Assignment 1D Worksheet 1

Every Goal and Objective should possess 4 critical components according to Texas Standards : A. Timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion. B. Conditions specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for a student to reach the goal. The condition of the goal should relate to the behavior being measured. For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition. C. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured. D. Criterion identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected. Examples: Timeframe Condition Behavior Criteria In 36 instructional weeks using decoding skills and oral practice within a 3rd Grade passage Joseph, a 3rd grade student, will read 70 words per minute with fewer than 10 errors By the end of the 2011- 2012 school year given counseling with explicit instruction in 3 types of anger management techniques Sara, a 10th grade student, will utilize anger management techniques to reduce elopements from the classroom as evidenced by remaining in classroom 90% of the day at least 4 days per week Time Frame By May 15, 2012 Condition given a 4th grade story prompt and 30 minutes to write Behavior Linda, a 4th grade student, will write Criteria a three-paragraph essay using transition words in sentences and between paragraphs with 5 or fewer errors In 36 instructional weeks, when provided a visual schedule of the daily routine and asked, “What comes next?” Christina, a 4-year-old student will verbally state the correct activity In 4 of 5 anecdotal notes recorded. By May 15, 2012 given a shirt with 1/2- inch buttons and fine motor skill instruction Jose, a 6th grade student, will button his shirt appropriately By getting all ½ inch buttons in the correct buttonholes without

assistance 4 of 5 tries. Scenario Example: Megan struggles with addition and subtraction Time Frame In 36 instructional weeks Condition when provided a 100s chart Behavior Megan a 4 th grade student, will complete 10 addition or subtraction problems Criteria independently with 80% accuracy on charted trials. Annual Goal In 36 instructional weeks, when provided a 100s chart Megan, a fourth grade student, will complete ten addition and/or subtraction problems independently with 80% accuracy on charted trials. Susie has difficulty turning in assignments on time The school year of 2023- 2024 When given assignment only finishes half or 1/3 then turns it in. Susie does get distracted by her friends in class and when she gets moved to another seat, she still does not complete her work. Remaining of the classroom 80% of the day 4 days a week. Get Susie to turn her work in two days before it is due so she can have time to move into the next assignment. Jim does not socialize well with fellow classmates Before the end of the first semester When given a friend in class. Jim shuts down and becomes quiet Jim would rather sit in the corner of the classroom than interact with other students. We do group discussion and activities but never participate. Pulling Jim into partner/group work 90% of the time. Get Jim at least 1 or 2 friends by the end of the school year. Pedro reads 2 years below grade level The school year of 2023-2024 When Pedro is given a chapter book, he gets upset and goes to the library and picks a picture book. Pedro reads picture books rather than chapter books, so his reading is so low because he is not reading the books he is Giving Pedro 100% of a reading challenge and having a check list of all the books he has read. Have Pedro go up 2 years above his grade level.

-References: - Texas Education Agency (2008). Standards-Based Individualized Education Program (IEP) Guidance . Retrieved January 2008 from http://ritter.tea.state.tx.us/special.ed/guidance/ -West Virginia Department of Education (2004). Connecting West Virginia Content Standards and Objectives to Individualized Education Program (IEP) Development. Retrieved January 2008 from http://wvde.state.wv.us/ose/StandardsBasedIEPs.pdf -National Association of State Directors of Special Education: Project Forum (2007). Standards-Based Individualized Education Program Examples . Retrieved January 2008 from http://www.projectforum.org/ -National Association of State Directors of Special Education: Project Forum (2007). A Seven Step Process to Creating Standards-Based IEPs . Retrieved January 2008 from http://www.projectforum.org/ -National Association of State Directors of Special Education: Project Forum (2010). Standards-Based IEP: Implementation Update. Retrieved August 2011 from http://www.projectforum.org/ -Texas Education Agency (2007). Texas Essential Knowledge and Skills (TEKS) . Retrieved January 2008 from http://ritter.tea.state.tx.us/teks/index.html - TEA Special Education www.tea.state.tx.us/special.ed/ -IEP Annual Goal Development Question & Answer Document Section 1: Measurable Annual Goals -Critical components and examples were taken from: Individualized Education Program (IEP) Annual Goal Development, Measurable Annual Goals Academic/Standards-Based Goals Functional Goals “ Question & Answer Document”.