1. Writing and Updating measurable Goals and Objectives

2. You might know them as S.M.A.R.T Goals. Specific – Criterion, Conditions, Prompts Measurable - Observable Attainable – Success measured by? Realistic - Believable Timely

3. Measurable, Observable Student Response Observable –Action verbage Make it measurable!!! –Baseline –Progress from baseline to endpoint? –How will we know when success is achieved?

4. Action Verbage Observable –throw –kick –perform –show –walk –run –skip –Follow through –push –roll Not Observable –Understand –Know –Improve –Comprehend –Study –Realize –Be familiar with –Synthesize –Enjoy –Develop

5. Components of a Measurable Goal and Objective Conditions for performing the skill Measurable student response (behavior) Criterion or level of mastery Level of prompt (if necessary) –Gesture –Verbal –Model - visual –Partial Physical –Full Physical– hand over hand

6. Conditions Environment Structured vs. unstructured Modeled and prompted vs. independently With peers or adults

7. A Framework Given ______________ Student will _____________ From a baseline of _____ to ______ With a criterion of _________________ Condition (if needed) ___________________

8. Goal By September 1, 2012, Joe will increase object control skills in the area of throwing/propulsion as measured by a decrease in the need for assistance from hand- over – hand to only verbal prompting for 80% of the time.

9. Example Given 1-2 verbal cues in class, Joe will throw a small ball using correct overhand technique including; hand- foot opposition, weight transfer, and upper body rotation to a target 15 feet away 4/5 times.

10. Objectives Statement that describes a skill in terms of action, condition, and criterion: –1. Identify learner –2. Identify target behavior, which must be: observable, measurable, & repeatable –3. When the new behavior will be performed –4. Where will the behavior occur –5. Identify the criteria for acceptable performance K.I.S.S. principle.

11. Using MD PE Standards Piper will demonstrate the ability to enhance her performance of a variety of physical skills by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills.

12. Objective Given opportunities in class, Piper will demonstrate creative movement skills in order to perform 3 creative movement patterns in an individual/partner sequence with or without the use of implements.

13. How do I measure performance? Data collection Work Samples Teacher Checklist Student Checklist Running Record Informal Assessment

14. Data Collection Charting –Frequency –Duration –Percentages –ABC data Task analysis