# goals, objectives and the future Keeping track of your goals

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1 Session 24 goals, objectives and the future Keeping track of your goals WHOSE FUTURE GOAL 19: You will learn to keep track of goals and objectives. Hey! By now you ought to be a pretty good goal writer. A regular Wonder! working on the goal or how much more work you need to do. Remember the Energizer Bunny? So the goal doesn t go on and on and on and on and on and on and on... And the only way you ll know is to track your progress on reaching the goal. But you want to know something? You ve got one more important piece of the goal writing puzzle to put in before you get your Look back to these Wizard s Hat. rules that I kept bringing up over the last few sessions. One of those rules said that goals and objectives needed to be measurable, right? Why make them measurable? Sure...so that you can tell how well you are doing in reaching that goal or objective. So you know when to stop Guess who usually keeps track of how you re doing on your IEP goals? Correct... your teacher! It s part of her or his job, right? So why should you do that job? I mean, your teacher makes a lot more money being a teacher than you make being a student. HELPFUL HINT: Never bring up the topic of how much money teachers earn with your teacher. Why? Well, let s just say that teachers don t make near the amount of money they should make for putting up with you and your friends and grading all those papers and coming to all those meetings and...well, you get it. No one ever became a teacher to get rich. Which makes you wonder...why would anyone become a teacher? Well, believe it or not, almost everyone who becomes 217

4 pretty long and boring thing to call that method. Instead, I ll call it the Check-a-Box method, cause every time you do it, you check a box. OK. That s good. But, what if the goal read like this: Bart Simpson will make a B or better on six math tests in a row by the end of the semester. What s different about this, you ask? Well, three little words that make all the difference in the world. On the last goal, all Bart had to do was get a B or better on six tests. It didn t matter when he did that. But on this goal, he has to get six in a row. That s a lot harder. Plus, you can t just use the Check-a- Box method. Instead, Bart will have to use a tracking sheet that uses a lot of boxes to track, like this: Times in a row I have earned a B or better OK. So Bart starts working on this the first week of school, and lo and behold he gets an A right off. His sheet will look like this: Times in a row I have earned a B or better Now, say that the next two weeks Bart got at least a B. His tracking sheet would look like this: Times in a row I have earned a B or better Gosh, he s half way there. Three times in a row he got a B or better. But, suppose the fourth week Bart gets a C. Bummer. He had three in a row, but that ended. On the fifth week he got another C. But on the sixth week, he got an A. Now his sheet looks like this: Times in a row I have earned a B or better This means he s starting to count the times in a row he gets a B or better again. You see how this works? It may take a few tries but eventually Bart will get six in a row. Bart got it on the fourth try. His final tracking sheet looked like this: Times in a row I have earned a B or better We are going to call this method the Check-a-Row method. You check how many you got right in a row. 220

5 One more type of tracking and then you can work on figuring out the best way to track some of your goals. Let s say that Bart is a real lucky guy and he takes a math quiz every day at school. Imagine the fun! Anyway, in that case his goal might read like this: Bart Simpson will make a B or better on 100 math tests by the end of the year. OK. Now, you might think that you could just use the old Check-a-Box method to track this, right? I mean, it s just counting. The problem is that your sheet would have to look something like this: I mean, it s possible, but who wants to mess with it? You d surely spill coke or drool on it when you fell asleep during class or your dog would eat it or something would happen to it. Plus, you d end up counting all these boxes every time just to figure out how many you had left and you d probably skip one or so and have to start over every time and...well, you get the point, right? Not very useful. So, how do we deal with this problem? Charting. We ll call it the Chart-a- Point method. Instead of checking boxes every time you get something right, you use a chart to tell how things are going. Let s go back to Bart s new goal...the 100 times one. OK. So poor overworked Bart takes a test every day. Let s say that he gets a B or better on 12 of the first 20 tests (for the first month). One way to track this is to use a Bar Chart. A Bar Chart is just what it sounds like a chart using a Bar. Tricky, eh? OK. So Bart is using a Bar Chart and he is going to track his Bs and As. At the end of the first month, his chart might look like this H o w m a n y A s o r B s I h av e e ar n e d Month 1 Month 1 Believe me, this gets easier to see as we go along. By the way, you can buy graph paper that makes charting easy...you don t have to draw all these numbers and lines. OK. Now, in the second month Bart gets 14 grades of B or better. His chart now looks like this: H o w m any A s o r B s I h ave e ar n e d Month 1 Month 2 Month 1 Month 2 The bar on month two tells how many B or better grades he has earned in the last two months. Let s jump ahead two months and see how he s doing. 221

6 How many As or Bs I have earned Month 1 Month 2 Month 3 Month 4 Month 1 Month 2 Month 3 Month 4 At the end of four months, Bart was halfway to reaching his goal. You get the picture so we won t take that example any further. However, there are other types of charts than Bar Charts that might be used. One is called a line chart. Instead of little bars, the chart uses...you guessed it...a line. Here is what Bart s chart would look like after four months if he was using a line chart: How many As or Bs I have earned As or Bs Month 1 Month 2 Month 3 Month 4 You see that instead of bars, there are points on the graph that are connected by lines. In fact, there are a lot of types of charts that you could use. If you are using any of the Chart-a-Point methods you will probably need to start by getting some assistance from someone to help you set it up and teach you how to track all those things. Check with your teacher, it s one of the things they do for a living. Take a look at these goals and choose which method you would use to track the goal. Work on that and then check the cheat sheet that follows it to see whether you agreed or not. Goal: Bart Simpson will skateboard at least four laps around the track for five days in a row by the end of the month. Goal: Lisa Simpson will practice her saxophone 300 days this year. Goal: Marge Simpson will go to the library six times this month. Goal: Homer Simpson will watch ten hours of television a day for 7 days in a row. What do you think? Here s what I checked on these, but first...if you checked Check-out! on any of them go back and read the lesson again you obviously were sleeping and drooling on the page again! 222

8 Okay. So that s it for now. Before the next session, you should have: Looked at the goals in your IEP and the goals you have written to figure out how you might track them. Talked with your teacher about tracking goals. Later. 224

9 Session 24 Summary Sheet Keeping track of your goals WHOSE FUTURE GOAL 19: You will learn to keep track of goals and objectives. You recognized that by measuring a goal you can track your progress on reaching that goal. You saw that it would be worth your time and effort to track your own goals. You learned three different ways of tracking goals. You looked at goals that are in your IEP and goals you have written to see how you could track them. You saw that your teacher is a good resource to help you learn to track your own goals. 225

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