Setting instructional goals is one of the most important activities of special educators. When goals are clearly known by students and teachers, corrective action can be initiated quickly to ensure continued progress when a student's performance deteriorates (Howell, Kaplan, & O'Connell, 1979). Setting ambitious goals has been shown to have a positive effect on how special education teachers teach, as well as how their students achieve (Fuchs, Fuchs, & Deno, 1985; Fuchs, Fuchs, & Harnlett, 1989).
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Koorland et al. (1990) studied this question.
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