All of my goals are written based on the student's current level of performance (baseline) and the following:

• Behavior
  • Identifies the performance that will be observed and measured
• Condition
  • Specifies under what conditions (using what materials, in what setting, with how much support) the behavior will occur
• Criteria
  • Identifies how much progress the student is expected to make within a year for the goal to be met (in other words, to what level the student will need to perform the behavior to be successful)
• Timeframe
  • The amount of time (year, weeks, specific date) it will take to attain the goal given the specified level

Measurable Articulation Goals and Language Goals I use on a regular basis.

Here are measurable Phonemic Awareness Goals for use with identified students.