of five that matches the story read, retelling the story using descriptor words or retelling the story to a friend once it is told using a new descriptive word to make it funny. There are a lot of directions this one can go depending on interests and skill level.

[Christine Kleinhenz]

Naomi, I like your thoughts on this. Goals have to be functional but not necessarily academic. I like how you broke it down by types of skills. I was reminded of my kiddos who are in the Communications Classroom who are working on daily living skills such as brushing teeth and making food. These are not necessarily “academic” but very much needed for healthy living. Thank you for your thoughtful responses.
Christine

[Kathlyn Philpot]

In my experience, there is not always a distinction between functional and academic goals. I have written many academic goals that build on fine motor control that is needed across almost all daily activities, which will increase independence and his or her ability to adapt to his/her environment. Student will improve his fine motor skills by tracing his/her name (or letters/numbers), by cutting along a dashed line of 5”, & putting the correct number of objects in a container with a 2 finger pinch to move the objects (yes and the rest of it, with 70% accuracy…). Building up his fine motor control in these areas also helps with self-feeding activities at breakfast and lunch. So I would say that most goals are either functional or academic but they CAN be both.

[Kathlyn Philpot]

Peer Response to Sandra Diaz

Sandra wrote…
A student with learning disability in reading will have an academic goal to increase accuracy and speed (fluency). With reading fluency, the student can focus on what the text is saying (comprehension). This goal is functional because it allows the student to be able to participate in their daily classroom and school activities such as reading instructions, signs, etc.

Per our Notes for this class, a definition of Functional is:
Functional behaviors are those a child needs to participate in all/most daily activities, and those which will increase the child’s independence and ability to adapt to his/her environment.

I am afraid I am going to have to disagree with you. Although reading does help in many academic areas, it is not necessary in all/most daily activities. There are many daily activities that do not require reading (playing outside games/sports, doing chores around the house, toileting, riding the school bus, eating meals, playing with friends/relatives…).

What do you think?

[Kathlyn Philpot]

Ashley Lyon’s Response to Dawn Fagenstrom’s initial post.

Ashley, you asked if Dawn had ever worked for a district that was specific in what kind of goals had to be written for specific students. Well, yes I have. My current employer requires that students who are cognitively impaired have to have functional goals as well as non-functional (academic) goals. Otherwise, they should mostly be non-functional goals. So if a student’s disability is a learning disability, it would be a non-functional goal or goals.

[Jill Winford]

Given the definition, “Functional behaviors are those a child needs to participate in all/most daily activities, and those which will increase the child’s independence and ability to adapt to his/her environment” then there is NOT always a distinction between functional and academic goals. In fact, some academic goals will also be functional. However, personally, many of the goals I typically write are functional or academic, not both.

In reflecting on many of the math goals that I typically write for my upper-elementary students with mild learning disabilities, I find that many of these math goals are academic but not functional.

Here is a common math goal I write for many of my elementary students: “Student will solve single-digit by single-digit multiplication problems with 95% accuracy without the use of manipulatives or a multiplication chart.” Single-digit multiplication is probably not a skill a child needs in order to participate in all/most daily activities, nor will it increase the child’s independence and ability to adapt to his/her environment. Academic goals like this one are related to grade-level content standards. Functional goals however help a student to access (through their behavior) grade-level content.

My experience developing academic and/or functional goals has primarily been that most students with a Learning Disability work toward academic goals in reading, written language, and/or math. Students with areas of need in their social/emotional development or their activities of daily living work toward functional goals.

[Rebecca Jones]

Hi Jill , it is an interesting question, isn’t it!? I think the multiplication example would also be functional if the other children in the classroom are asked to do these tasks and it allows the child to be independent in their math multiplication skills. Maybe I am thinking about it too broadly, but if you think about the academic skill in terms of allowing the child independence and access across all of the areas addressed by the goal (in this example: multiplication) then you would be allowing the child to have a functional experience through their academic goal. But if you look at the functional experience in a very broad way, that would limit the functionality of the goal to a very broad basis of social skills or movement skills and exclude academic skills from the functionality.

[Rebecca Jones]

In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both?

I do not think that there is always a difference between functional and academic goals but there can be. An academic goal that provides the child a functional activity in the classroom such as following along with the group or being able to express his or her ideas uniquely with others would be both. But there are times that the academic goal is written solely as an academic pursuit (read this many words at this rate) which does not affect the functional activity of the child in a tangible way although it can be argued that it does allow for the child to be more independent and to participate in the activities of the classroom ( if they can meet this goal). So I guess, as I think about it more, I do not think that the goals are or should be seperable. I think academic goals should always be functional in that they are a way that the child is accessing functional activities in the classroom and being able to be more independent in their studies.

[Erin Spooner Meyer]

As I read your post, I agreed with the first part. Then I read that reading fluency was only an academic pursuit. I thought, oh oh, because that was my example. But then I read your reasoning and thought you explained it better than me ;). I do think you could find that depending on context, the majority of goals could be considered functional.

[Erin Spooner Meyer]

Directions: STEP 1- In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument.

All academic goals should be functional. The goals should increase the student’s ability to participate in real life situations, whether those situations are in school or beyond the classroom. The goals should lead to greater independence. If they don’t meet those criteria, then the goal is very short sighted. It would be more efficient and helpful to have a goal that is generalized.

An example of an academic goal that is functional is a reading goal to increase reading fluency. Reading fluency allows the student to get better at academics. It ultimately is functional because the reason reading fluency is important is to make reading comprehension easier. Comprehension affects and supports many different daily routines throughout life. In school, reading fluency allows the student to participate in class discussions. It allows the student to access the curriculum more independently.

I do think it is a good reminder to keep the why and how questions of functionality at the forefront of your mind when considering any IEP goal.

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