Strategies for Setting Data-Driven Behavioral

Individualized Education Program Goals

Authors: Teri A. Marx, PhD, and Faith G. Miller, PhD

Strategies for Setting Data-Driven Behavioral
Individualized Education Program Goals

Teri A. Marx, PhD

National Center on Intensive Intervention at the American Institutes for Research

Faith G. Miller, PhD

University of Minnesota–Twin Cities

The authors would like to thank Dr. Chris Riley-Tillman and Dr. Mitchell Yell for their helpful feedback on
this guide.

February 2020

1000 Thomas Jefferson Street NW

Washington, DC 20007-3835

www.intensiveintervention.org
Contents
Page

Introduction .................................................................................................................................... 1

What Do Quality Behavioral IEP Goals Include? .......................................................................... 2

How Do We Know Which Behavior(s) to Address Through an IEP Goal? ................................... 2

Identify, Prioritize, and Operationalize Behavior(s) ................................................................. 3
Identify the Function of the Student’s Behavior ...................................................................... 3
Identify and Operationalize a Functionally Relevant Replacement Behavior That
Can Be Taught and Progress Monitored .................................................................................. 3

What About the Behavior(s) of Concern? ..................................................................................... 4

How Do We Set Goals and Progress Monitor? ............................................................................ 4

Determine the Measurement.................................................................................................... 5
Establish Baseline of Student Performance ............................................................................ 5
Set a Measurable and Realistic Goal ....................................................................................... 6
Evaluate Progress Using Graphed Data ................................................................................... 6

What Are the Common Challenges and How Can We Address Them? ...................................... 6

Resources and Tools ..................................................................................................................... 6

Glossary .......................................................................................................................................... 8
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 1

Introduction
The purpose of this document is to provide
an overview of behavioral progress Why is setting goals important?
monitoring and goal setting to inform data-
We can’t determine if what we’re doing is
driven decision making within tiered
working if we don’t know what success looks
support models and individualized
like and track progress across time!
education programs (IEPs).

The 2017 Supreme Court decision Endrew F.

v. Douglas County School District What Is DBI?
highlighted the importance of monitoring
DBI is an ongoing, systematic process that
students’ progress toward appropriately
integrates assessment and instruction.
ambitious IEP annual goals and making
changes to students’ educational programs
when needed. The process for setting an
IEP goal should be closely tied to progress
monitoring, a valid and reliable method for
providing frequent, ongoing assessment of
a student’s performance.

What is the purpose of behavioral

progress monitoring?
 To collect frequent, repeated, and
ongoing information regarding
student performance to support
timely and defensible data-based
decision making about behavioral
supports.
 Helps ensure links between
assessment and
instruction/intervention within data-
based decision-making processes,
including data-based
individualization (DBI).
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 2

What Do Quality Behavioral IEP Goals Include?

Componentsa Examples Sample goal language

When mastery will be

Time frame By the end of the academic year, . . .
obtained
Task material/tool When presented a difficult task, . . .
Assessment
Grade level During whole group math instruction, . . .
condition
Setting/timing During social skills instruction, . . .

Observable, Student will use a learned strategy to de-escalate . . .

Target behavior functionally relevant Student will appropriately ask for help . . .
replacement behavior Student will appropriately seek peer attention . . .
None Independently . . .
Supports needed
Reminder With no more than two reminders needed . . .
(if applicable)
Prompt When prompted . . .
Accuracy From 50% accuracy to 80% accuracy . . .
Level of proficiency/
Timeline At least 80% of the instructional period . . .
timeline
Number of trials During 8 of 10 peer interactions, . . .
Direct observation As measured bi-weekly, 20-minute systematic direct
Direct behavior rating observations
Measurement
(DBR) As measured by DBR
Frequency counts As measured by daily frequency counts
aAlways check with your state or district regulations, policy, and/or guidance first.

How Do We Know Which Behavior(s) to Address Through an IEP Goal?

Setting behavioral IEP goals for a student with a disability often poses a challenge for
educators because behavior(s) of concern may change more frequently than reporting
and/or goal review requirements under the Individuals with Disabilities Education Act (IDEA).
As a result, the following recommendations may support behavioral IEP goal development:
 The behavior should be observable, measurable, and amenable to change.
 The goal should focus on student behavior, not educator behavior.
 The goal should address the present levels of academic and functional performance
identified through data collection (i.e., Antecedents, Behaviors, and Consequences [A, B,
and C] checklists; target behavior interviews; classroom observation).
 The goal should focus on a skill the student needs to master.

The steps that follow outline how we can ensure that our IEP goals appropriately address
student needs.
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 3

Identify, Prioritize, and Operationalize Behavior(s)

Identify Prioritize Operationalize

First consider the school/ If a student Practice defining
classroom context by answering demonstrates behaviors of concern in
the following question: Do data multiple behaviors of observable and
suggest that a specific behavior is concern, prioritize measurable terms.
a broader issue impacting more which behavior(s)
 Delineate boundaries
than one student? should be addressed
(i.e., anchored
(e.g., high intensity,
 If so, consider adjusting the examples and
increased frequency,
classroom environment. nonexamples).
dangerous, or self-
 If not, collect additional injurious).  Aggression is hitting.
information about Antecedents, Aggression is not
Behaviors, and Consequences. patting peer on
back/high five.

Identify the Function of the Student’s Behavior

 Why is the student engaging in the behavior? Remember!
• Is it to get something (e.g., attention from peers/ Behaviors are not just
teacher)? problematic to others,
like disruptive behavior.
• Is it to avoid something (e.g., difficult task)?
They also include
• Is it because the student doesn’t have the necessary behaviors that are
skills (e.g., academic, functional, or social-emotional)? problematic to the student,
 Consider these Common Problem Behaviors and Some such as internalizing/
Usual Suspects for Functional Antecedents and withdrawing; social skills,
Consequences. organizational, or attention
deficits; or a lack of
Identify and Operationalize a Functionally Relevant engagement.
Replacement Behavior That Can Be Taught and Progress
Monitored
 Replacement behaviors are observable and teachable behaviors.
 Replacement behaviors address the same function as a student’s behavior of concern
but in a more socially acceptable way.
 Replacement behaviors are measurable.
• This may require operationally defining the replacement behavior (including creating
anchored examples and nonexamples).
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 4

Important Reminders!
 IEP goals should focus on the replacement behaviors.
Example:
Miranda will increase the frequency of raising her hand in class.
Nonexample:
Miranda will decrease the frequency of loud outbursts in class.
• Why is this a nonexample? Although we certainly want loud outbursts to decrease
(and can continue to measure this target behavior), an IEP goal should focus on what
we want the student to learn and be able to do after a skill/replacement behavior is
taught to the student.
 Some behaviors (e.g., escape/avoidance) may be reduced or eliminated solely by
addressing academic deficits. In these instances, a team may determine that monitoring
academic performance on the IEP is sufficient.

What About the Behavior(s) of Concern?

A behavioral IEP goal should focus on an observable replacement behavior, but we can
simultaneously monitor the student’s behavior of concern to determine if/when a change to
the student’s program is needed. Collecting data on both behaviors of concern and
replacement behaviors also allows the IEP team to provide more timely information
to parents and families.

How Do We Set Goals and

Tool Highlight: Direct Behavior Rating (DBR)
Progress Monitor?
• DBR is an evidence-based and feasible method for
Determine the Measurement collecting data on student behavior that merges a
rating scale approach and direct observation.
 Tool/approach (e.g., observation, • DBR is used repeatedly to represent behavior that
DBR) occurs during a specified period of time (e.g., 4 weeks)
 Scale for measurement (e.g., and under specific and similar conditions (e.g., after
first period).
1–10 rating, frequency count,
For more information, see
percentage of time) https://www.dbr.education.uconn.edu/ assessment.
 Frequency of data collection (e.g.,
hourly, daily, weekly)
 Context for assessment (e.g.,
setting, individual responsible)
 Decision/evaluation rules (i.e.,
how will we know if the student is
responsive? And by when?)
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 5

Establish Baseline of Student Performance

Unless there is an ethical reason to begin immediate
intervention, we should collect at least five data points to
establish baseline performance. Ideally, these data should be
stable; highly variable data may suggest a need to collect
additional baseline data and revisit the operationally defined
behavior(s) and anchors for accuracy.

Set a Measurable and Realistic Goal

We should set a long-term goal (e.g., an annual goal in an IEP) at approximately 80%–90%
accuracy/frequently (for behaviors we want to increase) or 10%–20% (for behaviors we want
to decrease)—or at a rate/level that is commensurate with typical peers’ performance. We
may start with measuring progress at a lower rate/level (e.g., 60%) and increase the goal
because the student consistently demonstrates that he or she is meeting the goal at a lower
rate/level. Goal changes should be communicated with the student’s team, including the
student and his or her parent/family.

Increasing Academically Engaged Time Decreasing Frequency of Aggressive Behavior

Always include a goal line on the graph to help you visualize progress!

 The goal should be monitored with enough frequency to determine progress and make
timely instructional/intervention decisions.
 The goal should be measured using an objective, valid, and reliable measure (e.g., DBR,
systematic direct observation) rather than a more subjective measure (e.g., teacher
anecdotal notes).
 The goal should be realistic, yet ambitious.

• If peers aren’t expected to perform with 100% accuracy/frequency, we shouldn’t

expect that rate from students with disabilities.
• In many cases, setting a goal at 50% accuracy/frequency is basically saying that the
behavior will happen by mere chance alone. We need to raise expectations for
student performance to a rate commensurate with peers.
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 6

Evaluate Progress Using Graphed Data

 If you are trying to decrease the rate of a problem behavior (e.g., aggression, hitting,
kicking), we should expect to see the behavior decrease at a rate/level commensurate
with how peers are performing. No student is perfect 100% of the time.
 If it is a behavior that we are trying to increase (e.g., use of a coping strategy, academic
engagement), we should expect to see the behavior increase at a rate/level
commensurate with how peers are performing.
 If the student is meeting his or her goal consistently at the initial review date, consider
• gradually increasing the goal, or
• gradually fading supports but continuing to collect data.
 If the student is not making adequate progress toward his or her goal, consider the
following:
• Review data to adapt or intensify instruction/intervention.
• Change the reinforcer or increase the schedule of reinforcement.
• Revisit A, B, C data to ensure the intervention is addressing the correct function.
 Interpret student responsiveness to intervention by analyzing graphed data
(postintervention comparison to baseline performance) for variability, level, and trends.

What Are the Common Challenges and How Can We Address Them?
Schools collect a lot of data but lack Establish processes for regular input of
comprehensive data systems and collected data (assign roles and
processes to inform data-based responsibilities) and use data to inform
decision making in behavior. analysis of student response to
intervention/instruction in their area of need.
Challenges

Behavioral goals are set using Collect and analyze regular progress
Solutions

outdated or mis-specified data (e.g., monitoring data to truly understand the

not aligned to the appropriate nature/function of the problem and
function, address a “can’t do” underlying issues (e.g., Has the student
problem as a “won’t do” problem). demonstrated the appropriate behavior
previously? In other settings? Is the student
learning a new skill?).

Behavioral goals are subjective or Focus behavioral IEP goals on a skill that can
unmeasurable (e.g., student will be taught and measured (e.g., student will
improve motivation) or focus on use a self-management strategy).
measuring an adult behavior (e.g.,
student will raise hand with less than
three teacher prompts).

Focus behavioral IEP goals on what you want the student to start doing, rather than stop
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 7

Resources and Tools

NCII Behavior Progress Monitoring Tools. The National Center on Intensive Intervention
(NCII) has developed tools charts that are published to assist educators and families in
becoming informed consumers who can select academic and behavioral progress
monitoring tools. These charts display expert ratings on the technical rigor of assessments.
The submission process is voluntary, and reviews of all eligible submissions are posted on
the chart.

Monitoring Student Progress for Behavioral Interventions. This module focuses on

behavioral progress monitoring within the context of the DBI process and addresses
(a) methods available for behavioral progress monitoring, including but not limited to DBR,
and (b) using progress monitoring data to make decisions about behavioral interventions.

Recommendations and Resources for Preparing Educators in the Endrew Era. In this
webinar, Drs. Mitch Yell and David Bateman provide an overview of Endrew’s impact on
individualized instruction for students with disabilities and share six recommendations for
preparing educators to meet the clarified requirements under Endrew. Drs. Tessie Bailey
and Teri Marx illustrate how NCII resources and technical assistance supports can assist
states, local agencies, and educators in addressing these recommendations and improve
the design and delivery of individualized instruction in academics and behavior.

Behavior Support for Intensive Intervention. This course content is designed to support
faculty and professional development providers with instructing preservice and in-service
educators who are developing and/or refining their implementation of behavior support in
intensive intervention. Module 6 is particularly helpful in describing how to define, measure,
and monitor behavior, whereas Module 7 explains how to use that data to inform decision
making in the classroom.

IRIS Module: IEPs: Developing High-Quality Individualized Education Programs. This module
details the process of developing high-quality IEPs for students with disabilities. The module
discusses the requirements for IEPs as outlined in the IDEA, with implications of the
Supreme Court’s ruling in Endrew F. v. Douglas County School District.

IRIS Module: IEPs: How Administrators Can Support the Development and Implementation of
High-Quality IEPs. This module is designed for school administrators and offers guidance on
how to support and facilitate the development and implementation of high-quality IEPs,
including the monitoring of student progress.
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 8

Glossary
Annual Goal. In the IEP, annual goals are “academic and functional goals designed to meet
the child’s needs that result from the child’s disability to enable the child to be involved in and
make progress in the general education curriculum” [Sec. 300.320(a)(2)(i)(A), IDEA
Regulations, 2006]. An annual goal generally includes three parts: conditions under which the
goal will be achieved, the behavior that will need to be demonstrated, and the criteria for
mastery of the goal.

Condition. This specifies the setting, accommodations, and description of the assessment
method or the manner in which progress toward the goal is measured.

Direct Behavior Rating (DBR). A method for measuring a student’s behavior that involves
rating the behavior following a specified observation period.

Function. The purpose that the behavior serves for the individual (e.g., obtaining or avoiding
something).

Goal Line. A line on the student’s progress monitoring graph that connects the data point
representing the student’s baseline performance to his or her goal.

Individualized Education Program (IEP). A written document that is developed, reviewed, and
revised per IDEA that outlines the special education and related services specifically
designed to meet the unique educational needs of a student with a disability.

Level. The average value of a set of scores or ratings. You want to see an increase/decrease
(depending on the measured skill) in a behavior and between the baseline intervention
phases.

Present Level of Academic and Functional Performance (PLAAFP). The PLAAFP is a

statement in the IEP that describes “how the child’s disability affects the child’s involvement
and progress in the general education curriculum (i.e., the same curriculum as for
nondisabled children)” [Sec. 300.320(a)(1)(i), IDEA, 2017] and includes baseline data for
the annual goals.

Progress Monitoring. Progress monitoring is repeated measurement of student performance

used to inform instruction of individual students in general and special education.

Reliable. Reliability is the extent to which scores are accurate and consistent.

Replacement Behavior. The behavior the educator wants the student to engage in.

Systematic Direct Observation. The process of watching a person or environment for a

period of time and systematically recording behavior.
 STRATEGIES FOR SETTING DATA-DRIVEN BEHAVIORAL INDIVIDUALIZED EDUCATION PROGRAM GOALS 9

Target Behavior. In an IEP goal, the behavior identifies the performance being monitored
and reflects an action that can be directly observed and is measurable.

Trend. The direction or slope of the data path, which must be considered in light of the
target behavior (i.e., increasing engagement is good; increasing disruptiveness is not). When
analyzing graphed data for trends, you also may consider the steepness of the trends—or
how quickly data are increasing or decreasing.

Validity. The extent to which scores represent the underlying construct. In other words, the
extent to which the score means something (i.e., measures what it purports to measure).

Variability. Spread or consistency of the data helps determine if performance is stable or

variable. Highly variable data may indicate that your tool isn’t accurately measuring the
student’s skills, there are implementation fidelity issues, and/or that the behavior you
selected to measure isn’t appropriate.
About the American Institutes for Research
Established in 1946, with headquarters in Washington, D.C., the
American Institutes for Research (AIR) is a nonpartisan, not-for-
profit organization that conducts behavioral and social science
research and delivers technical assistance, both domestically
and internationally, in the areas of education, health, and the
workforce. For more information, visit www.air.org.

1000 Thomas Jefferson Street NW

Washington, DC 20007-3835
202.403.5000

Copyright © 2020 American Institutes for Research®. All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any
means, including photocopying, recording, website display, or other electronic or mechanical methods, without the prior written permission of the American Institutes for
Research. For permission requests, please use the Contact Us form on www.air.org.

This document was produced under U.S. Department of Education, Office of Special Education Programs (OSEP) Grant
No. HH326Q160001. Celia Rosenquist is the OSEP project officer. The views expressed herein do not necessarily represent
the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education
of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product
is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication
is not necessary, the citation should be: Marx, T. A., & Miller, F. G. (2020). Strategies for setting data-driven behavioral
individualized education program goals. Washington, DC: U.S. Department of Education, Office of Special Education
Programs, National Center on Intensive Intervention.
10037_2/20