Evidence-Based Practices
In dealing with this situation, the stress is put on how you as the central figure of the IEP committee will be able to use measures to safeguard Henry`s academic efficiency by developing objectives that are achievable within specific timelines and are within his current levels of performance. These goals are typically adopted in this type of timeline, as SMART goals are more structured and address the critical factors of specificity, measurability, achievability, relevance and timeliness of the goals (Locke & Latham, 2002). Here are three SMART objectives that take into account Henry's current ability, especially in his weaker areas of academic pursuits and social interactions.
Academic Goal:
Specific: Henry will work on his reading comprehension strategies and will be able to isolate the main idea, and the supporting information detailed in grade-appropriate texts.
Measurable: It is anticipated that Henry will be able to master the main idea and two details which support it in 80% of his readings.
Achievable: This goal is attainable with the assistance of reading intervention kit and weekly individual lessons.
Relevant: The attainment of this skill will enable Henry to be more effective in using grade level materials which in turn will help in his academic progress.
Time-bound: This goal will be completed within one academic year.
Rationale:
The goal being focused on reading comprehension was chosen considering that this skill is crucial across all subjects but is one that Henry has difficulty with. As noted by Fuchs and Fuchs (2009) reading comprehension as a baseline skill needs to be dealt with in order for any academic goals to be reached. Setting a target that allows assessment such as the notion of a main idea and supporting details is important in the setting of goals as it paves a way for an intervention. Given this and the appropriate aging, the goal is realistic and medically necessary because it is within grade level expectations.
Social-Emotional Goal:
Specific: Henry will participate more in verbal communication and engagement in class discussions and small groups.
Measurable: Henry will participate in class or small groups at least 3 days per week.
Achievable: Though timid, Henry will participate with the help of instruction and collaboration with others.
Relevant: This objective targets Henry’s communication skill that will be helpful socially and academically.
Time-bound: This objective will be attained by Henry before the end of the school year.
Rationale:
Because of the restrictive behavior in Henry, his ability to engage with his peers has been compromised thus inhibiting his social and academic development. Participation in social and emotional aspects of learning improves students’ performance in other subjects (Durlak et al., 2011), so working on Henry’s behavior will ultimately help him develop effective communication. Monitoring progress on a specific goal by the team is critical in making sure that the necessary assistance is integrated. This goal is both realistic and attainable with appropriate zoning of tasks which helps to nurture the interrelationship between educational and positive emotional development.
Functional Goal:
Specific: To complete his assignments and remember deadlines more effectively, Henry will start to use a planner as his organizational skills will get even better.
Measurable: In the case of using the planner as an aid in completing assignments, Henry will complete independently and record 90% of his assignments in time.
Achievable: Probably, if he receives initial aid from a resource teacher, Henry should be able to master the necessary skills for controlling his workload.
Relevant: Improvement in organizational skills will allow Henry to reduce stress associated with school work hence positively impacting his grades.
Time-bound: As a result, he will achieve this goal by the end of the academic year.
Rationale:
Poor organizational skills do affect academic performance as much as they impact on everyday life (Barkley, 2012). Lugar plans to teach him organizational skills and the innovative approach will focus on one of the most important functional skills – managing one’s assignments and deadlines. The goal is not only specific but also measurable as it seeks to enhance an important skill that Henry will require not only at school but at every stage of life. There is a very good possibility o achieving this goal with a regular use of a planner and a resource teacher’s support, and therefore this goal is very pertinent to whole improvement in Henry’s academic performance.
Conclusion:
SMART goals intended for Henry mainly target the areas related to his academic, social-emotional, and functional growth. When the IEP team makes sure that the goals are smart, there are high chances that Henry’s objectives would focus on his growth and areas that generate support appropriately and take corrective action where necessary. This way of setting the goals addresses the issues in a step-by-step order and development of Henry is well spelt out and appropriate service provision tailored to assist him is achieved.
References:
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press Durlak, J. A, Weissberg, R. P, Dymnicki, A. B, Taylor, R. D & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Fuchs, L. S. & Fuchs, D. (2009). Response to intervention – A gloval view from the American perspective: A framework for reading educators. International Reading Association.
Locke, E A & Latham, G. P. (2002). Building a practical useful theory of goal setting and task motivation: A 35 years epic. American Psychologist. 57(9) 705-717.
How can educators balance the need for specificity in SMART goals with the flexibility required to adapt to a student's evolving needs throughout the school year, particularly in a diverse classroom setting?