SMARTER GOALS - RELEVANT

SMARTER GOALS – R

GOALS MUST BE RELEVANT TO CURRICULUMS: General/Core, Modified, Expanded, & Functional

• General Education - Core Curriculum - Subject centered
  • Use of State Standards or Common Core Standards²
• Modified Core Curriculum - Subject centered
  • Based on ability and priorities
  • Use of transitional IEP development
• Expanded (Functional) Core Curriculum - Problem centered

• Includes General or Modified Core Curriculum
• Based on special skills needed due to a disability, i.e.:
  • Deafness
    • Sign language
    • Lip-reading
  • Blindness
    • Mobility training
    • Braille
  • Autism
    • Hidden/covert curriculum
    • Social cognition/judgment curriculum
  • Intellectual Disability
    • ADLs
    • Functional communication
  • Physical disability
    • Power mobility training
  • Behavioral
    • Pattern recognition, emotional regulation,
    • Skills that move from mimetic, parallel, automatic, rule, or habit-based to conscious, deliberate, and ToM analysis based.

• To advance appropriately toward attaining the annual goals².

[34 CFR §300.320(a)(4)(i)]

• To be involved in and make progress in the general education curriculum

[34 CFR §300.320(a)(4)(ii)]

• To participate in extracurricular and other nonacademic activities.

[34 CFR §300.320(a)(4)(ii)]

• To be educated and participate with other children with disabilities and non-disabled children in extracurricular and other nonacademic activities.

[34 CFR §300.320(a)(4)(iii)]

• Transition IEP for employment, post-secondary, or independent living when the child turns 16, or younger³, and updated annually thereafter. Don't forget that this includes leisure and recreation goals or the ability to independently: complete a job application, read the driver training manual, pass the driving test, read a map, complete ADLs, date safely, access their community, read a bus schedule, balance a checkbook, safely access the Internet to do research, ...)
• It must include:
• Appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills [34 CFR §300.320(b)(1)]
• The transition services (including courses of study) needed to assist the child in reaching those goals [34 CFR §300.320(b)(2)

This is the 5th of 8 blogs addressing the use of Smarter Goals in order to attain better functional outcomes  for our children.  Make sure you SUBSCRIBE to the blog so you do not miss any of them.

NEXT UP ON THE AGENDA

6. SMARTER GOALS: TEACHABLE

7. SMARTER GOALS: EVALUATION

8. SMARTER GOALS: RESEARCH BASED

1. UNDERSTANDING SMARTER GOALS

2. SMARTER GOALS: SPECIFIC

3. SMARTER GOALS: MEASURABLE

4. SMARTER GOALS: ATTAINABLE

5. SMARTER GOALS: RELEVANT

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate that teaches professional advocates, educator, and clinicians the best practices in education advocacy.