Discussion 1.4

[Ashley Lyons]

Directions: STEP 1- Either write a hypothetical IEP goal or use an existing IEP goal for a student you know (but please change the name or any other identifying information). If you write a hypothetical goal, be sure it is as complete as you would make it on an actual IEP. Write or copy/paste the goal into your discussion response. STEP 2- Using Appendix A in the R-GORI, rate the goal using all 8 criteria. STEP 3- Respond to at least one colleague’s posting.

[Dawn Fagenstrom]

Given a set of objects, Sammi will count them and write the corresponding number, without prompts, for number sets to 30, in 4/5 opportunities by April 22,2019.

Measurability question 1- yes Counting can be heard and the number written can be seen
question 2 – yes this goal is easily measured by any taking data, prompting should be faded as the child becomes more independent with the skill
Functionality question 3 – yes counting, recognizing, and writing numbers are a life long skills
question 4- yes
Generality question 5 – yes counting, number recall, and formation are gateways to higher level math instruction
question 6 – yes this skill is easily adaptable to all materials and across settings
Instructional context question 7 – yes this skill can be practiced across multiple activities using multiple manipulatives
question 8 – yes anyone could measure this skill

If I understood the questions correctly I have written an IEP worthy goal.

[Ashley Lyons]

Sorry for the late response here Dawn!

This is great, you definitely understood the questions/directions. I’d add that for question 4, it meets the criteria (as you indicated) in particular because of the statement “Given a set of objects” that provides enough flexibility to use different objects and embed learning opportunities naturally to measure progress (in other words, this is generic enough), but also has enough specificity to know what we mean/the context.

It is challenging to fully evaluate an IEP worthy goal outside of the context of the background (e.g., assessment, PLAAFP) since technically we could meet all the criteria on the surface but miss the mark in terms of utilizing relevant data (as you are aware!).

That said, when we look at this hypothetical goal and consider each of the criteria, are there any circumstances under which a rating might change (e.g., from yes to no or 1 to 0) based on “missing” or unknown information about the child? For example, in the R-GORI document, they suggest rating the Measurability criteria as “0” if additional information is required about the child.

Also, why you do you imagine the directions for the R-GORI recommend rating Measurability as 1 (or yes) if environment information is missing, but as a 0 if child information is missing?

[Ashley Lyons]

Sorry for the late response here Dawn!

This is great, you definitely understood the questions/directions. I’d add that for question 4, it meets the criteria (as you indicated) in particular because of the statement “Given a set of objects” that provides enough flexibility to use different objects and embed learning opportunities naturally to measure progress (in other words, this is generic enough), but also has enough specificity to know what we mean/the context.

It is challenging to fully evaluate an IEP worthy goal outside of the context of the background (e.g., assessment, PLAAFP) since technically we could meet all the criteria on the surface but miss the mark in terms of utilizing relevant data (as you are aware!).

That said, when we look at this hypothetical goal and consider each of the criteria, are there any circumstances under which a rating might change (e.g., from yes to no or 1 to 0) based on “missing” or unknown information about the child? For example, in the R-GORI document, they suggest rating the Measurability criteria as “0” if additional information is required about the child.

Also, why you do you imagine the directions for the R-GORI recommend rating Measurability as 1 (or yes) if environment information is missing, but as a 0 if child information is missing?

[Daniel Kaasa]

I agree, Dawn. Your goal for Sammi meets all eight requirements. I find your goal to be clear and it is definitely a precursor to additional math learning that will serve a functional purpose to this student.

[Andrea Colvin]

Dawn,

I agree that your goal is IEP worthy. It is clear, measurable, and functional. Anyone could walk in and know exactly what is expected out of your goal. It is also functional in that counting and writing down numbers is something that we use so often in daily life and in the school setting.

-Andrea

[Naomi Buck]

Hi Dawn,
Nice goal. I have been struggling a bit with making sense of how to make an academic goal functional so I really appreciated reading your rationale for each of the criteria. It makes more sense to me now.

[OLENA KYSELOVA]

Goal: Given a group teacher directed-activity, Johnny will stay with group for the duration of the activity with no more than 2 cues on 4 of 5 opportunities over 5 days by May 18, 2018.

Measurability – yes
The target behavior has a beginning point and the end point (duration of the activity). The teacher or teacher assistant can gather data through observation of what they see and hear during group activity.
Functionality – yes. Being able to stay in the group during activities is a critical component of attending to teacher’s instructions, on –tasks behavior, following teacher’s directions and participation in activities. Circle time and group activities are an important part of daily schedule and routine in preschool classes.

Generality – yes
The behavior targeted – staying in group during adult directed activities – represents generic process of participation in groups. This behavior is very important during different types of group activities (circle time, group projects, snack time, etc.) and across different settings (classroom, gym, transitions in the hall).

Instructional context – yes
This behavior can be taught and reinforced by teacher and teacher assistant in the classroom during the day, and it can be addressed by speech therapist in the therapy room, PE teacher in gym and other professional.

Overall, this goal meets all 8 R-GORI criteria.

[OLENA KYSELOVA]

Dawn,

I agree with Ashley that your goal meets all 8 R-GORI criteria. I find the R-GORI team guide very useful and practical for writing IEP worthy goals. It helps to have consistency in teaching and practicing targeted skills during different activities, time of the day and across different settings. The instrument is easy to implement and it is written in a language that can be presented to non-special education professionals and parents.

[Daniel Kaasa]

Goal: When presented with two objects, one high preferred and one neutral, John will use eye gaze to choose preferred object in 8 out of 10 recorded trials per week.

1, John’s purposeful gaze upon an object can be observed by familiar staff.
2. The expected level of performance is stated based on frequency.
3. Because John does not have other communication skills, he is learning to use eye gaze to make choices. The target behavior will be needed throughout his day and is his way of interacting with materials and communicating his wants to others.
4. Without eye gaze, John would rely on staff to select objects for him to play with/use for activities throughout the day.
5. John’s eye gaze will be able to generalize across settings and is a precursor to communication about other topics beyond desired objects.
6. This behavior will be able to be generalized in multiple settings and with all staff interacting with John. It can also be used in the home setting.
7. John will have the opportunity to use eye gaze selections throughout daily activities and everyday items can be used.
8. John interacts with his speech therapist, teachers and paraprofessionals. The goal is clearly so that all will be able to teach the skill.

[Melinda Jones]

Daniel,

Your goal is functional and measurable. I also see it is a precursor to future skills (using eye gaze for interactive computer learning). Your delineation of how this skill will be measured across multiple settings/with multiple individuals and the importance of the family opportunities for involvement are thought provoking and challenging for me to consider as I write my goal. Thank you!

[Melinda Jones]

Given familiar material presented during group activities, Joan will verbally participate (in chorus with her peers) in repeating songs, poems, and fingerplays that use alliteration and/or rhyme during 80% of opportunities over 5 days by annual review time.

This is a goal that I wrote for a child this spring so I am curious to see if it meets the criteria of the R-GORI rating scale.
1). Yes. Joan can be observed and heard using her voice to participate with her peers during the activity.
2). Yes. I think the criterion is implied here (independtly but in conjunction with her peers) and is measured by the frequencey with which she participates.
3). Yes. This is a skill that is a verbal (and may include motor) action that is a behavior needed in order for her to participate in activities related to literacy, language development, self/other awareness and self regulation.
4). Yes. The behavior is a component of group participation that is crucial for a child in a school setting.
5). Yes. The target skill is a building block of literacy (alliteration and rhyme) and of self/other awareness and self regulation (participating in a group activity.
6). Yes. As Joan moves into activities with related books, and words – she can demonstrate her recognition of rhyme and alliteration, and is likely to participate more fully in both small group and incidental learning opportunities.
7). Yes. Verbal games using rhyme and alliteration are frequently used in her school setting – particularly during transitions. She also has a baby sister at home and parents will encourage her to use songs, rhymes, and stories when interacting and caring for her sibling.
8). Yes. Teacher, paraprofessional, SLP, and parents all participate in encouraging participation in songs and rhymes with students throughout various times of the day and in various settings.

[Beth Craig]

Hi Melinda-
I really like how you expanded on a common goal for our preschoolers and took it to the next level. It held up well to the 8 steps and is very functional and purposeful. I also like how you mention the behavior piece and how the skill is linked to the child following directions to stay with the group and participate in a group learning activity. Well done!

[Gwendolyn Hill]

Hi Melinda, I really like your goal. I think I may borrow it, or a close faximile of it. I like the added alliteration and rhyming piece.

[Beth Craig]

Below is a common goal for me to write ILP kids transitioning to our school district who have never had preschool group experiences and are not yet imitating motor movements or songs. I want to see how it holds up to the 8 steps.

During group activities with preschool songs and/ or finger plays, {FirstName} will imitate simple motor movements and/or songs in 4 out of 5 data trials by annual review date.

1). Yes. The student can be observed and heard using his voice and body movements to imitate actions and words in songs.

2). Yes. I think the criterion is implied here (independently, but next to his peers as models) and is measured by the number of times he participates.

3). Yes. This is a skill that requires him to use both motor imitation and vocal imitation to participate in a typical preschool activity. The skill can fall under a social goal, a communication goal, or just a general functional goal of following directions and staying with the group to participate in a learning activity.

4). Yes. The behavior is part of a big part of group participation that is very important for a student in a school setting.

5). Yes. The target skill is a building block of communication (imitation) and also builds on his self- awareness and self regulation of following direction and staying with the group to participate in a group activity.

6). Yes. As this student gains the skill of motor and oral imitation, he can move onto communicating more effectively with others and will most likely gain confidence that he can participate more fully in group activities and do what the other kids are doing.

7). Yes. Songs are a common tool used by teachers, especially during transitions. He is also building his motor planning skills as well which can be generalized across many settings, including at home when he plays with his siblings in the backyard.

8). Yes. Teachers, teacher assistants, SLPs, OTs, even music and gym teachers, and parents can encourage imitation and participation in songs with kids.

[Rebecca Sedor]

Goal: Alana will ask and answer questions in order to request, seek help, get information, or clarify something that is not understood as measured by instructional objectives.

Objective: Alana will provide her name and age across settings and people in 75% of opportunities over 3 data days.

Baseline: Alana does not yet answer questions about her personal information. At UAA Summer Clinic, she accurately answered her first name in 20% of opportunities.

MEASURABILITY
Goal 1, 1
Objective 1, 1

FUNCTIONALITY
Goal 1, 1
Objective 1, 1

GENERALITY
Goal 1, 1, 1
Objective 1, 1, 1

INSTRUCTIONAL CONTEXT
Goal 1, 1
Objective 1, 1

[Lynn Edwards]

I think that one thing that people don’t always consider is the baseline. So I liked seeing that in your overall description of the goal. I think that we get the information from the testing and from teachers and then some Sped teachers just go and sometimes write lofty goals.

[Gwendolyn Hill]

Baseline: Child can currently name the following 5 actions: eat, drink, sit, run, walk.

During a small group lesson, and given a picture or the action of a peer, child will imitate the action and say the name of the action for 20 new verbs, with 80% accuracy over 3 data collections per month, as measured by the SLT, and/ or special education teacher.

1. Yes, it has a beginning and end. Beginning is date new IEP and end is when the child has imitated and named 16 actions on at least 3 separate occasions. Both imitating and naming actions are observable.
2. Yes, # of actions imitated and stated can be quantitatively measured. 16 verbs, on 3 separate occasions can be counted and written down.
3. Yes, the child needs more than a 5 word action vocabulary to interact verbally with peers and staff in the pre-academic early childhood special education classroom. Since this child is 3 and my district does not have a gen. ed. program for 3-year olds, there is no opportunity for inclusion at this time. But adding more expressive vocabulary can help with interactions at home and the community at large.
4. Yes, building a larger expressive vocabulary is a precursor to expanded talking in all environments.
5. Yes, it is using words to communicate.
6. Yes, the child can generalize this when talking at home, at the store, etc.
7. Yes, child can be taught to imitate and name actions that occur at home, at the babysitters, at sunday school, in the cafeteria, etc.
8. Yes, it is designed for the SLT and sped teacher to record data, but it can also be taught and supported by parents, babysitters, and other school staff.

[Andrea Colvin]

When given a visual schedule, Clarence will follow his schedule and perform routines within his schedule with 3 or fewer prompts from adults per activity on 4/5 days as measured by the special education teacher by January 6, 2020.

1. Does the target behavior have a beginning and an end and can it be seen and/or heard (i.e., is it observable – is it an action)?
Yes, this target behavior happens whenever there is a transition, routine to be done, or a task.

2. Can you measure the child’s performance over time either qualitatively or quantitatively (i.e., determine mastery level)?
Yes, data can be taken on the number of prompts given by adults to follow his schedule.

3. Does the child need the target behavior to participate in all/most daily activities?
Yes, he needs to be able to follow a schedule and perform routines to participate in all daily activities.

4. Does the child need the target behavior to complete all/most daily activities?
Yes, he needs to be in the right place and doing the right thing to complete daily activities.

5. Does the target behavior represent a general concept or class of responses?
This goal represents a class of responses. It is about following a schedule and routines.

6. Can the target behavior be generalized across a variety of settings, materials, and/or people?
Yes, this can be worked on in all areas and with all people in this child’s life.

7. Can the target behavior be taught across daily activities?
Yes, a visual schedule can be used for any and all daily activities for this child.

8. Can the target behavior be taught/addressed by various team members (e.g., teachers, therapist, caregivers)?
Yes, within each location and with each person, the student needs to follow his schedule and perform routines.

From what I understand, my goal covers all 8 of the R-GORI questions.

[Mark Dinelt]

Module 1 – Lesson 4: Measurability
Directions: STEP 1- Either write a hypothetical IEP goal or use an existing IEP goal for a student you know (but please change the name or any other identifying information). If you write a hypothetical goal, be sure it is as complete as you would make it on an actual IEP. Write or copy/paste the goal into your discussion response. STEP 2- Using Appendix A in the R-GORI, rate the goal using all 8 criteria. STEP 3- Respond to at least one colleague’s posting.

demonstrate effective social communication across school settings [SHL.B.2] as measured by mastery of the following objectives
respond to social greetings and farewells 7 out of 10 times in 5 days
contribute 3 reciprocal comments based on a topic initiated by another on 4 out of 5 days
initiate social greetings and farewells 7 out of 10 times in 5 days
1. Yes, generally, social greetings can be seen and heard, if you are watching and looking for them. Likewise for reciprocal comments, though you must be close enough to hear conversations, if you are not involved yourself.
2. Yes, in 5 day sets, over a quarter (and year), there are likely to me many opportunities for greetings and farewells and conversations.
3. Yes, this skill is important in almost all social situations, at school, home and community.
4. Yes, this really is a precursor skill to being around other people. Without these skills, it will be difficult to make appropriate social contacts for completing almost any kind of work and getting along with other people.
5. Yes, this is definitely a general concept that works everywhere that helps encourage acceptance and a good working relationship with others.
6. Yes, what is learned at school can be transferred to community activities and practiced at home, if needed.
7. Yes, this definitely can easily be practiced throughout the day during changes in activities.
8. Yes, this is definitely best if practiced by everyone who has contact with the student throughout the day.

One additional comment, if I had written this one myself, I would probably have put objective 2 in the 3rd spot and put the 3rd objective in the 2nd spot as that seems to put the skills in better hierarchical position. Generally, it will be easier to respond than to initiate and easier to initiate a simple greeting than a 3 part conversation.

Dawn Fagenstrom – Participant
Given a set of objects, Sammi will count them and write the corresponding number, without prompts, for number sets to 30, in 4/5 opportunities by April 22,2019.
Measurability question 1- yes Counting can be heard and the number written can be seen
question.
I would agree.
2 – yes this goal is easily measured by any taking data, prompting should be faded as the child becomes more independent with the skill.
Sounds good. Nice point about fading of prompts.

Functionality question 3 – yes counting, recognizing, and writing numbers are a life long skills. Definitely a helpful skill in so many situations.

question 4- yes.
There are many opportunities daily for counting and knowing that we have enough or the right amount (of things or people).

Generality question 5 – yes counting, number recall, and formation are gateways to higher level math instruction.
Definitely an important skills to more complex skills in math.

question 6 – yes this skill is easily adaptable to all materials and across settings
Instructional context question.
Definitely. Materials for various activities or number of people involved in activities being just 2 examples.
7 – yes this skill can be practiced across multiple activities using multiple manipulatives.
Again, very true.

question 8 – yes anyone could measure this skill.
Anyone with basic math skills!
If I understood the questions correctly I have written an IEP worthy goal.

•
Daniel Kaasa – Participant
Goal: When presented with two objects, one high preferred and one neutral, John will use eye gaze to choose preferred object in 8 out of 10 recorded trials per week.
1, John’s purposeful gaze upon an object can be observed by familiar staff.
Definitely need someone who knows the student. Could be used to teach a “choosing skill”.

2. The expected level of performance is stated based on frequency.
Preferred and neutral objects would have to be well delineated or known to presenter.

3. Because John does not have other communication skills, he is learning to use eye gaze to make choices. The target behavior will be needed throughout his day and is his way of interacting with materials and communicating his wants to others.
Very true. This could be a critical skill for someone with limited communication skills.

4. Without eye gaze, John would rely on staff to select objects for him to play with/use for activities throughout the day.
Definitely important for student to be able to make choices for self.

5. John’s eye gaze will be able to generalize across settings and is a precursor to communication about other topics beyond desired objects.
Very true.

6. This behavior will be able to be generalized in multiple settings and with all staff interacting with John. It can also be used in the home setting.
Yes, and with proper equipment, could possibly be used in some public settings.

7. John will have the opportunity to use eye gaze selections throughout daily activities and everyday items can be used.
Critical that it be used in as many settings as possible.

8. John interacts with his speech therapist, teachers and paraprofessionals. The goal is clearly so that all will be able to teach the skill.
To be sure, everyone who comes into contact with this student should learn to be aware of and use this method of choosing things.

[Lynn Edwards]

Jane will demonstrate understanding of basic patterns of book reading by turning book right side up and turning pages in correct sequence front to back in 4 out of 5 trials with 80% accuracy. as an Individualized Educational Plan goal, starting 5/17/2018 completed by 5/16/2019.

1. yes it has a begin and end, it is a targeted behavior, two or more people would be able to agree on it
2. yes you can determine mastery
3. yes the target behavior is needed for everyday activities
4. yes if the child does not do this someone else would have to
5. yes it shows a general concept
6. yes the target can be generalized across a variety of settings
7. yes the target behavior can be taught across daily activities
8. yes various team members can teach this target behavior

[Jill Winford]

Jane will demonstrate understanding of basic patterns of book reading by turning book right side up and turning pages in correct sequence front to back in 4 out of 5 trials with 80% accuracy. as an Individualized Educational Plan goal, starting 5/17/2018 completed by 5/16/2019.

Measurability
1. No, although the target behavior has a beginning and an end and can be seen/heard, two or more people may NOT agree on how to measure 80% accuracy on page turning. What does 80% accuracy look like in this behavior?
2. No, until school staff can agree on what 80% accuracy looks like, they cannot measure the student’s performance over time.
Functionality
3. Yes, the student needs the target behavior to participate in activities of daily living requiring reading.
4. Yes, the student needs the target behavior to complete most activities of daily living.
Generality
5. Yes, the target behavior represents a general concept.
6. Yes, the target behavior can be generalized across a variety of settings, materials.
Instructional Context
7. Yes, the target behavior can be taught across daily activities.
8. Yes, the target behavior can be taught by various team members.

[Naomi Buck]

I admit that I picked a goal that I thought would best meet the criteria. Because not all students need this level of support, I’m not sure all of the goals that I write would meet as many of the criteria.

GOAL:
M will display an increase in his expressive language skills by participating in conversations as demonstrated by making eye contact and asking and/or answering questions or making requests with level 4 support in 4 of 5 attempts.
Levels of Support: 4) no verbal cues-Independent. 3) one verbal cue. 2) two to four verbal cues and/or modeling desired behavior. 1) five or more verbal cues and/or physical assist. 0) unable to comply and/or refusal.

GORI Rating for Goal- total: 7.5/8
Measurability: 1-yes. 2-yes. The goal is observable and measurable using the Levels of Support rubric.
Functionality: 3: yes. This level communication is necessary for participation in activities throughout everyday life. 4: I think so. The student’s needs will have to be interpreted by someone else if the student cannot perform the task, but it is not something that anyone else can do for the student.
Generality: 5- yes. 6-yes. The ability to communicate verbally and using body language represents a general skill that can be applied across contexts.
Instructional Context: 7: yes. 8: yes. The skills in this goal can be taught by any team member and across all instructional and non-instructional settings and I feel that it is free of jargon.

Objective 1:
M will respond when asked a simple question (i.e. Did you eat breakfast?) by using one of his modalities (i.e. vocalization or communication device) to provide a verbal answer with, level 4 support, in 4 of 5 attempts per weekly observation. (Baseline: M participates at level 3 support in 4 of 5 attempts.)

GORI Rating for Objective 1- total: 8/8
Measurability: 1-yes. 2-yes. The goal is observable and measurable using the Levels of Support rubric.
Functionality: 3: yes. 4: yes. This level communication is necessary for participation in activities throughout everyday life. It is also a necessary component of effective communication.
Generality: 5- yes. 6-yes. This objective measures a component of effective expressive communication.
Instructional Context: 7: yes. 8: yes. The skill in this objective can be taught by any team member and across all instructional and non-instructional settings.

Objective 2:
M will express a want or need to an adult (i.e. I need help with my zipper.) by coming to an adult and using one of his modalities (i.e. vocalization, communication device) to express himself, at level 4 support, over 4 of 5 trials. (Baseline: M participates at level 2 support in 4 of 5 attempts.)

GORI Rating for Objective 2- total: 8/8
Measurability: 1-yes. 2-yes. The goal is observable and measurable using the Levels of Support rubric.
Functionality: 3: yes. 4: yes. This level communication is necessary for participation in activities throughout everyday life. It is also a necessary component of effective communication.
Generality: 5- yes. 6-yes. This objective measures a component of effective expressive communication.
Instructional Context: 7: yes. 8: yes. The skill in this objective can be taught by any team member and across all instructional and non-instructional settings.

Objective 3:
M will make eye contact with the person with whom he is attempting to communicate, at level 4 support, over 4 of 5 trials. (Baseline: M participates at level 3 support in 2 of 5 trials.)

GORI Rating for Objective 3- total: 6/8
Measurability: 1-yes. 2-yes. The goal is observable and measurable using the Levels of Support rubric.
Functionality: 3-no. Eye contact is not completely necessary for communication, but it is desirable. 4- no. Again, the ability to make eye contact is very helpful, but not essential to participation in many activities.
Generality: 5- yes. 6-yes. This objective measures a component of effective expressive communication.
Instructional Context: 7: yes. 8: yes. The skill in this objective can be taught by any team member and across all instructional and non-instructional settings.

[Kaleigh Ryno]

Given a small group setting, John will increase his following direction skills to transition between preferred and non-preferred activities with less than three prompts during four 10 minute sessions per day on 4 of 5 school days for two successive weeks by Jan 2021.

1. Yes, the above target behavior has a beginning and an end and is an observable action during transition between preferred and non-preferred activities.
2. Yes, data can be taken on the number of prompts given to transition during the timed session.
3. Yes, the student needs to follow the direction to participate in all/most daily activities.
4. Yes, John needs to be able to transition from preferred to non-preferred activities because this is a component of behavior that is needed for most daily activities.
5. The following goal can either be a general concept or building block I think.
6. Yes, the target behavior can be generalized across a variety of settings.
7. Yes, it is targeted to be taught across daily activities.
8. Yes, anyone who is in contact with this student can practice this goal.

John will receptively identify 10 items from 3 categories (body parts, food, animals) with 80% accuracy, as measured by clinician data collection and/or SPED staff observation.

[Kaleigh Ryno]

Peer Response:
Naomi,
I chose to reply to your discussion post because you had a couple of criteria from GORI missing. While reading others’ posts, I didn’t see any no responses and you had two which I found interesting. You are right, the functionality for your goal is not necessary, but ideal and if you are not making eye contact that doesn’t mean you are not able to participate. Thank you for giving me a different perspective.

[Jesse Riesenberger]

Goal:
Student will complete familiar classroom transitions (clean up, lining up, changing activity, etc) following classroom verbal and visual cue without ignoring cue or escalating in behavior, 3 out of 5 opportunities.

1- Yes, goal is observable in the classroom setting.
2-Yes, states that behavior should follow classroom cue
3-Yes, if student does not complete action they will miss the activities in the classroom and not be independent in the classroom
4- Yes, if student does not complete action they will miss the activities in the classroom and not be independent in the classroom
5- Yes, Represents a general process
6- Yes, Child should be able to expand goal into other environments.
7-Yes, routines are a part of variety of settings.
8- Yes, clearly stated and easily understood.

[Jesse Riesenberger]

Lynn I agree your goal seems to meet the outlines. I”m wondering about the 80% accuracy bit, I’m not sure how the goal as stated could be anything but 100% accurate to be considered a successful trial.

[LuEmma Rowland]

IEP Goal: Sally will use two hands together to manipulate two small objects at the same time in order to put things together (e.g. string beads, build with legos, put cap on marker, zip zipper, button pants, etc.) in 3 out of 4 data trials by December 18, 2020.

R-GORI Criteria:

Measurability:
1. My goal has a beginning and end as well as is observable.
2. My goal can be measured over time with a given mastery level.
3. The target behavior is needed to build fine motor muscles which lead to pre-writing skills.
4. The target behavior is a precursor to writing skills such as being able to manipulate a writing utensil to make simple/complex shapes, draw a representational figure, and write their first name.

Generality:
5. The goal represents a general concept which is to use both hands to put things together which is a generic process.
6. The goal can be represented across multiple settings such as dressing and undressing, toileting, fine motor activities, free-play, puzzles, handwriting, and eating.

Instructional Context:
7. The target behavior can be taught during daily activities (arrival, circle time, fine motor activities, handwriting, play time, puzzles, and snack time).
8. The target behavior can be taught by the classroom teacher, teacher assistant, occupational therapist, and parents/caregivers.

[LuEmma Rowland]

Peer Response to Beth Craig:

Beth, your goal is much appreciated when received by the EISC Assessment Team. I like this goal because it easily fits all the 8 R-GOI criteria. As a special education teacher, we sing finger plays or nursery rhymes numerous times throughout the day. It’s a simple goal to keep quick and easy data on. I like that if a student doesn’t have the ability to sing the song yet, they can do the motor movements. It’s a nice precursor into communication and fine motor skills!

[Diane George]

STEP 1- Either write a hypothetical IEP goal or use an existing IEP goal for a student you know (but please change the name or any other identifying information). If you write a hypothetical goal, be sure it is as complete as you would make it on an actual IEP. Write or copy/paste the goal into your discussion response. STEP 2- Using Appendix A in the R-GORI, rate the goal using all 8 criteria. S

Step I: John will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.

Step 2:

1. This goal is observable. Two or more people can agree that the same target behavior was observed.

2. The child’s performance can be measured (4/5 opportunities)

3. The child’s needs this target behavior in order to interact with his classmates as well as siblings and other family members. If he can master this behavior he can more easily participate in many different daily activities.

4. Yes, the child does need the target behavior, because being able to play well/interact cooperatively with others is a life-long skill.

5. Participating in a group is a generic process.

6. Yes, the target behavior will help the child in being able to adapt to changes in materials, environments, and expectations. The target behavior can be used across settings.

7. Yes, the target behavior can be taught across many daily activities. Specific items are not required for the behavior.

8. Yes, any team member can observe, teach the behavior. It is a behavior that is easily understood.

[Diane George]

Peer response to LuEmma:

LuEmma, I found your goal to be functional as well as measurable. This is a skill that is needed throughout daily activities both at home and school.

[Sandra Diaz Cross]

IEP Goal:
Johnny will move (i.e., run, walk) with good balance, strength, and agility to improve participation in recreational activities and improve independence in safely functioning in his school environment, with distant supervision, starting 4/30/20, with 50% current achievement, with 80% target achievement completed by 4/29/21.

Indicator 1: Johnny can be seen moving and other people are able to observe the action. Observable action is defined and clarified. Yes, 1

Indicator 2: Expected level of performance is stated (distant supervision) and accuracy of 80% is also mentioned. Yes, 1

Indicator 3: This goal is functional because it will allow Johnny to safely participate in recreational activities as well as becoming independent in whatever he has to do in the educational environment. The target behavior allows him to have access to daily activities. Yes, 1
Indicator 4: Johnny needs to be able to move with good balance, strength and agility in order to run or walk safely and without supervision. Yes, 1
Indicator 5: Johnny’s goal of being able to move with good balance, etc., represents a general skill or process. Yes, 1

Indicator 6: Johnny’s target behavior will help him adapt to changes in his environment and expectations. He should be able to run or walk safely and independently anywhere, in school or outside the school. Yes, 1

Indicator 7: The target behavior can be taught across daily activities. This can be taught during PE class, when walking to the cafeteria, walking around the classroom or school environment. It can also be taught in a pull out setting to exercise his muscles and master the skill. Yes, 1

Indicator 8: The target behavior in Johnny’s goal is clearly written and can be taught or addressed by any team member. Yes, 1

[Sandra Diaz Cross]

Peer Response to LuEmma Rowland:

Your goal is functional and is needed to prepare the student for pre-academic tasks. I will use the activities mentioned in your goal for pre-writing and pre-cutting. I scored your goal an 8 and I think it is IEP worthy.

[Christine Kleinhenz]

Possible Goal:
“Given a story book with pictures describing the actions, Child will re-tell the story using the starter words First, Then and Finally given those words written out as visual prompts 8/10 times accurately over two sessions.”

Scoring:
1. Beginning and an End? Seen/Heard?
Yes. The child will be heard. Target behavior being “Retell”
2. Measure over time?
Yes. Measurement being 8/10 times over two sessions.
3. Need target behavior to participate in all/most activities?
Arguably yes. Children need to be able to re-tell stories and events for social enjoyment, relaying information and must have a good understanding of the beginning, middle and end of a story in order to understand beginning story writing assignments.
4. Need behavior to complete most daily activites?
No. Some daily activities will not require telling a story or giving information. However, the largest part of social interactions includes being able to share information.
5. Does the target behavior represent a general concept or class of responses?
Yes. Re-telling a story is related to expressive communication, social interactions, memory and ability, picking out key facts and being able to summarize learned information.
6. Can the target behavior be generalized across a variety of settings?
Not really. It’s very specific even down to the type of activity and the type of pictures to use. It does not allow for a large variety of materials. It can be done in a variety of location settings however it is specific about being used within a structured activity. The materials can be changed (you can use different picture/books) however, the guidelines for even the pictures are specific.
7. Can the target behavior be taught across daily activities?
Perhaps. But, only if they are structured activities that are set up for the individual based on their skill level and the specific guidelines noted. You could practice parts of the goal during bedtime reading routines, classroom story time etc however getting ten trials would not be logical within less structured activities/routines.
8. Can the target behavior be taught/addressed by a variety of team members?
Yes. This was written as a SLP goal. However, anyone could address retelling of a story under these guidelines. I used the First, Then and Finally structure in the goal because I have seen several teachers use this structure successfully for teaching beginning writing skills and thought it would be a good way to collaborate esp if the teacher is using this structure in the classroom already.

[Christine Kleinhenz]

I like how you mentioned the baseline of skills which helped me see the picture of this child a bit more and their needs. I like following direction goals because it works on receptive communication (understanding basic concepts) and we ask children to follow so many directions throughout their school experience.
Christine

[Kathlyn Philpot]

IEP Goal (hypothetical): By 6/10/22, Nemi will, given pre-taught hand washing steps (6: wet hands, get soap, rub hands together, rinse, & dry), verbally list the steps and then model the steps with moderate support, with 100% accuracy on 4 of 5 opportunities across multiple settings (classroom, resource room, cafeteria…), as measured by teacher’s, aide’s, or therapist’s weekly observations.

1. Does the target behavior have a beginning and an end and can it be seen and/or heard
(i.e., is it observable – is it an action)?

1-Absolutely, it has a beginning and an end, as demonstrated (literally) by the 6 steps.

2. Can you measure the child’s performance over time either qualitatively or
quantitatively (i.e., determine mastery level)?

1-Again, absolutely! This goal is measurable in both the verbal list of the 6 steps to handwashing AND in the performance of the tasks. Both are observable and quantifiable.

3. Does the child need the target behavior to participate in all/most daily activities?

1-In these days of a global pandemic, hand washing is an urgently needed skill, across multiple settings. This skill is now required in almost every activity, or prior to most activities. The more frequently our students wash their hands the safer they will be.

4. Does the child need the target behavior to complete all/most daily activities?

0-This skill is not necessary to complete all/most daily activities, but it is necessary before you start the next activity.

5. Does the target behavior represent a general concept or class of responses?

1-This is a discrete skill, but can be considered as a general concept of cleanliness, which can be extrapolated to other cleanliness skills.

6. Can the target behavior be generalized across a variety of settings, materials, and/or
people?

1-Yes, this target should be taught in a variety of settings & people, as specifically stated in the goal.

7. Can the target behavior be taught across daily activities?

1-Yes, as stated specifically in this goal, it must be taught across all settings with all daily activities.

8. Can the target behavior be taught/addressed by various team members (e.g., teachers, therapist, caregivers)?

1-Again, this skill must be taught by various team members, as specifically listed in the goal.

So this goal earned a 7 of 8 on the R-GORI scale, which means that this would be an IEP worthy goal.

[Rebecca Jones]

I think this is super great and I use this type so often! My only question is what would moderate support look like? if I were reading that, I would want to know what I am allowed to do? Hand over hand seems like more than moderate, but it seems subjective. So just curious what that would look like in your mind as you write this cause I have seen this before and would be curious if your idea of moderate would be the same as mine. I love how you outlined all the areas and explained how they are met.

[Kathlyn Philpot]

Peer Response to LuEmma Rowland’s post:

LuEmma wrote: IEP Goal: Sally will use two hands together to manipulate two small objects at the same time in order to put things together (e.g. string beads, build with legos, put cap on marker, zip zipper, button pants, etc.) in 3 out of 4 data trials by December 18, 2020.

My Response: LuEmma, I love how you took a broad fine motor skill and extrapolated it across almost all daily activities and settings. Is this one you have used on IEPs or is it a hypothetical? I hope you don’t mine, but I am going to have to steal this goal for one of my students.

[Jill Winford]

Student will read 100 words correctly per minute from a nationally normed reading passage at their current grade level on 4 out of 5 tries.
Measurability
1. Yes, the target behavior has a beginning and an end and can be seen/heard.
2. Yes, school staff can measure the student’s performance over time.
Functionality
3. Yes, the student needs the target behavior (reading fluency) to participate in activities of daily living requiring reading.
4. Yes, the student needs the target behavior to complete most activities of daily living. Reading fluency is a necessary element to reading comprehension.
Generality
5. Yes, the target behavior represents a general concept. Reading fluency serves as a building block to the goal of reading comprehension.
6. Yes, the target behavior can be generalized across a variety of settings, materials. Independent reading is a necessary skill in nearly all academic and functional activities.
Instructional Context
7. Yes, the target behavior can be taught across daily activities.
8. Yes, the target behavior can be taught by various team members.

[Rebecca Jones]

Relinquishing a shared item
When asked for a shared item, Scott will relinquish the item within 1 minute either voluntarily or he will indicate the need to use a timer through words or body language and then relinquish the item after the one minute timer is up with no prompts 80% of the time over two consecutively weekly observations.

MEASURABILITY 1 ) observable and actionable- yes – used percentage in case the opportunities don’t arise every day, it can be observed and noted and then data collected on those times
2) Target behaviors for performance – yes
FUNCTIONALITY 3) need behavior to participate- yes, in order to access items he needs to participate with
4) need behavior to complete – yes, needs this behavior to be able to be social successful in the classroom
GENERALITY 5) general concept or response- scaffolding- yes, he can use the timer or do it on his own
6) used across settings and environments- yes it can be used in all environments where there are multiple children using mutiple items
INSTRUCTIONAL CONTEXT
7) taught across activities- yes it could be many different types of items (shared erasers, toys, passing the water etc.)
8) taught by different people – yes, all teachers or paras can help facilitate this activity

[Erin Spooner Meyer]

First of all, your post was easy to read because you included the 4 components (measurability, functionality, instructional context, and generality). It made more sense.

I do agree with the way you analyzed the different aspects of the R-GORI. It is good to keep this questions/criteria in mind as we write IEPs. Structure is always good.

[Erin Spooner Meyer]

When answering “wh” questions, Mike will refer to the specific paragraph or chart in which he found the answer 80% of the time data is taken.

1. Yes, you can see or hear Mike refer to the specific paragraph.
2. This includes accuracy and endurance. The goal is written with the intent that data is taken over time and the observer could get a overall view instead of ⅗ times observed.
3. Mike needs the target behavior for interacting with materials or people. Being able to refer back to a resource where information is found is an almost daily skill (whether that be referring to a family calendar or an academic prompt).
4. Mike will need this behavior in order to lead a more independent life.
5. Yes, this goal meets the criteria for representing a general concept. Again it can be a precursor to more in depth informing goals that increase independence, such as academic tasks or reading a bus schedule.
6. The goal can be used in a variety of settings.
7. This goal is not subject or activity specific, so it can be used across settings.
8. Any team member could read this goal and work/take data on it.

[Author]

Posts