Goal Setting For Transition-Age Students (Page 2 of 4) in pdf

Goal Setting For Transition-Age Students Page 2

Fast Facts –Goal Setting

Not only will teachers need to help students set goals but they will also help the goals be

accomplished by working on methods to monitor the goals or setting up plans that involve skill building for

all students. In this manner, teachers can assist all students with disabilities to learn to set goals, giving

extra support, as needed, for the first few times adults manage the process of setting goals. Then, as time

goes on and the procedure is repeated as many times as necessary, students will begin to take over more

of the process as their own. Teachers need to know what students want or need to do, and blend these

two streams of knowledge into support for their students.

As goals are being set, keep the following thoughts on this goal checklist in mind.

Goal Checklist

_____ Is goal specific (not too narrow in focus, or too broad)?

_____ Is goal measurable or directly observable?

_____ Is it relevant for student’s environment or situation?

or . . .

_____ an attempt to modify the environment of the student?

_____ Is goal attainable, but . . .

_____ challenging enough?

_____ Is this something the student really wants to work on, and something you can help

student do?

_____ Is there a timeline for the goal?

_____ Can student vision the completed goal, or tell what the goal will “look” like when

finished?

Benefits of goal setting

! Student involvement in school activities and transition planning

! A feeling of being capable and in control of the situations around you

! Increased motivation to achieve new goals

Goal Setting For Transition-Age Students Page 2