Goals and Objectives for the Unit Plan

Quick Assessment n Goals & objectives should contain: –Clear Conditions –Observable Behavior –Measurable Criteria n Using your pre-test, practice writing a goal using these three parts. n How confident are you that your goals include these parts? Work Sample Seminar2

Your Unit Plan begins with an observable measureable objective n

Goals  Objectives go from General to  Specific IEP Goals IEP Objectives Unit Goals Step Objectives Lesson Objectives State Standards

Example: IEP Goal n After reading narrative or expository texts written at the fourth grade instructional level, Jane will accurately write the answers to 8 of 10 literal and / inferential comprehension questions by [day/month/year].

Example: IEP Short term objective Given a narrative text written at the fourth grade instructional level, Jane will correctly write the answers to 8 of 10 literal and inferential comprehension questions about the text.

Example: Unit Objective Given a narrative text (written at the fourth grade instructional level), Jane will correctly write answers to literal comprehension questions focused upon story elements (e.g. character, setting, sequence of 3 main events) with 80% accuracy by November 24, 20--.

Example: Unit Objective Given a 3rd grade expository textbook; the students will open the book to requested text features (e.g. title page, table of contents, glossary, index) and correctly write answers to questions derived from each feature with 80% accuracy by March 14, 20--.

Goals & Objectives n Purpose: –tell what students will know or do n Key question: –“What do we want students to know or do?” 9

Objectives are meaningful outcomes. Will others recognize it as an indicator of skill attainment? Outcomes v. activities

Objectives are meaningful outcomes. Outcomes or activities? a. Students will highlight the vocabulary words in their text. b. Students will be pretested on new vocabulary words and their meanings. c. Students will read the word and give a synonym or simple definition. d. Students will practice words and definitions with their partners.

Learn the steps of the strategy When asked by the teacher at the beginning of the lesson, students will say the 3 steps of the paragraph shrinking strategy correctly for 3 consecutive days. Identify the main idea in a paragraph. After reading an expository paragraph at the 4th grade level, students will use the paragraph shrinking strategy to correctly tell the main idea in 4 out of 5 paragraphs. Your unit may have one or more desired outcomes. Example:

Read the new words in isolation When presented a list of 20 high frequency words from the Kucera- Francis 3rd grade list, the students will read at least 90% of them correctly. Read the new words in context When presented with text at the 3rd grade level containing 20 high frequency words from the Kucera- Francis list, each student will read them with 95% accuracy.

Verbally identify five story elements After reading a short story from the 5th grade anthology, students will verbally identify at least 4 of the 5 story elements (characters, setting, problem, actions, and ending). Write five story elements on a story map After discussing the short story in class, students will summarize the story by writing 5 story elements on a story map and writing a descriptive phrase about each one. Your unit may have one or more desired outcomes. Example:

Write in terms of outcome performance  Not too specific and not too global.  For a 6 to 12 lesson unit. Example: When given 10 new vocabulary words from the unit on old growth forests, the students will write three words they associate with each target word (category, synonym, antonym or example) with at least 90% of the words being relevant and appropriate.

Write in terms of outcome performance Nonexample: When the teacher shows the word canopy, the students will correctly say the definition. Nonexample: When given classroom reading assignments, students will show an increase in their overall vocabulary recognition of at least 50 words.

17 Behavior The behavior identified in the goal needs to be clearly defined and directly observable and measurable –Examples of clear observable behavior: Points, reads, writes, types, says, raises hand appropriately, etc. –Non-examples – Knows, discovers, recognizes, understands, etc. Be able to (we want to know what the student actually does not what we think they are or aren’t able to do) –we cannot directly observe these behaviors, therefore we cannot be sure of student progress.

Stated in observable, unambiguous terms “will understand” “will demonstrate their ability to” “will know” The behavior

Think: SAYWRITEDO saywritepoint to read aloudprinthold up statetypeunderline nametracecircle match touch The behavior

The conditions  Make clear to the reader how the performance will be evaluated  Include important information How many? What kind? How given?  include when accommodations or modified settings are used  Any assistance or accommodation provided during, or immediately before the assessment  Description of the evaluation setting

Example objective n By July 20, Zara will place pictures of the story events in sequential order, when given a story worksheet with pictures of five story events in random order with partial physical prompting with 100% accuracy on 4/5 opportunities as measured by daily end of lesson probes. 21

The conditions Example: “When given a story worksheet with pictures of five key story events in random order with full physical prompting,…” how many what kind how given

The conditions Example: “When given a story worksheet with five key story events in random order with partial physical prompting,…” how many what kind how given

The conditions Example: “When given a story worksheet with five key story events in random order with verbal prompting,…” how many what kind how given

The conditions Example: “When given a story worksheet with five key story events in random order,…” how many what kind how given

26 Condition Examples– Find “How many, what kind, how given” n Reading –Given a timed 1 minute DIBELS Oral Reading Fluency Probe at a 2 nd grade level with use of a bookmark to aid in following along, Jaime will…(Note the Accommodation) –Given the beginning phonics skills test that includes all the most common sounds of the 26 letters of the alphabet Susan will… –Given the primary phonics skills test that contains 62 words with the most common digraphs, VCe rules and word endings, Juan Carlos will… –Given a story read aloud to the student and 5 literal and inferential questions asked by the teacher – Taniqua will…

27 What is wrong with the following Condition? n Given a 2-minute timed reading sample… –What grade level is the passage from? –What genres are the reading samples from? Content area? Narrative/Expository? Because difficulty of passages can vary depending on the source of the passages it’s important to specify where the passages are from For a fair evaluation of student progress it’s important to keep the difficulty level of the passages consistent

Your turn n Write the condition for your objective – make sure to include –How many –What kind –How given Slides taken from various sources thanks to DIBELS/IDEL Research Team 28

…Can be stated in a variety of ways: Examples: "...with 100% accuracy." "...correctly in 5 trials out of 6." "...capitalizing each proper noun in each sentence." "...including all 5 parts of the text structure." "...at a rate of 50 correct words per minute." "...with no more than 2 errors.” "...for three consecutive days.” "...with 80% accuracy for three consecutive days.” This depends on the learner. Key question: “Are you convinced the learner has mastered the skill?” The criterion

…Must make sense. Nonexample: “…solving all 10 problems with at least 95% correctness.” The criterion

Use OBSERVABLE, MEASUREABLE terms Don’t use ambiguous terms. Nonexample: “…80% of the time as determined by teacher observation.” The criterion

Your turn n Write the criterion –Does it make sense? –Is it ambitious? –Is it reasonable? –Does it catch the student up? Slides taken from various sources thanks to DIBELS/IDEL Research Team 32

33 What would you change about the following goal? n Given instructional level text the student will read and comprehend the information based on teacher judgment. n Change to a correctly written goal: __________________________________ _____________________________________ ______________________________

YOUR TURN Behavior: Students will read the word and give a synonym or simple definition… Conditions: _______________________________________________ ________________________ Criterion: _______________________________ ________________________________________ How might a teacher measure / assess student learning (the outcome of this objective)?

YOUR TURN Behavior: Students will state the main idea and tell two important details… Conditions: _______________________________ ________________________________________ Criterion: _______________________________ _______________________________________ How might a teacher measure / assess student learning (the outcome of this objective)?

B. Rationale for Objective Assessments data –“All three students scored low in the reading comprehension segment of the reading inventory.” Linked to Oregon or district standards –“Word recognition, as part of fluent text reading, is an Oregon benchmark skill.” IEP goals –“Since Kevin and Talia have word recognition objectives on their IEPs…”

Discussion: Begin to brainstorm (write drafts): Focus of your work sample –What skills and strategies do you hope to address? –What is your rationale for working on this focus? Rationale: –Direct link to IEP goal / objective –Direct link to Oregon Benchmark Standard –Direct link to Assessment Data

Rubric: Goals & Objectives To meet criteria, the unit objective(s) must: ❑ be related to district or state literacy standards, ❑ stated as learning outcomes (not activities), and contain: ❑ conditions related to important instructional factors, ❑ an observable, verifiable behavior, and ❑ a measurable criterion. The rationale must: ❑ make a clear link between the unit objective(s) and students’ IEP goals and objectives and/or recent assessment data.