1. Examples of Goals

2. ELA: Content Example
Marty will independently choose and use an appropriate graphic organizer to organize content and generate a summary of grade level text with 80% accuracy for 8 out of 10 trials by April 23, 2014 as measured by work samples.
DON’T READ THIS OUTLOUD
PLOP: Marty can read grade level text and answer literal questions if given visual supports within the text to help her locate the answers. She can write in a conversational tone but does not use conventions. She has trouble identifying what is important in a text versus what is not and she does not sequence events in order so she has not been able to produce a summary including main ideas and details. Given appropriate supports, including graphic organizers, she can begin to organize information. She needs to expand her use of various graphic organizers for various purposes.

3. ELA: Skill Example
Given a series of 4-6 events, Marty will independently arrange the events in order with 90% accuracy for 4 of 5 trials by April 23, 2013 as measured by work samples.
Need to be able to sequence to summarize with use of organizer.
This is a prerequisite skill to summarizization.

4. ELA: Content Example Given 6 paragraphs of written materials
at 8th grade level of difficulty and audio
recording of the text, Jay will correctly
answer 95% of literal comprehension
questions for 5 consecutive assessment questions by March 22, 2014
DO NOT READ
PLOP—student is reading 52 ‘wcpm’ on reading fluency probe at 8th grade level and typical peers are reading 130 wcpm. On progress monitoring probes can reach benchmark on 4th grade probe—80 wcpm

5. Given a grade 6 reading passage, Jay will read 80 words correct in one
ELA: Skill Example
Given a grade 6 reading passage, Jay
will read 80 words correct in one
minute, in three of four trials by
January 28, 2014 as measured by fluency probes.
We know that Jay is reading 52 ‘wcpm’ on reading fluency probe at 8th grade level and typical peers are reading 130 wcpm. If he increases his fluency he will most likely increase his comprehension. Fluency is a skill that is directly linked increased comprehension

6. ELA: Poor Example Given one chapter (20 pages) of written
materials at the 8th grade level of
difficulty, Jay will correctly answer 25%
of literal comprehension questions for
5 consecutive trials.
What is missing? What makes this a poor quality example?
Discuss why this is a poor quality goal: Expectation (Low level), why 20 pages for a goal?
How could it be better ?

7. Independent Functioning: Example
Donald will independently locate each
of his classes using a picture schedule
and transition from one class to
another within the 5 minute passing
time for all of his classes each day by
Nov.1, 2014 as measured by daily checklist.
Independence is independence!! If a student is expected to do something independently it means with limited supports and with 100% accuracy. If it is less than 100% it is not independent!
Non academic example.
Objective could be do it 3 days per week, or 4 of the 6 classes 5 days per week.

8. Independent Functioning: Poor Example
Donald will locate at least one of his six classes using a picture schedule and transition from one class to another within15 minutes one time per week.
Discuss why this is a poor quality goal.
Not moving to independent functioning, if goal is independence, then must be independence.
Needs to go to all six classes on time.
How could it be better?