The Roadmap to Success
Picture this: You’re planning a road trip. You’ve got the snacks, a playlist, and your GPS. But imagine setting off without knowing your destination. You have no idea where you’re going nor when you’ll get there. This may be fun for some folks, but it can also be a disaster. That’s what it’s like for individuals we work with if we don’t have clear learning goals in place. Just like any good trip, their learning journey needs both short term stops (goals), and a destination (long term goals).
As a BCBA with experience in clinical, in-home, and now center-based school settings, I’ve seen the power of setting strong long- and short-term goals across different environments. But working in an educational setting, particularly when it comes to IEPs (Individualized Education Programs), adds a unique layer of complexity—and a lot more passengers on the ride. You’re not just working with the student; you're working with teachers, parents, paraprofessionals, and sometimes even outside service providers. Getting everyone on board with a clear plan is a task in itself, but the payoff is huge when it all clicks into place.
Marla Watts-Pacheco, MS, BCBA
Why do goals matter?
Let’s start with the basics: why are goals so important? Setting clear, actionable goals gives us a way to measure progress, plant interventions, and create consistency across settings. Without them, how do we know if the interventions we are using are effective or if the student is actually progressing?
Short term goals serve as stepping stones. These are the smaller, more manageable milestones that help students achieve their long-term goals, which are usually broader and more substantial. Think of short-term goals as your pit stops along the way. You need to stretch your legs and fuel up if you’re going to make it to your final destination without burning out.
In my current center-based school setting, these goals aren’t just “nice to have”. They’re a necessity. Long-term goals could be anything from improving social skills, increasing communication abilities, or mastering routines of daily living. Short term goals might be teaching a student how to use a communication device and a controlled environment or encouraging them to ask for help when they’re stuck.
But here’s where it gets tricky. Working with an IEP team means that everyone involved – teachers, parents, related service providers, and sometimes a student – need to understand, agree with, and commit to these goals. Otherwise, that GPS is going to keep recalculating and no one’s going anywhere fast – no bueno.
Marla Watts-Pacheco, MS, BCBA
It Might be a Little Tough
I’ve had my fair share of meetings where everyone is talking about goals, but not necessarily on the same page. One person may prioritize academic success while a parent is more focused on social development or community skills. Finding that balance is like driving in bumper-to-bumper traffic: it can be frustrating, and you may feel like you’re not getting anywhere. But the good news is that it can be done. The key is buy-in. When the whole team buys into the process, the magic happens.
Getting Buy In:
Making it Everyone’s Goal
Start by involving the team from the get-go. Too often I think goals are created on a whim with professionals making decisions without enough input from those who know the student best: the parents. I make a point to sit down with both the team and the families before drafting goals to discuss their concerns, hopes, and the skills they see as most important.
Another strategy that’s worked well is transparency. I like to break down goals into “real-world” terms so that parents and teachers can see how short-term objectives will impact the student’s day-to-day life, whether it's getting on the bus independently, doing one chore at home, or saying “hi” to a peer of the same age. When people can visualize the result, they’re much more likely to stay engaged and committed.
Marla Watts-Pacheco, MS, BCBA
Lastly, don’t underestimate the power of small victories. Celebrate progress, no matter how small, and communicate those wins regularly. It's like getting closer to your next pit stop - you’re not at the final destination yet, but you’re making headway. This keeps the motivation alive and reminds everyone that the goals we set are working. Everyone deserves that positive, verbal praise! And if something isn’t working, no biggie – you can meet again with the team and see what we could do to improve.
Wrapping it Up: Final Destination
At the end of the day, setting long and short-term learning goals is like mapping out a journey. It can be tough to navigate, but when everyone is on board, the road is much smoother. So next time you’re at the table with teachers, parents, and the rest of the team, remember you’re not just setting goals for funsies – you’re setting the course for success. And the right buy-in, that’s a journey everyone will be excited to take.
written by
Marla
Watts-Pacheco
Marla Watts-Pacheco is a qualified behavioral health professional and behavior consultant specializing in family engagement, developmental disabilities, autism spectrum disorder, and organizational behavior management. She has been a behavior analyst, behavior specialist, and ABA therapist in clinic, school, and in-home settings. Outside of her professional work, she enjoys time with her family and exploring new places with her husband. Marla is a Board Certified Behavior Analyst with her Bachelors in Behavioral Science and Masters in Applied Behavior Analysis.
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