Case Scenario Practice for measurable goals by Alexandra Townes

Write one measurable annual IEP goal that addresses Elijah’s needs in either written expression or math problem-solving — two areas in which he is currently below grade level.

atownes — 2025-08-03 01:18:54 UTC

Be sure your goal is:

Specific

Measurable

Attainable

Relevant

Time-bound (SMART)

Write one measurable annual IEP goal that targets Elijah’s inattention, organization, or impulsivity in the general education classroom.

atownes — 2025-08-03 01:19:10 UTC

Include the skill to be developed, the setting, and the criteria for success.

Explain how the two goals you wrote support Elijah’s early postsecondary preferences and long-term independence.

atownes — 2025-08-03 01:20:26 UTC

Reference the case study data and early transition insights to justify your alignment.

2025-08-05 23:49:33 UTC

Elijah will create a paragraph with a topic sentence and two supporting details.

2025-08-05 23:50:51 UTC

During a working a period Elijah will work for 5 minutes without getting up out of his seat and shouting out.

2025-08-05 23:52:11 UTC

They help set him up for building stamina ( 5 minutes and work your way up) and the writing piece helps scaffold him to become a better writer.

Writing Expression Goal - Breakout Room 4

2025-08-05 23:52:48 UTC

Elijah will improve written expression by using a graphic organizer to produce three-paragraph essay that includes a clear introduction, a supporting body paragraph, and a conclusion with 80% accuracy in 4 out of 5 writing tasks, as measured by an exemplar writing sample or teacher created rubric over the course of the first quarter.

2025-08-05 23:55:02 UTC

Goal for Elijah

In Math, Elijah will solve 5 multi-step real world word problems including a variety of multidigit numbers, decimals and fractions accurately 80% of the time over a 2 week period.

Executive Functioning/Behavior Goal-Breakout 4

2025-08-05 23:57:54 UTC

Elijah will improve assignment organization using a teacher created checklist and teacher modeling with 80% accuracy in 4 out of 5 weekly assignment, as measured by individual chart.

2025-08-06 00:00:27 UTC

Elijah will demonstrate impulse control by raising hand, writing notes, and/or wait to be called on 3 times over a 15 minute period.

Connection - Breakout 4

2025-08-06 00:02:20 UTC

To support independence Elijah is held accountable using his own individual chart. Using planning and organizational tools will support Elijah in best practices to achieve his personal hopes and dreams. Tapping into what Elijah feels are some of his strengths will enhance his success.

2025-08-06 00:04:51 UTC

Goal: Given a grade-level writing prompt and and access to graphic organizers and editing checklists, Elijah will independently plan, write, and revise a multi-paragraph essay that includes a clear topic sentence, at least three supporting details, and a concluding sentence, with fewer than 3 grammatical or spelling errors per paragraph in 4 out of 5 trials, as measured by teacher-created rubrics and random writing samples.

2025-08-06 00:06:39 UTC

With the impulse control, he is working on prosocial behaviors that allow him to work with others as a team allowing his voice and other voices to heard/shared equally. Additionally, his impulse control can assist him with his wanting to drive a car later in his life as he will be making many quick decisions. He has to be able to think rationally in a controlled manner and not make impulsive decisions that can affect his safety or others. His math goal will assist him with understand general application of math skills/computations if he wants to work on building things as he grows older or becomes a teacher. Possibly he wants to engineer mechanical objects and needs to understand how to apply concepts and skills to unique real world situations.

Break out 1

2025-08-06 00:17:33 UTC

Given direct instruction in self-regulation strategies and visual or verbal prompts as needed, Elijah will demonstrate the classroom expectations (i.e.following directions, remaining on task, using coping strategies when frustrated) by engaging in an undesirable task with and reducing instances of non-compliant or off-task behavior to no more than 5 or fewer occurrences per day as measured by teacher observation data and behavioral tracking charts.

2025-08-06 00:19:29 UTC

Break out 1

Skills like staying focused, finishing tasks, and handling frustration in a calm way are key for success after high school. They help Elijah manage responsibilities, solve problems, and interact well with others—whether he’s in college, on the job, or living independently.

Break out 1

2025-08-06 00:24:15 UTC

Jobs require employees to follow directions, complete tasks independently, regulate emotions, and interact appropriately with supervisors and coworkers. Reducing off-task or non-compliant behavior increases Elijah's employ-ability and workplace readiness.