Write IEP goals that are observable and measurable. Avoid goals that deal with attitude, since a student's attitude cannot be directly and objectively observed and measured. Short-term benchmarks should be specific in regard to what behavior is be observed and measured, under what conditions it takes place, and what is the criterion for success. Do not write a goal that says something like "Johnny will pay attention in class," or "Johnny will respect his teachers." There is no way to know whether Johnny is paying attention or daydreaming, or what his actual thoughts are about his teachers. Instead, write something along the lines of "Johnny will sit quietly for the entire class period," or "Johnny will use a soft tone of voice when speaking to the teacher, in four out of five observations."
Specify the details of data collection for each goal. State what types of data will be collected and who will collect it. Use a variety of measurement and data collection types, whenever possible. Using different types of data ensures that the measurement of progress will be accurate, and that any problems in the student's level of performance will not be overlooked. Types of data include direct measurement (data charts, observation notes, standardized and teacher-designed tests); indirect measurement (rubrics, behavior scales, teacher interviews, self-observations); and authentic measurement (work samples, portfolios, student interviews).
Set aside time for data collection and compilation on a regular basis. The school day is busy for a teacher, and it is easy to overlook tasks that are not on the schedule. Data should be collected often and compiled regularly. Collecting data only once per grading period will not provide an adequate measure of progress. More frequent collection of data provides a better measure and allows the teacher to respond with confidence if a parent inquires about the student's progress.