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Characteristics of Usable Performance Goals and Objectives/Benchmarks

Usable performance goals and objectives/benchmarks include the following characteristics:

  1. They are measurable and observable—that is, capable of being seen and/or proven.
  2. They are specific.
  3. They are usable, simple, and clear in their language.
  4. They communicate the same intent to all who use them, so people using them will know what is expected.
  5. They represent real and significant needs, problems, and/or tasks.
  6. They are achievable within the time frame provided and are realistic.
  7. They are developed by the individual or group that is involved in their identification or by the individual or group that will have to use them.

Remember: The IEP goals and objectives/benchmarks bridge current student functioning with state or district content standards.

Example of an IEP Goal with Objectives/Benchmarks

1. Present Level of Performance – Baseline:

Kye struggles with word meaning and comprehension. Many words that would be common for other children are not part of Kye’s vocabulary. Kye’s mother reports that he does not enjoy reading due to the enormous effort that it requires. Kye spends many hours at home attempting to understand content material. Much of the material in math, reading, language, social studies, and science must be simplified outside of class time by parents and classroom teacher. Kye exhibits frustration when he feels overwhelmed by the material and trying to recall concepts that he missed or did not understand fully during class instruction. Given the accommodations listed, Kye can participate in reading activities in his general education class.

2. Identify the Standard

Reading Comprehension – Comprehension and Analysis 3.2.3:

Demonstrate comprehension by identifying answers in the text
*The Goals and Objectives Handbook uses the beginning of the selected standard (i.e., 3.2.4 to designate the grade level standard of the third grade).

3. Annual Goal

By March 30, 2007, Kye will demonstrate comprehension skills by identifying answers in the text with 85 percent accuracy on eight of ten consecutive trials as measured by teacher-charted students and student work samples.

4.  First Short-Term Objective/Benchmark

  • Who will perform: Kye
  • Does what: will answer comprehension questions
  • When: by August 30, 2006
  • Given what: when given the text
  • How much: with 85 percent accuracy in seven of eight consecutive trials
  • How will it be measured: as measured by teacher-charted student records and student work samples

5. Second Short-Term Objective/Benchmark:

  • Who will perform: Kye
  • Does what: will answer comprehension questions and identify answers
  • When: by November 30, 2006
  • Given what: when given the text
  • How much: with 90 percent accuracy in nine of ten consecutive trials
  • How will it be measured: as measured by teacher-charted student records and student work samples

Mix and Match

The goals and objectives/benchmarks do not have to follow any particular order, but it is important to have all the components listed:

  • Who
  • Does what
  • By when
  • Given what
  • How much
  • How will it be measured

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