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Exceed IEP Goal Bank2013-2014Joint School District No. 2
Changes: When you find errors in the goal bank in Exceed (duplicated goals, missing goals, typos, etc.), please take a screen shot of the error and attach it to an email to Gaye Keith. They may not get fixed immediately, but the goal bank will be updated/fixed periodically.
Adding goals to the bank: If you have a goal you frequently use and you’re sure that we don’t already have one like it available in the bank, please email your goal along with the associated standard (Common Core or current State standard), Domain (i.e.—IEP Written Language), and Area of Concern as already listed in Exceed (i.e.-Text Type & Purpose). Once it has been approved, your goal will be added to the bank.
Goals associated to Medicaid reimbursed Services- Color coded for suitable goals in areas of service or therapy. Red- Behavioral Goals for BI or Psychosocial, Orange-OT, Green-PT, Blue- Speech, Purple-Personal care Services excluded from Medicaid payments to school-based programs are Vocational Services, Educational Services (other than health related services) or education costs normally incurred to operate a school and provide an education and Recreational Services.
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ContentsAdaptive Skills (Goals associated to Behavior issues may be Medicaid reimbursed)..................................6
Functional Academics- (educational goals are not Medicaid reimbursed)..............................................6
Functional Communication....................................................................................................................11
Independent Living (Adaptive) (Activities of Daily Living as defined on PCS Assessment).....................15
Personal Care.........................................................................................................................................16
Self Help (Behaviors).............................................................................................................................18
Social.....................................................................................................................................................18
Vocational/Career (School based service not reimbursed by Medicaid)...............................................20
Communication K12 (SLP IEP services may be reimbursed by Medicaid)..................................................22
Articulation K12.....................................................................................................................................22
Functional Communication K12.............................................................................................................22
Grammar K12........................................................................................................................................23
Language Use K12..................................................................................................................................24
Pragmatics K12......................................................................................................................................25
Semantics K12.......................................................................................................................................26
Stuttering/Fluency K12..........................................................................................................................28
Voice K12...............................................................................................................................................28
Communication PS (SLP Preschool)...........................................................................................................29
Articulation (Preschool).........................................................................................................................29
Functional Communication PS (Preschool)............................................................................................29
Grammar (Preschool)............................................................................................................................30
Language Use (Preschool)......................................................................................................................31
Pragmatics (Preschool)..........................................................................................................................31
Semantics (Preschool)...........................................................................................................................32
Stuttering/Fluency (Preschool)..............................................................................................................33
Voice (Preschool)...................................................................................................................................33
Math (Educational Services are not reimbursed by Medicaid)..................................................................34
Counting & Cardinality...........................................................................................................................34
Geometry...............................................................................................................................................34
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Measurement and Data.........................................................................................................................37
Numbers-Operations in Base Ten..........................................................................................................39
Numbers-Operations: Fractions............................................................................................................42
Operations & Algebraic Thinking...........................................................................................................43
Ratios and Proportions..........................................................................................................................46
Motor........................................................................................................................................................47
Assistive Technology (OT therapy may be reimbursed by Medicaid)....................................................47
Bilateral Coordination (OT)....................................................................................................................47
Fine-Motor Skills (OT)............................................................................................................................49
Handwriting (OT)...................................................................................................................................51
Motor Planning (OT)..............................................................................................................................52
Perceptual Motor (OT)...........................................................................................................................53
Postural Control (OT).............................................................................................................................54
Pre-Writing (OT)....................................................................................................................................55
Self Care (OT) and /or (Personal care goals (ADL’s) as determined by PCS assessment may be reimbursed by Medicaid).......................................................................................................................56
Sensory Motor Skills (OT)......................................................................................................................58
Upper Extremity Control (OT)................................................................................................................59
Visual Motor (OT)..................................................................................................................................60
Balance, Movement, Coordination (PT) may be reimbursed by Medicaid............................................61
Sensory Motor Skills (PT).......................................................................................................................63
Skilled Movement (PT)...........................................................................................................................64
Preschool...................................................................................................................................................66
Communication-Comprehension...........................................................................................................66
Communication-Conventions of Social Communication........................................................................66
Communication-Listening......................................................................................................................66
Communication-Literacy- Reading.........................................................................................................67
Communication-Literacy- Writing..........................................................................................................68
Communication-Oral Communication...................................................................................................68
Communication-Vocabulary..................................................................................................................69
Learning- Concept Formation/Memory.................................................................................................69
Learning-Confidence and Initiative........................................................................................................70
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Learning-Curiosity, Motivation, Exploration, & Experimentation..........................................................70
Learning-Imitation.................................................................................................................................71
Learning-Persistence and Attentiveness................................................................................................71
Learning-Reasoning and Logic/ Problem Solving...................................................................................72
Learning-Reflection and Interpretation.................................................................................................72
Learning-Representational Thought & Play...........................................................................................73
Math-Measurement..............................................................................................................................73
Math-Number Sense and Operations....................................................................................................74
Motor-Daily Living Skills (may be reimbursed by Medicaid identified on PCS assessment)...................75
Motor-Fine-Motor Skills........................................................................................................................75
Motor-Physical Fitness..........................................................................................................................75
Motor-Safe Practices.............................................................................................................................75
Social Studies.........................................................................................................................................75
Social-Appreciating Diversity.................................................................................................................76
Social-Emotional Development.............................................................................................................76
Social-Interaction with Adults................................................................................................................77
Social-Interactions with Peers...............................................................................................................77
Social-Pragmatic Behavior.....................................................................................................................78
Reading......................................................................................................................................................79
Foundational Skills.................................................................................................................................79
Reading Informational Text...................................................................................................................81
Reading Literature.................................................................................................................................82
Social/Emotional Behavior........................................................................................................................84
Accessing Information...........................................................................................................................84
Decision Making....................................................................................................................................84
Engaged Learner....................................................................................................................................85
Interpersonal Communication...............................................................................................................85
Respectful Citizen..................................................................................................................................87
Responsible Citizen................................................................................................................................87
Self-Directed Learner.............................................................................................................................88
Transition..................................................................................................................................................89
Vision.........................................................................................................................................................89
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Written Language......................................................................................................................................90
Production & Distribution of Writing.....................................................................................................90
Research................................................................................................................................................91
Text Type & Purposes............................................................................................................................91
Writing Conventions..............................................................................................................................95
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Adaptive Skills (Goals associated to Behavior issues may be Medicaid reimbursed)
Functional Academics- (educational goals are not Medicaid reimbursed)
Goal Name: Goal Text:Work independently
Given an independent school task (classroom job, desk work, assembly, classroom activity, etc.), |Name| will work with adult support at least |number| feet away on |attempted| consecutive trials
Community Safety Signs
When given a selection of 10 safety signs to include; Do Not Enter, Don’t Walk, No Swimming, Wrong Way, Stop, Danger, Slow, Walk, Bus Stop, Mens, Womens, |Name| will be able to understand its meaning |percent|% of| attempted | consecutive trials.
Calendar When asked to (on a worksheet, test or verbally) state what the month, day and year is |Name| will answer with |percent|% accuracy on |attempted| consecutive trials.
Work sessions Given a |time| minute work session with the |extended resource room, resource room, general education| setting, |Name| will follow teacher directives and continue working on the tasks with |number| prompts on |attempted| trials.
Arrival and Departure Routine
|Name| will complete the |arrival, departure, circle time| routine independently on |completed| out of |attempted| trials.
Walking with an adult
When given walking as an activity on the schedule or a prompt, |Name| will walk with the adult on |completed| out of |attempted| trials.
Center Activities When given center/group time as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
Table instruction time/Art activity
When given table/group time as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
Independent work When given independent work as an activity on the schedule or a verbal prompt |Name| will complete this routine on |completed| out of |attempted| trials.
Classroom Job When given a class job as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
Read Directions Given print materials |with picture cues, without picture cues|, |Name| will independently read and act on what has been read over |completed| out of |attempted| trials.
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Sort objects by attribute
Given up to |number| objects, |Name| will them by attribute on |completed| out of |attempted| trials.
Matching letters of the alphabet
|Name| will match up to |number| |uppercase, lowercase, uppercase/lowercase| letters over |completed| out of |attempted| trials.
Identify name from a group of names
Given a group of |number| names, |Name| will identify |his/her| name over |completed| out of |attempted| trials.
Match object to object
Given a set of |number| objects and a directive, |Name| will match an object with the corresponding object accurately over |completed| out of |attempted| trials.
Remain in work area
|Name| will remain at work area for |number| minutes, over |completed| out of |attempted| trials.
Identify Shapes Given a visual, |Name| will identify (point to, select, hand) |number| shapes over |completed| out of |attempted| trials.
Identify colors |Name| will identify |number| colors on |completed| out of |attempted| trials.
One to one correspondence
Given a set of up to |number| objects, |Name| will count objects with one to one correspondence on |completed| out of |attempted| trials.
Pre-writing skills |Name| will increase pre-writing skills by (connecting dots/tracing/generating) horizontal, vertical, diagonal lines and circles independently, over |completed| out of |attempted| trials.
Write first and last name
|Name| will write |first name, last name, first and last name| on the line with correct letter formation independently, over |completed| out of |attempted| trials.
Math - money skills - correct purchase amount
When given a list of items to purchase and prices of items or similar shopping scenarios, |Name| will be able to determine the total cost of the items by using additions, subtractions, multiplication, or division using a calculator with |percent|% accuracy on |attempted| consecutive trials.
Math - money recognition
When given or told a dollar and or coin amount and the cost of an item, |Name| will indicate if there is enough money to purchase the item |percent|% accuracy on |attempted| consecutive trials.
Math - coin recognition
Given coins, |Name| will correctly identify the coins in an array of 3 by pointing to the correct coin when given a prompt to do so with |completed| accuracy |attempted| trials.
Reading comprehension - CLOZ passage
When given a |grade|-grade level standardized reading passage (such as AIMS Web) to read independently, |Name| will reference the passage to choose the correct word within a series of words to obtain a score of |number| correct words
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with |percent|% accuracy on |attempted| consecutive trials.
Reading Fluency I - CWPM
When given a current reading level passage, |Name| will increase |his/her| correct words per minute by |percent|10% out of |attempted| trials.
Reading Fluency II - CWPM at independent level
When given a |grade| grade independent level reading passage, |Name| will be able to read |number| words per minute with |percent| accuracy on |attempted| consecutive trials.
Communication -non-verbal, signing
Given a word in ASL and an array of two photographs, |Name| will be able to select the correct picture that goes with the given sign |percent|% of the time |attempted| consecutive trials.
Communication - matching goal modified for ASL, hearing impaired
When shown an object OR photograph of actual familiar items (cup, spoon, car, color card etc.), and presented with a flash card with the name of the picture or object on the card and the ASL sign, |Name| will match the object or picture to the W-O-R-D as spelled out on the flash card by selecting (touching, picking up, etc.) the item with |percent|% accuracy on |attempted| consecutive trials with |number| gesture prompts.
STAR2.FR1 Arrival Routine
When the child arrives at school |Name| will complete an arrival routine (walk inside, put belongings away, etc.) independently on |completed| out of |attempted| trials.
STAR2.FR2 Departure Routine
When the child departs from school |Name| will complete an departure routine (stack chairs, gather belongings, etc.) independently on |completed| out of |attempted| trials.
Star2.FR3 Transition between activities
When given |number| verbal prompts to transition from one activity to the next, |Name| will complete transition on |completed| out of |attempted| trials.
Star2.FR4 Transition between locations
When given |number| verbal prompts to transition from one location to the next, |Name| will complete transition on |completed| out of |attempted| trials.
STAR2.FR5 Circle Activity
When given circle/group time as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
STAR2.FR6 Snack Activity
When given snack time as an activity on the schedule or a verbal prompt, |Name| will complete the snack time routine on |completed| out of |attempted| trials.
STAR2.FR7 Rest Room Use
When given rest room time as an activity on the schedule or a verbal prompt, |Name| will complete |his/her| rest room routine on |completed| out of |attempted| trials.
STAR2.FR8 Independent Work
When given independent work time as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted|
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trials.
STAR2.FR9 Classroom Job
When given a specific classroom job as an activity on the schedule or a verbal prompt, |Name| will complete the job on |completed| out of |attempted| trials.
STAR2.FR10 Move From Center to Center
When given a prompt to move from one center to the next, as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
STAR2.FR11 Small-Group Work
When given a prompt to work in small groups as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
STAR Transition using schedule
When using a schedule and given a verbal prompt from a teacher to transition |Name| will make the transition using the schedule on |completed| out of |attempted| trials.
STAR Walking with an adult
When given walking as an activity on the schedule or a prompt, |Name| will walk to the designated location on |completed| out of |attempted| trials.
STAR Center Activities
When given center/group time as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
STAR Table instruction time/Art activity
When given table/group time as an activity on the schedule or a verbal prompt, |Name| will complete this routine on |completed| out of |attempted| trials.
STAR Independent work
When given independent work as an activity on the schedule or a verbal prompt |Name| will complete this routine on |completed| out of |attempted| trials.
STAR1.PC.1 Use of a Token Board
Given a teacher request, |Name| will put tokens on and take tokens off token board, one token at a time, for 5 consecutive tokens
STAR1.PC.2 Matching Colors
Given up to |number| colors and the cue Match X where X is the color name, |Name| will correctly match on |completed| out of |attempted| trials.
STAR1.PC.3 Matching Shapes
Given cards with solid black shapes and white backgrounds and the verbal cue Match X, where X is the target shape, |Name| will correctly match shapes on |completed| out of |attempted| trials.
STAR1.PC.4 Coloring/Scribbling
Given a piece of paper and a color crayon, |Name| will hold crayon independently and scribble for up to |number| seconds on |completed| out of |attempted| trials.
STAR2.PC.2 Math: Counting 1 to 10 objects
Given the verbal cue Count the X, where X describes the objects, |Name| will count up to |number| of objects on |completed| out of |attempted| trials.
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STAR2.PC.3 Math Receptive Identification of Numbers 1 to 10
Given flashcards with numbers the verbal cue Give me X, where X is the target number; |Name| will identify numbers 1 to |number| on |completed| out of |attempted| trials.
STAR2.PC.4 Math: Expressive Identification of Numbers 1 to 10
Given flashcards of numbers and the cue What number is this? , |Name| will say the correct number name for numbers 1 to |number| on |completed| out of |attempted| trials.
STAR2.PC.5 Math: Receptive Counting Sets of Objects
Given the verbal cue Give me X objects, where X is the target amount; |Name| will give the correct number of objects to the instructor for up to |number| on |completed| out of |attempted| trials.
STAR2.PC.6 Math: Matching Sets of Objects with Numbers 1 to 10
Given a corresponding number |Name| will respond to cue to Place the correct number of objects next to the number by placing the correct number of objects beside the correct number flash card on |completed| out of |attempted| trials.
STAR2.PC.7 Reading: Receptive Identification of Letters
Given the cue Give me the letter; |Name| will be able to identify the letters of the alphabet, both uppercase and lowercase letters, |completed| out of |attempted| trials.
STAR2.PC.8 Reading: Expressive Identification of Letters
Given the cue What letter is this? |Name| will be able to able to label the letters of the alphabet, both uppercase and lowercase, and respond correctly |completed| out of |attempted| trials.
STAR2.PC.9 Reading: Receptive Identification of First Name
Given a one-to-one teaching environment, |Name| will identify |his/her| typed name from a field of |number| distracter names. |Name| will respond correctly |completed| out of |attempted| trials.
STAR2.PC.10 Reading: Receptive Identification of First Name, Match to Picture
Given |his/her| written first name and |number| distracters, |Name| will place |his/her| name next to |his/her| picture with up to |number| distracter pictures presented |completed| out of |attempted| trials.
STAR2.PC.11 Reading: Sight Word Reading and
Given a set of |number| words and matching pictures, |Name| will read word and identify matching picture |completed| out of |attempted| trials.
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Match to Picture
STAR2.PC.12 Writing: Tracing Name, Letters, No.
Given dotted outline forms of student's name, uppercase and lowercase letters, and numbers 1-10, |Name| will trace to within 1/2 inch of dotted outline |completed| out of |attempted| trials.
STAR2.PC.13 Writing: Coloring Within the Lines and Attention to Task
Given a coloring activity, |Name| will attend for |minutes| while using multiple colors, color within 1/4 inch of the lines |completed| out of |attempted| trials.
STAR2.PC.14 Other: Cutting and Pasting
Given a cutting and pasting activity, |Name| will cut all four sides of a box, cutting straight lines each time and paste the item that was cut out next to a matching item for |number| different pictures |completed| out of |attempted| trials.
STAR2.Spon Lang 1 Requesting
When given the opportunity for a chosen activity, |Name| will use appropriate words to request activity |completed| out of |attempted| trials.
STAR2.Spon Lang 2 Initial Commenting
When given a chosen activity, |Name| will use appropriate words to comment on activity |completed| out of |attempted| trials.
STAR2.Spon Lang 3 Answering WH questions
When given a chosen activity, |Name| will ask appropriate WH (who, what ) questions about activity |completed| out of |attempted| trials.
STAR 1. FR.lesson 1 Exploring and Sharing Toys
When given a toy and the cue do this paired with an action |Name| will imitate the action on |completed| out of |attempted| trials.
Functional Communication
Goal Name: Goal Text:Communication - use appropriate device
When given a situation in the school-wide environment, |Name| will use appropriate ways to communicate (task strip, communication book, verbal, physical) to obtain the attention of others with |percent|%| out of |attempted| consecutive trials.
Indicate preferences
|Name| will indicate preference (using words, signs, pictures, etc.) to make a choice on |completed| out of |attempted| opportunities.
Follow task strip to completion
Given a task strip, |Name| will follow the steps of the activity to completion with |number| prompts on |completed| out of |attempted| opportunities.
Communicate functional terms
|Name| will communicate identify |number| functional terms on |completed| out of |attempted| opportunities.
Express needs, wants, desires
|Name| will use |his/her| mode of communication to express desires, wants or needs with on |completed| out of |attempted| opportunities.
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Social problems and solutions
When presented with a problem and possible solutions in a contrived situation, |Name| will state whether the solution is acceptable or unacceptable on |completed| out of |attempted| opportunities.
Transitions with less maladaptive behaviors
|Name| will transition from one task to another, exhibiting less than |number| maladaptive behaviors on |completed| out of |attempted| opportunities.
Follow directions in structured, unstructured activities
|Name| will follow teacher direction during |structured, unstructured, structured/unstructured| activities on |completed| out of |attempted| opportunities.
Direct attention to speaker
When |Name|'s name is called, |Name| will direct |his-her| attention to the speaker by turning to look at him/her with |number| prompts on |attempted| consecutive trials.
Follow X step direction
Given a |number|-step direction, |Name| will follow the direction with |number| prompts on |attempted| consecutive trials.
STAR1.RL.1. Come Here
Given a variety of settings from up to |number| feet away and the verbal cue |Name|, come here, |Name| will orient to name and come to adult on |completed| out of |attempted| trials.
STAR1.RL.2. Attending
Given a verbal direction in a one-to-one setting (i.e. Look at me, Hands down, Sit down, Stand up), |Name| will comply on |completed| out of |attempted| trials.
STAR1.RL.3. Receptive Actions
Given the cue X, where X is a target action (i.e. Walk with me, Stop, Wait) up to |number| actions, |Name| will independently complete the action on |completed| out of |attempted| trials.
STAR1.RL.4. Social Communication
Given and adult cue (such as Wave, Give me five, Time for a break, or My turn,) from at least |number| feet away, |Name| will comply on |completed| out of |attempted| trials.
STAR1.RL.5. Nonverbal Imitation: Gross Motor
When given the verbal cue Do this and a demonstration, |Name| will imitate the gross motor action demonstrated on |completed| out of |attempted| trials.
STAR1.RL.6. Nonverbal Imitation:Object
When given an object and the verbal cue Do this and a demonstration with an object, |Name| will imitate the action on |completed| out of |attempted| trials.
STAR1.RL.7 Matching Object to Object
Given a set of |number| objects and the verbal cue Match X, where X is the target object, |Name| will match it with the corresponding object on |completed| out of |attempted| trials.
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STAR1.RL.8 Matching Picture to Picture
Given a set of |number| pictures and the verbal cue Match X, where X is the target picture, |Name| will match the picture to the identical picture on |completed| out of |attempted| trials.
STAR1.RL.9 Matching Object to Picture
Given a set of |number| objects and the verbal cue Match X, where X is the target object, |Name| will match an object to the corresponding pictures on |completed| out of |attempted| trials.
STAR.RL.10. Matching Object to Picture and Give Me X
Given a set of |number| objects and the verbal cue Match X, where X is the target object, |Name| will match the object to the corresponding picture of the object. Following the matching trial, given a set of |number| objects and the verbal cue Give me X, student will hand the target object to teacher on |completed| out of |attempted| trials.
STAR1.RL.11 Labels of Objects
Given a set of |number| objects and the verbal cue Give me X, where X is the target object, |Name| will give the corresponding object to the teacher on |completed| out of |attempted| trials.
STAR1.RL.12 Labels of Pictures
Given a set of |number| pictures and the verbal cue Give me X, where X is the target picture, |Name| will give the corresponding picture on |completed| out of |attempted| trials.
STAR1.RL.13 Identification of Body Parts
Given a verbal cue |Show me, touch| X, where X is the target body part, the student will identify up to |number| correct body parts on |completed| out of |attempted| trials.
STAR1.RL.14 Actions: One-Step Commands
Given a verbal cue to perform an action (ie. Ring bell etc.), |Name| will respond to verbal request by completing the action with |number| different objects on |completed| out of |attempted| trials.
STAR2.RL.1 Expanded Labels
Given a set of up to |number| pictures and the verbal cue Give me X where X is the target picture; |Name| will give the target picture on |completed| out of |attempted| trials.
STAR2.RL.2 Accelerated Labels
Given |number| pictures and the verbal cue Give me X where X is the target picture; |Name| will give the correct picture on |completed| out of |attempted| trials.
STAR2.RL.3 Identification of People
Given a set of |number1| different pictures of people |Name| knows and the verbal cue Give me X, where X is the name of the person, |Name| will identify up to |number2| people on |completed| out of |attempted| trials.
STAR2.RL.4 Actions: Pictures
Given a set of |number1| different pictures of verbs |Name| the verbal cue Give me X, where X is the verb, |Name| will identify up to |number2| verbs on |completed| out of |attempted| trials.
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STAR2.RL.5 Actions: Two-Step Commands
Given a verbal cue X and Y where X and Y are actions, |Name| will complete the two-step direction for up to |number| different actions (ie. Stand up and give me five, Sit down and play with the car, etc.) on |completed| out of |attempted| trials.
STAR2.RL.6 Location and Commands
Given a verbal cue Go to X and Y where X is a location and Y is an action, |Name| will respond within |number| seconds for |number| different locations on |completed| out of |attempted| trials.
STAR2.RL.7 Sorting Categories
Given pictures for different noun categories (ie. Food, clothing, animals etc.) and the verbal cue Put with same, |Name| will correctly sort up to |number| categories on |completed| out of |attempted| trials.
STAR2.RL.8 Picture Sequencing
Given a set of at least 3 pictures that depict an activity (ie. Person making a sandwich, person feeding a dog etc.) and the verbal cue Put in order, |Name| will put the pictures in the correct order for up to |number| sets on |completed| out of |attempted| trials.
STAR2.RL.9 Identification of Items in Books
Given a simple book and the verbal cue Point to X, where X is the name of a(n) |object, characteristic, action| on the page, |Name| will point to |number| target items per page for up to |number| different books on |completed| out of |attempted| trials.
STAR2.RL.10 Expanded Book use
Given a simple book and the verbal cue Point to X, where X is the name of an object, characteristic (ie. Color, size, shape), or action depicted on the page, |Name| will point to 1 or 2 items per page for up to |number| different books on |completed| out of |attempted| trials.
STAR2.RL.11 Emotions
Given pictures of people showing |number| common emotions (ie. Happy, sad, angry, scared, surprised etc) and the verbal cue Give me X where X is the target emotion, |Name| will identify the correct picture on |completed| out of |attempted| trials.
STAR3.RL.1 Functions of Objects and Community Members
Given |number| |objects, pictures| and the verbal cue Give me the object you <function> with, |Name| will identify the correct object on |completed| out of |attempted| trials.
STAR3.RL.2 Prepositions
Given a picture of an object that depicts a preposition and the verbal cue Give me the picture of the <object> that is <preposition> |Name| will identify the correct picture on |completed| out of |attempted| trials.
STAR3.RL.3 Descriptors
Given the cue Give me the <description> X where <description> is the descriptor (ie. Big, little, long, short, empty, full etc.) and X is the noun, |Name| will discriminate between 2 opposite descriptive concepts for at least |number| descriptive concepts on |completed| out of |attempted| trials.
STAR3.RL.4 Given a picture depicting descriptive concept and the verbal cue Find the opposite,
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Opposites |Name| will find the opposite of the target picture card for up to |number| descriptive concepts on |completed| out of |attempted| trials.
STAR3.RL.5 Gender Identification
Given pictures of boys, girls, men or women and the cue Give me X where X is the target gender, |Name| will identify the correct gender on |completed| out of |attempted| trials.
STAR3.RL.6 Possessives
Given the cue Point to <person's item> (ie. Point to Mrs. X's pencil), |Name| will point to the correct person's item for up to |number1| adults and |number2| peers on |completed| out of |attempted| trials.
STAR3.RL.7 First, Next, Last (Location)
Given pictures of a 3 part routine that |Name| is familiar with (ie. Brushing teeth, making a sandwich etc.), and told to touch to the first, next or last picture, |Name| will point to the correct item for all 3 positions on |completed| out of |attempted| trials.
Independent Living (Adaptive) (Activities of Daily Living as defined on PCS Assessment)
Goal Name: Goal Text:Personal info and forms
|Name| will produce (write, say, show ID)|his/her| name, address and phone number with |attempted| out of |attempted| consecutive trials.
Fill out forms |Name| will complete all necessary fields of a form on |completed| out of |attempted| opportunities.
Money/Banking |Name| will use coins and bills up to $|number| to pay for an item on |completed| out of |attempted| consecutive trials.
Banking skills |Name| will independently utilize correct banking skills (make deposit, make withdrawal, check balance, use ATM card) with |percent|% accuracy on |attempted| consecutive trials.
Money/Banking (paying)
Following instruction in dollar more and touch counting strategies, |Name| will correctly use coins and bills up to $|number| to correctly pay for an item in the community and/or during classroom simulation exercises with |percent|% independence on |attempted| consecutive trials.
Money/Banking Following demonstration and practice, |Name| will independently utilize correct banking skills (make deposit, make withdrawal, check balance, use ATM card) with |percent|% accuracy on |attempted| consecutive trials.
Shopping |Name| will complete the steps of |making a shopping list, purchasing food items, preparing food| routine with on |completed| out of |attempted| consecutive trials.
Monetary value |Name| will independently choose items with the best monetary value on |completed| out of |attempted| opportunities.
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Greetings and distance in the community
|Name| will use appropriate social greetings and safe social distance in the community on |completed| out of |attempted| trials.
Routines and Schedule
|Name| will independently use |his/her| visual schedule to aid with transitions on |completed| out of |attempted| trials.
Comply with directives
|Name| will comply with teacher directives with |number| prompts on |completed| out of |attempted| opportunities.
cooking/kitchen work-using measuring utensils
Given instruction in cooking using measuring utensils (measuring cups and spoons), |Name| will follow the recipe to choose the correct measuring utensil on |completed| out of |attempted| opportunities.
cooking/kitchen work-food prep
Given instruction in following a chosen recipe, |Name| will identify food preparation procedures, identify and demonstrate uses of basic kitchen tools and appliances and follow the recipe with |percent|% accuracy on |attempted| consecutive trials.
cooking/kitchen work-meal clean up
Given instruction in post-meal cleaning procedures, |Name| will demonstrate appropriate meal clean-up and food storage procedures with |percent|% accuracy on |attempted| consecutive trials.
Personal Care
Goal Name: Goal Text:Request bathroom
|Name| will request (sign, state, signal, etc.) to use the bathroom on |attempted| consecutive trials.
Bathroom routine
Given scheduled bathroom breaks, |Name| will complete the bathroom routine independently on |completed| out of |attempted| consecutive trials.
Hand-washing routine
|Name| will complete the washing routine (turning on faucet, getting soap, etc.) independently on |completed| out of |attempted| consecutive trials.
Maintain hygiene
|Name| will maintain cleanliness/hygiene (wipe face, brush hair, brush teeth, blow nose, care for menstruation, etc.) |with, without| assistance on |completed| out of |attempted| trials.
Personal Care - hygiene routine
When given a personal care routine to include brushing teeth, washing hands and face; combing hair and an adult directive to do so, |Name| will follow the routine with |percent|% accuracy on |attempted| consecutive trials.
Change clothes |Name| will put on and remove |his/her| own clothing (coat, shoes, etc.) |with, without| assistance on |completed| out of |attempted| trials.
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Appropriate interaction
In |structured, unstructured, structured/ unstructured| settings, |Name| will maintain appropriate interaction (personal space, keeping hands to self, etc.) with adults and peers on |completed| out of |attempted| trials.
Engage a Zipper |Name| will fasten/unfasten a 2-part zipper |with, without| assistance on |completed| out of |attempted| trials.
Fasten buttons |Name| will fasten up to |number| buttons |with, without| assistance on |completed| out of |attempted| trials.
Shoe-tying routine
|Name| will independently complete |number| steps of the shoe-tying sequence on |completed| out of |attempted| trials.
Utensil use |Name| will independently use a |spoon, fork, spoon and fork| without spilling during lunch or snack time on |completed| out of |attempted| opportunities.
Functional routine
Given a functional routine (arrival, departure, snack, lunch, bathroom, etc.), |Name| will complete |number1| steps out of |number2| steps in the routine.
Personal Care - following multi-step directions non-verbal student
When given a task from a schedule/task strip, |Name| will perform two step directions to carry out a task/activity for life skills (carrying coat-put in closet; carrying backpack-put on counter; pick up bowl/plate-take to sink etc. |Name| will work for completion, and indicate so by removing finished activity or signing all done with no more than |number| physical redirects |percent|% of the time on |attempted| consecutive trials.
Simple job task - dishes to backpack.
When given a simple job task |Name| will independently gather |his/her| lunch dishes and place them in |his/her| backpack bag at end of the school day |percent|% of the time, with |number| physical and/or verbal prompts, |attempted| consecutive trials.
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Self Help (Behaviors)
Goal Name: Goal Text:Self direction - IEP participation
Given instruction in student-led IEPs, |Name| will actively participate in the IEP (identify goals, strengths and needs and self advocate) (independently, following a visual support/checklist, with verbal prompting/modeling) on |completed| out of |attempted| opportunities.
Practice safety precautions
Given various personal safety situations, |Name| will practice safety precautions to avoid personal injury in the home, community and work settings on |completed| out of |attempted| opportunities.
Bus and route use
Given a city bus route map, |Name| will use the map to read and comprehend route information and identify the correct bus(es) and time(s) to travel from one location to another on |completed| out of |attempted| opportunities.
Accept feedback
Given feedback from staff, |Name| will accept feedback on |completed| out of |attempted| consecutive trials.
Following routines
|Name| will follow classroom routines and directives, with no more than |number| verbal prompt(s), on |completed| out of |attempted| trials.
Respond to a schedule change appropriately
Given an non-preferred activity or a schedule change, |Name| will respond appropriately (complete activity, ask for clarification, request a break, etc.) on |completed| out of |attempted| trials.
Social
Goal Name: Goal Text:Small group participation
Given a group activity, |Name| will initiate and/or comply with a peer request (pass me the pencil, my turn, yes/no, etc.) on |completed| out of |attempted| opportunities.
Toys- take turns When given the cue my turn and a toy, |Name| will give the toy to an adult on |completed| out of |attempted| trials.
Positive social communication
Given structured social situations and adult supervision, |Name| will increase communication with peers and adults in a positive manner with |percent|% accuracy on |attempted| consecutive trials.
Toy - initiates play w/peer
When given a cue (let's go play, etc.) from a peer |Name| will go to play area, choose activity or item and play appropriately with items on |completed| out of |attempted| trials.
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STAR Advanced play - functional
When playing with realistic items (kitchen items, baby, phone, etc.) |Name| will play using the toy for its intended purpose on |completed| out of |attempted| trials.
STAR Advanced play - symbolic
When playing with symbolic items (pretending, using items imaginatively, etc.) |Name| will play symbolically with items on |completed| out of |attempted| trials.
Play - share When playing with items, |Name| will play and share items on |completed| out of |attempted| trials.
Play - game When playing a game, |Name| will play, take turns, and follow game rules on |completed| out of |attempted| trials.
Play - game with good sportsmanship
When playing a game |Name| will follow the rules and respond to winning or losing with good sportsmanship on |completed| out of |attempted| trials.
STAR 1. FR.lesson 2 Playing with Toys
When given a toy and an action (feed the baby, drive the car, stack blocks, etc.) |Name| will demonstrate named action on |completed| out of |attempted| trials.
STAR 1. FR.lesson 3 and 4 Independent Play
When given a cue (let's go play, etc.) from an(a) |adult, peer adult/peer|, |Name| will go to play area, choose activity or item and play with items appropriately on |completed| out of |attempted| trials.
STAR 2. PRT.lesson 2 Expanded Playing with Toys
When playing with realistic items (kitchen items, baby, phone, etc.) |Name| will play with the toy with its intended purpose on |completed| out of |attempted| trials.
STAR 3. FR.lesson 4 Pretend Play with Peer
When playing with symbolic items (pretending, using items imaginatively, etc.), |Name| will play symbolically with items on |completed| out of |attempted| trials.
STAR 3. FR.lesson 2 Play with Peer and Share Materials
While engaged in play with a peer, |Name| will share items on |completed| out of |attempted| trials.
STAR 3. FR.lesson 3 Play Game with Peer
When playing a game, |Name| will play, take turns, and follow game rules on |completed| out of |attempted| trials.
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STAR 3. FR.lesson 3 Good sportsmanship
When playing a game |Name| will follow the rules and respond to winning or losing with good sportsmanship on |completed| out of |attempted| trials.
Take turns |Name| will engage in appropriate turn-taking skills by attending to peer’s turn and waiting for own turn on |completed| out of |attempted| trials.
Personal Space During various activities (classroom tasks, transitions to the playground, small group activities, etc.) |Name| will maintain appropriate personal space from others, over |completed| out of |attempted| trials.
Vocational/Career (School based service not reimbursed by Medicaid)
Goal Name: Goal Text:Job Routine Given an on-campus job assignment, |Name| will complete a job routine (arrive on
time, follow instructions, clean job site/area) independently with |percent|% accuracy on |attempted| consecutive trials.
Time on task Given supervision, |Name| will remain working on a vocational task for |completed| minutes out of |attempted| minutes for |attempted| consecutive trials.
Job Safety Given a job title and job site, |Name| will identify potential job hazards and appropriate safety measures on |completed| out of |attempted| trials.
Training Site Given instruction and supervision, |Name| will work at a training site, demonstrating independent job task skills (dependability, following instructions, care of equipment, following a schedule, time management, appropriate dress/grooming, appropriate social skills, etc.) on |attempted| consecutive trials.
Community Job
Given adult supervision on a job site |Name| will complete the vocational routines of the job, receiving a rating of 4 or higher on a 5 point employer evaluation scale over |completed| out of |attempted| trials.
Job Application
Given a job application form, |Name| will complete the application, with |percent| accuracy on |attempted| consecutive trials.
Vocational Interests
Given vocational interest/aptitude batteries, |Name| will finish the batteries, completing |completed| out of |attempted| batteries.
Job attendance
Given a job, |Name| will contact the supervisor if |he/she| is going to be ill or absent correctly on |attempted| consecutive trials.
Job search Given an occupation or one of |his/her| choosing, |Name| will be able to utilize |completed| out of |attempted| resources to search for local job openings and identify the requirements of available jobs.
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Interview for a job
Given a role playing situation of obtaining a local job, |Name| will participate in a mock job interview, and arrange transportation to the interview, with |percent|% accuracy on |attempted| consecutive trials.
Paychecks Given a paycheck/stub, Name| will be able to explain the components of the paycheck (FICA, federal and state taxes, etc.) with |percent|% accuracy on |attempted| consecutive trials.
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Communication K12 (SLP IEP services may be reimbursed by Medicaid)
Articulation K12
Goal Name: Goal Text:1. SLP K.12 Articulation - Words
Given a model, |Name| will produce |sounds| phonemes in isolation and syllables (CV/VC) with |percent|% accuracy.
2. SLP K.12 Articulation - Sentences
Given pictures or words as cues, |Name| will produce |sounds| phonemes in all positions of words and blends in sentences with |percent|% accuracy.
3. SLP K.12 Articulation - Reading
Given an oral reading task, |Name| will produce the |sounds| phonemes in all positions of words and blends with |percent|% accuracy.
4. SLP K.12 Articulation - Conversation
Given a variety of speaking opportunities, |Name| will produce |sounds| phonemes in all positions of words and blends in conversation with |percent|% accuracy.
Functional Communication K12
Goal Name: Goal Text:1. SLP K.12 AAC Making Choices
Given a multi-modal communication environment (i.e., eye gaze, pointing, gesturing, word approximations, etc.), |Name| will independently make a choice between |number| objects by taking or showing what |heshe| wants in |completed| out of |attempted| trials.
2. SLP K.12 AAC One-Step Switch
|Name| will independently use a one-step communicator (i.e., Big Mack) by depressing the switch once in order to activate a toy within 10 seconds on |completed| out of |attempted| trials.
3.SLP K.12 AAC One-Step Requests
In a contrived setting, |Name| will independently activate a one-step communicator (i.e., Big Mack) to make a request on |completed| out of |attempted| trials.
4.SLP K.12 AAC Partner Scanning
Using visual cues and partner-assisted scanning and given a field of |number| items, |Name| will make a selection (i.e., picture, object, etc.) by hitting a switch (i.e., Big Mack) to indicate that one, to request an activity/object in |completed| out of |attempted| trials.
5.SLP K.12 AAC Picture Requests
Given a field of |number| pictured activities/toys, |Name| will independently request an activity by selecting a picture and giving the picture to an adult in |completed| out of |attempted| trials.
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6.SLP K.12 AAC Request/Protest
Given a multi-modal communication environment (i.e., pictures, voice output device, gestures, signs, etc.) in a structured activity within a small group setting, |Name| will independently communicate requests (i.e., want, more, help, go) and protests (i.e., all done, stop, no, different) with an average of |percent|% accuracy.
7.SLP K.12 AAC Greeting
Given a multi-modal communication environment (i.e., signs, objects, gestures, pictures, verbalization, AAC) during play, |Name| will independently state a greeting in |completed| out of |attempted| trials.
8.SLP K.12 AAC Initiate Play
Given a multi-modal communication environment (i.e., signs, objects, gestures, pictures, verbalization, AAC) during play, |Name| will independently initiate play with a peer by saying one of the following: Come on, Let's play, or Want to on |completed| out of |attempted| trials.
9.SLP K.12 AAC Maintain Conversation
Given an Alternative and Augmentative Communication (AAC) Device, |Name| will independently maintain two communication exchanges (i.e., student>partner>student>partner) in the ERR classroom in academic and social settings on |completed| out of |attempted| trials.
10.SLP K.12 AAC Gain Attention
Given a multimodal communication environment (i.e., gestures, signs, word approximations, AAC, pictures), |Name| will independently gain a partner's attention to engage in conversation in |completed| out of |attempted| trials across |number| different academic or social settings in a school day.
11.SLP K.12 AAC Gen Ed
|Name| will independently use |hisher| AAC device (e.g. Go Talk, I-Pad, voice-output device, etc.) to participate in general education classroom discussions or activities at least |number| times in |completed| out of |attempted| opportunities with minimal prompting.
Grammar K12
Goal Name: Goal Text:1. SLP K.12 Grammar MLU
|Name| will independently produce sentences of |number| or more words to make requests, comment, protest, relate information, and/or direct the action of others on |completed| of |attempted| trials.
2. SLP K.12 Grammar Present Progressive
In conversation, |Name| will orally use present progressive verbs (verb+ing) in sentences in |completed| of |attempted| trials.
3. SLP K.12 Grammar Plurals
In conversation, |Name| will orally use regular and irregular plurals in sentences in |completed| of |attempted| trials.
4. SLP K.12 In conversation, |Name| will orally use regular and irregular past tense verbs in
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Grammar Past Tense
sentences in |completed| of |attempted| trials.
5. SLP K.12 Grammar Subject Verb
In conversation, |Name| will orally use correct subjective pronoun usage (i.e., he, she, they) and subject-verb agreement (i.e., is/are) in sentences in |completed| of |attempted| trials.
6. SLP K.12 Grammar Linking Verbs
In conversation, |Name| will orally use correct pronoun usage and subject-verb agreement (i.e., is/are, has/have, was/were, do/does) in sentences in |completed| of |attempted| trials.
Language Use K12
Goal Name: Goal Text:1. SLP K.12 Language Use Answer Y/N Questions
|Name| will answer yes/no questions with |percent|% accuracy.
2. SLP K.12 Language Use Answer WH Questions
|Name| will answer who, what, where, when, why, how questions with |percent|% accuracy.
3. SLP K.12 Language Use Ask Questions
|Name| will ask who, what, where, when, why, and how questions with |percent|% accuracy.
4. SLP K.12 Language Use Follow Directions
|Name| will independently follow |number|-step directions with |percent|% accuracy.
5. SLP K.12 Language Use Sequence Pictures
Given a |number|-picture scenes, |Name| will sequence the pictures and explain the beginning, middle, and end of the story on |completed| out of |attempted| trials.
6. SLP K.12 Language Use Paraphrasing
When given a verbal or written paragraph or short story, |Name| will retell/paraphrase the story verbally or in writing by stating the main idea and |number| key details in |completed| out of |attempted| trials.
7. SLP K.12 Language Use SGM Sequence
After listening to or reading a story, |Name| will retell at least |number| events in sequence order (using words such as first, next, then, finally) in |completed| out of |attempted| trials.
8. SLP K.12 Language Use SGM Setting
After listening to or reading a story, |Name| will verbally state and describe the setting (i.e. when and where)in |completed| out of |attempted| trials independently.
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9. SLP K.12 Language Use SGM Characters
After listening to or reading a story, |Name| will verbally state and describe at least |number| main characters in |completed| out of |attempted| trials independently.
Pragmatics K12
Goal Name: Goal Text:1. SLP K.12 Pragmatics Turn-Taking
During structured play with an adult or peers, |Name| will independently take |number| turns in reciprocal play with a game, toy, gesture, or sound on |completed| of |attempted| trials.
2. SLP K.12 Pragmatics Maintain Conversation
While conversing with peers and adults, |Name| will independently maintain a topic of conversation for |number| turns on |completed| of |attempted| trials.
3. SLP K.12 Pragmatics Initiate/ Respond
During a small group activity with peers, |Name| will independently initiate an interaction (i.e., question, request, comment) and/or respond to a peer's interaction on |completed| of |attempted| trials.
4. SLP K.12 Pragmatics Nonverbal
When presented with role-play scenarios taken from home/social/academic settings that present either a desired or an undesired outcome, |Name| will accurately detect and explain nonverbal communication (i.e., body language, facial expressions, tone of voice) for |completed| of |attempted| trials.
5. SLP K.12 Pragmatics Inferences
When presented with short stories taken from home/social/academic settings that present either a desired or an undesired outcome, |Name| will state logical inferences from the passage for |completed| of |attempted| trials.
6. SLP K.12 Pragmatics Cause/Effect
When presented with a social problem taken from the home/community/academic setting, |Name| will explain the cause (what happened) and the effect (what happened as a result) on |completed| of |attempted| trials
7. SLP K.12 Pragmatics Predictions
When presented with pictures, short stories or scenarios taken from home/social/academic settings that present either a desired or an undesired outcome, |Name| will accurately predict what others intend to do and explain how |heshe| came to this conclusion for |completed| of |attempted| trials.
8. SLP K.12 Pragmatics State Problem
When presented with scenarios (i.e., role-play, video clips, etc.) taken from home/social/academic settings that present either a desired or an undesired outcome, |Name| will state the problem(s) clearly for |completed| of |attempted| trials.
9. SLP K.12 When presented with scenarios (i.e., role-play, video clips, etc.) taken from
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Pragmatics Solution
home/social/academic settings that present either a desired or an undesired outcome, |Name| will propose an appropriate solution to the problem or give |number| strategies to resolve the conflict for |completed| of |attempted| trials.
10. SLP K.12 Pragmatics
When presented with pictures, short stories or scenarios taken from home/social/academic settings that present either a desired or an undesired outcome, |Name| will independently list the expected behaviors and related consequences and feelings for |completed| of |attempted| trials.
Semantics K12
Goal Name: Goal Text:1. SLP K.12 Semantics ID objects/ actions
While looking at pictures and/or playing with toys, |Name| will point to |number| familiar objects and |amount| actions/functions when given a field of |total| items in |completed| of |attempted| trials.
2.SLP K.12 Semantics Label Objects/ Actions
While looking at pictures or playing with toys, |Name| will correctly label |number| familiar objects and |amount| actions with |percent|% accuracy
3.SLP K.12 Semantics Quantity Concepts
|Name| will orally use quantity concepts (i.e., one, some, all, more, less) to describe pictures/objects in |completed| of |attempted| trials
4.SLP K.12 Semantics Spatial Concepts
|Name| will orally describe the location of one object to another using spatial concepts (i.e., in/out, on/off, over/under, front/back, top/middle/bottom, beside/between) in |completed| of |attempted| trials
5.SLP K.12 Semantics Descriptive Concepts
While looking at pictures and/or playing with toys, |Name| will name descriptive concepts (i.e., big/little, long/short, wet/dry) in |completed| of |attempted| trials
6.SLP K.12 Semantics Ordinal Concepts
While looking at pictures and/or playing with toys, |Name| will orally use ordinal/sequential (i.e., first, second, last) and temporal (i.e., before/after) concepts in |completed| of |attempted| trials
7.SLP K.12 Semantics Category
|Name| will name |number| semantically-related members of a category in |completed| of |attempted| trials
8.SLP K.12 Semantics Associations
Given an object/picture, |Name| will state 1-2 associated items and explain how they go together (i.e., bowl and spoon are both used for eating) in |completed| of |attempted| trials
9.SLP K.12 Given a field of |number| objects/pictures, |Name| will point to the attribute named (i.e.,
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Semantics ID Attributes
Find the one that is big) in |completed| of |attempted| trials
10.SLP K.12 Semantics Name Attributes
While looking at pictures and/or toys, |Name| will name |number| critical parts in |completed| of |attempted| trials
11.SLP K.12 Semantics Name Details
Given an activity (i.e. bowling, camping, etc.), |Name| will state 10 details about the activity (i.e. who, what, when, where, how, attributes, feelings) on |completed| of |attempted| trials.
12.SLP K.12 Semantics Definition with Attributes
Given vocabulary words from therapist generated or grade level curriculum, |Name| will define the word(s) byindependently stating the category, action/function, and |number| attributes (i.e. size/shape/color, composition, location/origin, accessory information) with |percent|% accuracy.
13.SLP K.12 Semantics Definitions
Given vocabulary words in a sentence (i.e. therapist generated or grade level curriculum), |Name| will use (knowledge of individual words, contextual clues, affixes, root words, glossary/dictions) to state a definition with |percent|% accuracy.
14.SLP K.12 Semantics Antonym/ Synonym
Given |number| vocabulary words, |Name| will name an |antonym, synonym| with |percent|% accuracy.
15.SLP K.12 Semantics Similarities/ Differences
Given two vocabulary words, |Name| will name |number| similarities and |amount| differences with |percent|% accuracy.
16. SLP K.12 Semantics Multiple Meaning
Given |number| multiple meaning words, |Name| will state at 2-3 different meanings with |percent|% accuracy.
17. SLP K.12 Semantics Figurative
Given figurative language (i.e. idioms, sarcasm, similes/metaphors) taken from therapist generated or grade level curriculum, |Name| will state the non-literal meaning with |percent|% accuracy.
17. SLP K.12 Semantics Analogies
Given |number| incomplete analogies, |Name| will complete each statement with |percent|% accuracy.
18. SLP K.12 Semantics Word Finding
Given a variety of verbal or written activities, |Name| will use word-finding strategies (i.e., phonemic cue, word relationships) to state known, but evasive vocabulary with |percent|% accuracy.
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Stuttering/Fluency K12
Goal Name: Goal Text:1. SLP K.12 Stuttering/Fluency %SS
|Name| will decrease the percentage of stuttered syllables in an unstructured conversation sample from |baseline percent|% to |target percent|% of stuttered syllables in a |number| syllable count.
2. SLP K.12 Stuttering/Fluency SWPM
Using fluency strategies (i.e. smooth/easy speech, rate reduction, continuous phonation, etc.) , |Name| will reduce the number of dysfluencies in|hisher| speech from an average of |baseline| stuttered words per minute to |target| stuttered words per minute during conversational speech.
3. SLP K.12 Stuttering/Fluency Quality
|Name| will identify and eliminate secondary stuttering characteristics (e.g., eye closure, inhalation, foot tap, body jerk) while speaking in |number| settings in |completed| out of |attempted| trials.
4. SLP K.12 Stuttering/Fluency Social
Using eye contact and fluency strategies (e.g. easy starts, pull-outs, prolongations, etc.), |Name| will speak to an adult or peer for |number| conversational turns in an educational setting (e.g. classroom, hallway, library, etc.) in |completed| out of |attempted| trials.
Voice K12
Goal Name: Goal Text:1. SLP K.12 Voice - abuse
|Name| will maintain (whisper, soft voice, speaking) voice to reduce vocal abuse in |completed| out of |attempted| (small group, classroom, playground) settings with no more than |number| verbal/silent prompts.
2. SLP K.12 Voice - Resonance
|Name| will use good oral resonance while presenting (classroom materials or games) in (small group, classroom, playground) settings for |number| minutes in |completed| out of |attempted| trials.
3. SLP K.12 Voice - Healthy
|Name| will use good voice (pitch, volume, prosody) while discussing (classroom materials or peer outdoor games) in (small group, classroom, playground) setting(s) for |number| minutes in |completed| out of |attempted| trials.
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Communication PS (SLP Preschool)
Articulation (Preschool)
Goal Name: Goal Text:1. Pre.49.1. Artic Words
Given pictures or words as cues, |Name| will produce |sounds| phonemes in all positions of single words (initial, medial, final, blends) with |percent|% accuracy.
2. Pre.49.1. Artic Sentences
Given pictures or words as cues, |Name| will produce |sounds| phonemes in all positions of words and blends in sentences with |percent|% accuracy.
3. Pre.49.1. Artic Conversation
Given a variety of speaking opportunities, |Name| will produce |sounds| phonemes in all positions of words and blends in conversation with |percent|% accuracy.
Functional Communication PS (Preschool)
Goal Name: Goal Text:1. Pre.49.1 AAC Make Choices
Given a multi-modal communication environment (i.e., eye gaze, pointing, gesturing, word approximations, etc.), |Name| will independently make a choice between |number| objects by taking or showing what |he/she| wants in |completed| out of |attempted| trials.
2. Pre.8.1 AAC Cause/Effect
|Name| will independently use a one-step communicator (i.e., Big Mack) by depressing the switch once in order to activate a toy within 10 seconds on |completed| out of |attempted| trials.
3.Pre.49.1 AAC One-Step
In a contrived setting, |Name| will independently activate a one-step communicator (i.e., Big Mack) to make a request on |completed| out of |attempted| trials.
4.Pre.49.1 AAC One-Step Request
Using visual cues and partner-assisted scanning and given a field of |number| items, |Name| will make a selection (i.e., picture, object, etc.) by hitting a switch (i.e., Big Mack) to indicate that one, to request an activity/object in |completed| out of |attempted| trials.
5.Pre.49.1 AAC Picture Request
Given a field of |number| pictured activities/toys, |Name| will independently request an activity by selecting a picture and giving the picture to an adult in |completed| out of |attempted| trials.
6.Pre.49.1 AAC Request/Protest
Given a multi-modal communication environment (i.e., pictures, voice output device, gestures, signs, etc.) in a structured activity within a small group setting, |Name| will independently communicate requests (i.e., want, more, help, go) and protests (i.e., all done, stop, no, different) with an average of |percent|% accuracy.
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7.Pre.55.1 AAC Greetings
Given a multi-modal communication environment (i.e., signs, objects, gestures, pictures, verbalization, AAC) during play, |Name| will independently state a greeting in |completed| out of |attempted| trials.
8.Pre.49.1 AAC Initiate Play
Given a multi-modal communication environment (i.e., signs, objects, gestures, pictures, verbalization, AAC) during play, |Name| will independently initiate play with a peer by saying one of the following: Come on, Let's play, or Want to on |completed| out of |attempted| trials.
9.Pre.55.1 AAC Maintain Conversation
Given an Alternative and Augmentative Communication (AAC) Device, |Name| will independently maintain two communication exchanges (i.e., student>partner>student>partner) in the ERR classroom in academic and social settings on |completed| out of |attempted| trials.
10.Pre.55.1 AAC Gain Attention
Given a multimodal communication environment (i.e., gestures, signs, word approximations, AAC, pictures), |Name| will independently gain a partner's attention to engage in conversation in |completed| out of |attempted| trials across |number| different academic or social settings in a school day.
11.Pre.49.1 AAC Classroom
|Name| will independently use |hisher| AAC device (e.g. Go Talk, I-Pad, voice-output device, etc.) to participate in preschool classroom discussions or activities at least |number| times in |completed| out of |attempted| opportunities with minimal prompting.
Grammar (Preschool)
Goal Name: Goal Text:1.Pre.49 Grammar MLU
|Name| will independently produce sentences of |number| or more words to make requests, comment, protest, relate information, and/or direct the action of others on |completed| of |attempted| trials.
2. Pre.53 Grammar Present Progressive
In conversation, |Name| will orally use present progressive verbs (verb+ing) in sentences in |completed| of |attempted| trials.
3. Pre.53 Grammar Plurals
In conversation, |Name| will orally use regular plurals in sentences in |completed| of |attempted| trials.
4. Pre.53 Grammar Past Tense
In conversation, |Name| will orally use regular past tense verbs in sentences in |completed| of |attempted| trials.
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5. Pre.53 Grammar Subject-Verb
In conversation, |Name| will orally use correct subjective pronoun usage (i.e., he, she, they) and subject-verb agreement (i.e., is/are) in sentences in |completed| of |attempted| trials.
Language Use (Preschool)
Goal Name: Goal Text:1.Pre.54.1 Language Use Answer Y/N Questions
|Name| will answer yes/no questions with |percent|% accuracy.
2.Pre.54.1 Language Use Answer WH Questions
|Name| will answer who, what, where, when, why, how questions with |percent|% accuracy.
3.Pre.54.1 Language Use Ask Questions
|Name| will ask who, what, where, when, why, and how questions with |percent|% accuracy.
4.Pre.54.1 Language Use Follow Directions
|Name| will independently follow |number|-step directions with |percent|% accuracy.
5.Pre.54.1 Language Use Picture Sequence
Given a |number|-picture scenes, |Name| will sequence the pictures and explain the beginning, middle, and end of the story on |completed| out of |attempted| trials.
Pragmatics (Preschool)
Goal Name: Goal Text:1.Pre.55.1 Pragmatics Turn-taking
During structured play with an adult or peers, |Name| will independently take |number| turns in reciprocal play with a game, toy, gesture, or sound on |completed| of |attempted| trials.
2.Pre.49.1 Pragmatics Maintain Conversation
While conversing with peers and adults, |Name| will independently maintain a topic of conversation for |number| turns on |completed| of |attempted| trials.
3.Pre.49.1 Pragmatics Initate/Respond
During a small group activity with peers, |Name| will independently initiate an interaction (i.e., question, request, comment) and/or respond to a peer's interaction on |completed| of |attempted| trials.
4. Pre.52.1 Pragmatics Emotions
While looking at pictures of emotions (e.g., happy, sad, tired, scared), |Name| will state the emotion and one reason for the emotion in |completed| of |attempted| trials
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Semantics (Preschool)
Goal Name: Goal Text:1.Pre.51.1 Semantics ID Objects/Actions
While looking at pictures and/or playing with toys, |Name| will point to |number| familiar objects and |amount| actions/functions when given a field of |total| items in |completed| of |attempted| trials.
2.Pre.52.1 Semantics Label Objects/Actions
While looking at pictures or playing with toys, |Name| will correctly label |number| familiar objects and |amount| actions with |percent|% accuracy
3.Pre.51.1 Semantics Quantity Concepts
|Name| will orally use quantity concepts (i.e., one, some, all, more, less) to describe pictures/objects in |completed| of |attempted| trials
4.Pre.53.1 Semantics Spatial Concepts
|Name| will orally describe the location of one object to another using spatial concepts (i.e., in/out, on/off, over/under, front/back, top/middle/bottom, beside/between) in |completed| of |attempted| trials
5.Pre.49.1 Semantics Descriptive Concepts
While looking at pictures and/or playing with toys, |Name| will name descriptive concepts (i.e., big/little, long/short, wet/dry) in |completed| of |attempted| trials
6.Pre.53.1 Semantics Ordinal Concepts
While looking at pictures and/or playing with toys, |Name| will orally use ordinal/sequential (i.e., first, second, last) and temporal (i.e., before/after) concepts in |completed| of |attempted| trials
7.Pre.51.1 Semantics Category
|Name| will name |number| semantically-related members of a category in |completed| of |attempted| trials
8.Pre.54.1 Semantics Associations
Given an object/picture, |Name| will state 1-2 associated items and explain how they go together (i.e., bowl and spoon are both used for eating) in |completed| of |attempted| trials
9.Pre.51. Semantics ID Attributes
Given a field of |number| objects/pictures, |Name| will point to the attribute named (i.e., Find the one that is big) in |completed| of |attempted| trials
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10.Pre.51.1 Semantics Name Attributes
While looking at pictures and/or toys, |Name| will name |number| critical parts in |completed| of |attempted| trials
11.Pre.51.1 Semantics Opposites
While looking at pictures and/or playing with toys, |Name| will state the opposites of familiar concepts (e.g., hot/cold, in/out, up/down) in |completed| of |attempted| trials
Stuttering/Fluency (Preschool)
Goal Name: Goal Text:1. Pre.49 Fluency %SS
|Name| will decrease the percentage of stuttered syllables in an unstructured conversation sample from |baseline percent|% to |target percent|% of stuttered syllables in a |number| syllable count.
2. Pre.49 Fluency SWPM
Using fluency strategies (i.e. smooth/easy speech, rate reduction, continuous phonation, etc.) , |Name| will reduce the number of dysfluencies in |hisher| speech from an average of |baseline| stuttered words per minute to |target| stuttered words per minute during conversational speech.
3. Pre.49 Fluency/Quality
|Name| will identify and eliminate secondary stuttering characteristics (e.g., eye closure, inhalation, foot tap, body jerk) while speaking in |number| settings in |completed| out of |attempted| trials.
4. Pre.49 Fluency/Social
Using eye contact and fluency strategies (e.g. easy starts, pull-outs, prolongations, etc.), |Name| will speak to an adult or peer for |number| conversational turns in an educational setting (e.g. classroom, hallway, library, etc.) in |completed| out of |attempted| trials.
Voice (Preschool)
Goal Name: Goal Text:1. Pre.49.1. Vocal Abuse
|Name| will maintain (whisper, soft voice, speaking) voice to reduce vocal abuse in |completed| out of |attempted| (small group, classroom, playground) settings with no more than |number| verbal/silent prompts.
2. Pre.49.1. Resonance
|Name| will use good oral resonance while presenting (classroom materials or games) in (small group, classroom, playground) settings for |number| minutes in |completed| out of |attempted| trials.
3. Pre.49.1. Healthy Voice
|Name| will use good voice (pitch, volume, prosody) while discussing (classroom materials or peer outdoor games) in (small group, classroom, playground) setting(s) for |number| minutes in |completed| out of |attempted| trials.
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Math (Educational Services are not reimbursed by Medicaid)
Counting & Cardinality
Goal Name: Goal Text:0.CC.1. Count by 1's Given a request, |Name| will orally count by 1's from 0-|number| correctly on
|probes| consecutive probes.
0.CC.1-2. Count by 10's
Given a request, |Name| will orally count by 10's from 0-|number| correctly on |probes| consecutive probes.
0.CC.2. Count up from a number
Given a request, |Name| will orally count forward by 1's from a given number up to |number| correctly on |probes| consecutive probes.
0.CC.3. Write numbers from 0 to 20.
Given a verbal prompt, |Name| will write numbers 0 to |number| with correct number formation with |percent|% accuracy on |probes| consecutive probes.
0.CC.3-5. Represent a number of objects with a written numeral 0-20
Given a set of objects up to |number|, |Name| will identify (match, point to, say, write, etc.) the corresponding numeral on |completed| out of |attempted| problems on |probes| consecutive probes.
0.CC.5-3. Count out 1-20 objects
Given a number from 1-|number|, |Name| will count out that many objects using manipulatives on |completed| out of |attempted| problems on |probes| consecutive probes.
0.CC.6. No. objects in one group is greater than, less than, or equal to
Given 2 sets of items (not to exceed |number| items per set), |Name| will identify (orally state, circle, point to, etc.) the group that is greater than, less than or equal to on |completed| out of |attempted| problems on |probes| consecutive probes.
0.CC.7. Compare two written numbers
Given two written numerals between 1-|number|, |Name| will identify (orally state, circle, point to, etc.) the number that is greater than, less than or equal to on |completed| out of |attempted| problems on |probes| consecutive probes.
Geometry
Goal Name: Goal Text:0.G.1-1. Describe relative positions of objects using terms such as above, below, beside, in front of, behind, and next to
Given objects, |Name| will describe relative positions of objects using terms such as above, below, beside, in front of, behind, and next to with |percent| accuracy on |completed| out of |attempted| probes.
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0.G.3. Identify shapes as two-dimensional (“flat”) or three-dimensional (“solid”)
Given shapes, |Name| will identify if the shapes are two-dimensional ("flat") or three-dimensional ("solid") with |percent|% accuracy on |completed| out of |attempted| probes.
0.G.4. Compare two- and three-dimensional shapes to describe their similarities, differences, parts and other attributes
Given two- and three-dimensional shapes, |Name| will describe and compare their similarities, differences, parts and attributes on |completed| out of |attempted| probes.
0.G.5. Build shapes from components (e.g., sticks, clay) and draw shapes
Given shapes within the environment, |Name| will draw or create the shapes on |completed| out of |attempted| probes.
1.G.3. Partition circles and rectangles into two and four equal shares
Given circles and rectangles, |Name| will divide |percent|% of the shapes into |two and/or four| equal parts on |completed| out of |attempted| probes.
1.G.3. Describe shares using the words halves, fourths, and quarters
Given circles and rectangles divided into halves and fourths, |Name| will describe the shares using the phrases "half of, fourth of, and/or quarter of" of |percent|% of shapes on |completed| out of |attempted| probes.
2.G.1. Recognize shapes having specified attributes
Given shapes with specified attributes (# of angles, equal faces, etc), |Name| will identify |percent|% of shapes by |matching, stating, circling| on |completed| out of |attempted| probes.
2.G.1-1 Draw shapes having specified attributes
Given specified attributes (# of angles, equal faces, etc), |Name| will draw shapes on |completed| out of |attempted| probes.
2.G.1-2 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
Given |triangles, quadrilaterals, pentagons, hexagons, cubes|, |Name| will identify |percent|% of shapes by |stating, matching, circling| on |completed| out of |attempted| probes.
3.G.1. Identify attributes of shapes in different categories (e.g., rhombuses, rectangles, and others)
Given shapes in different categories (rhombus, rectangles, etc), |Name| will identify common attributes of shapes on |completed| out of |attempted| probes.
3.G.2. Partition shapes into parts with equal areas
Given shapes and asked to partition them into equal parts, |Name| will be able to partition |percent|% of shapes accurately on |completed| out of |attempted| probes. area of each part as 1/4 of the area of the shape
3.G.2-1 Express the area of each part as a unit fraction of the whole
Given shapes partitioned in equal parts, |Name| will be able to express the area of each part as a unit fraction of the whole on |percent|% of shapes on |completed| out of |attempted| probes.
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4.G.1. Identify points, lines, line segments, rays in two-dimensional figures
Given two-dimensional figures, |Name| will identify lines, line segments, and rays with |percent|% accuracy on |criteria| of |probes| probes.
4.G.1-1 Identify angles (right, acute, obtuse) in two-dimensional figures
Given two-dimensional figures, |Name| will identify angles as right, acute, or obtuse with |percent|% accuracy on |criteria| of |probes| probes.
4.G.1-1 Identify perpendicular and parallel lines in two-dimensional figures
Given two-dimensional figures, |Name| will identify perpendicular and parallel lines with |percent|% accuracy on |criteria| of |probes| probes.
4.G.2. Recognize & identify right triangles
Given representations of triangles, |Name| will identify (point, verbalize, or write) the right triangles with |percent|% accuracy on |completed| out of |attempted| probes.
4.G.3. Identify line of symmetry so figure can be folded into matching parts
Given two-dimensional figures, |Name| will |identify, draw| the line of symmetry so that figures can be divided into two equal parts on |completed| out of |attempted| probes.
5.G.1. Plot points on coordinate plane (X, Y axes)
Given points written as ordered pairs, |Name| will plot points on coordinate system of two perpendicular axes with an minimum of |percent|% accuracy on |completed| out of |attempted| probes.
6.G.1. Find area of triangles, quadrilaterals, and polygons
Given two-dimensional shapes (|triangles, quadrilaterals, polygons|), |Name| will compute area of figures with |percent|% accuracy on |completed| out of |attempted| probes.
6.G.2. Find volume of right rectangular prism
Given the formula (v=l.w.h or v=b.w.h) for volume of a right rectangular prism, |Name| will compute the volume of right rectangular prisms with |percent|% accuracy on |completed| out of |attempted| probes.
6.G.3. Draw polygons in coordinate plane when given vertices
Given coordinates of vertices of regular polygons, |Name| will plot the points to construct polygons with |percent|% accuracy on |completed| out of |attempted| probes.
6.G.3-1 Find length of sides joining points
Given coordinates of vertices of regular polygons, |Name| will determine the length of each side of plotted polygons with |percent|% accuracy on |completed| out of |attempted| probes.
7.G.4. Find area and/or circumference of a circle
Given the formula |C=?d, A=?r2| for |area and/or circumference| of a circle, |Name| will compute the |area and/or circumference| of circles with |percent|% accuracy on |completed| out of |attempted| probes.
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7.G.5. dentify angles as supplementary, complementary, vertical, or adjacent
Given diagrams showing |supplementary, complementary, vertical, adjacent angles|, |Name| will identify angles with |percent|% accuracy on |completed| out of |attempted| probes.
7.G.5-1 Find measure of unknown angle in a figure
Given diagrams showing supplementary, complementary, vertical, and adjacent angles with measurements, |Name| will compute values of missing angle measurements with |percent|% accuracy on |completed| out of |attempted| probes.
7.G.6 Find volume and surface area of three-dimensional shapes
Given problems and formulas for three-dimensional |square pyramids, triangular pyramids, cylinders, cubes, right prisms|, |Name| will calculate |volume or surface area| with |percent|% accuracy on |completed| out of |attempted| probes.
Measurement and Data
Goal Name: Goal Text:0.MD.1. Describe measurable attributes of objects such as length or weight
When shown an object, |Name| will describe measurable attributes of the object (such as length and/or weight) on |completed| out of |attempted| probes for |number| consecutive probes.
0.MD.2. Compare two objects with measurable attribute in common
When shown two objects, |Name| will accurately compare measurable attributes (length/ weight) of the objects on |completed| out of |attempted| probes for |number| consecutive probes.
0.MD.3. Classify/sort objects into given categories
Given objects, |Name| will accurately sort the objects into given categories on |completed| out of |attempted| probes for |number| consecutive probes.
0.MD.3-1 Count objects in categories
Given objects sorted into categories, |Name| will correctly count the number of objects in each category on |completed| out of |attempted| probes for |number| consecutive probes.
1.MD.1. Order objects by length Given objects, |Name| will put the objects in order by length |criteria| out of |probes| probes for |number| consecutive probes.
1.MD.2. Express length of object as a whole number of length units
Given objects to measure, |Name| will measure and label the objects using smaller units (paper clips, erasers, etc.) with less than |error| errors on |completed| out of |attempted| probes.
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1.MD.3. Tell time in hours using analog and digital clocks
When given an |analog and/or digital| clock, |Name| will accurately tell time to the nearest |hour, half hour, 15-minute, 5-minute or 1-minute| interval by |stating, writing, matching, showing|, with less than |error| errors on |completed| out of |attempted| probes.
1.MD.4. Interpret data & answer questions from charts/graphs
When shown graphs or charts and asked questions about the data represented, |Name| will correctly respond to an average of |percent|% accuracy.
2.MD.1. Measure length of object by selecting & using appropriate tools
When shown objects to measure and measurement tools (rulers, yardsticks, meter sticks, measuring tapes), |Name| will choose the appropriate tool to measure objects on |completed| out of |attempted| probes.
2.MD.2. Measure length using two different units
When given objects to measure and measurement tools, |Name| will measure correctly using two different units with |percent|% accuracy on |completed| out of |attempted| probes.
2.MD.3. Estimate lengths using inches, feet, centimeters, and meters
Given objects to measure, |Name| will estimate the length of the objects, including unit, (inches, feet, centimeter, or meter) with |percent|% accuracy on |number| consecutive probes.
2.MD.3. Measure to determine how much longer one object is than another
When given pairs of objects and measurement tools, |Name| will measure the objects and express the difference in length (including units) correctly on |completed |out of |attempted| pairs.
2.MD.5. Solve word problems involving lengths using addition and subtraction
When given word problems that involve addition/subtraction of lengths, |Name| will solve problems accurately on |criteria| out of |probes| probes.
2.MD.8. Solve word problems involving bills and coins using symbols
When given word problems involving money, |Name| will solve problems and use symbols ($, cents) to show quantity with an average of |percent|% accuracy.
2.MD.8-1. Solve word problems add/subtract time in minutes
Given word problems involving addition and subtraction of time intervals in minutes, |Name| will accurately solve problems |percent|%accuracy on |completed| out of |attempted|.
2.MD.9. Generate measurement data by measuring
|Name| will create a record (graph/visual representation) of measurements by making repeated measurements and recording results accurately on |completed| out of |attempted| probes.
2.MD.10. Draw picture/bar graph to represent data set with up to four categories.
Given data set with up to four categories, |Name| will create a picture graph and/or bar graph to accurately represent data with less than |error| errors on |completed| out of |attempted| probes.
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2.MD.10-1. Use bar graph to solve simple put together, take-apart, and compare problems
Given a bar graph, |Name| will be able to use data to solve, put-together, take-apart, or compare problems with less than |error| errors on |completed| out of |attempted| probes.
3.MD.2. Word problems with volumes & masses of objects using standard units (add, subtract, multiply, or divide)
Given |addition, subtraction, multiplication, division| word problem involving masses or volumes that are given in the same units, |Name| will correctly solve |percent|% of problems on |completed| out of |attempted| probes.
3.MD.2-1. Draw a scaled picture graph/bar graph to represent a data set with several categories
Given data with several categories, |Name| will draw a scaled picture, graph, or bar graph to represent the data on |completed| out of |attempted| probes.
3.MD.2-2. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs
Given a bar graph or picture graph, |Name| will solve "how many more" and/ or "how many less" |one and/or two|-step word problems on __ out of __ probes.
3.MD.3. Measuring lengths using rulers marked with halves and fourths of an inch.
When given a ruler and objects to measure, |Name| will accurately measure |percent|% of objects to the nearest |quarter or half| inch on |completed| out of |attempted| probes.
3.MD.4. Find area of squares and rectangles
Given rectangles and squares with measurements, |Name| will be able compute the area with |percent|% accuracy on |completed| out of |attempted| probes.
5.MD.7. Describe measurable attributes of objects such as length or weight
When shown an object, |Name| will describe measurable attributes of the object (such as length and/or weight) on completed| out of |attempted| probes.
Numbers-Operations in Base Ten
Goal Name: Goal Text:0.NBT.1. Compose/decompose numbers into ten and ones
Given 2-digit numerals and base ten blocks, drawings, etc., |Name| will represent the number using place value groups (tens, ones) on |completed| out of |attempted| probes on |probes| consecutive probes.
1.NBT.3. Compare two written numbers using symbols
Given two written numerals between |number1|-|number2|, |Name| will compare the numbers using the symbols >, <, and =, on |completed| out of |attempted| probes on |probes| consecutive probes.
1.NBT.4. Add/Subtract within 100 no regrouping
Given double-digit |addition, subtraction, addition and subtraction| problems under 100 without regrouping, |Name| will solve the problems with an average of |percent|% accuracy.
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1.NBT.4-3 Add within 100 with regrouping
Given double digit |addition, subtraction, addition/subtraction| problems within 100 with regrouping, |Name| will solve the problems with an average of |percent|% accuracy.
2.NBT.1. Compose/decompose numbers into hundreds, tens, and ones
Given 3-digit numerals and base ten blocks, drawings, etc., |Name| will represent the number using place value groups (hundreds, tens, ones) on |completed| out of |attempted| probes on |probes| consecutive probes.
2.NBT.2. Skip-count by 5s, 10s, and 100s within 1001
Given a probe (worksheet, activity, etc.) requiring skip counting by |5's, 10's, 100's|, |Name| will skip count from 0-|number| (by stating, pointing, writing, etc.) on |completed| out of |attempted| probes.
2.NBT.3. Read and write numbers to 1000
Given a number orally or in written format up to |number|, |Name| will identify (match, point to, etc.) the corresponding numeral on |completed| out of |attempted| probes.
2.NBT.4. Compare two three-digit numbers
Given two written numerals between 100-|number|, |Name| will compare the numbers using the symbols >, <, and =, on |completed| out of |attempted| probes on |probes| consecutive probes.
2.NBT.6. Add up to four 2-digit numbers
Given problems requiring addition of up to four 2-digit numbers |with, without, with/without| regrouping, |Name| will solve the problems with an average of |percent|% accuracy.
2.NBT.7. Add & Subtract within 1000 with/without regrouping
Given multi-digit |addition, subtraction, addition/subtraction| problems within 1000 |with, without, with/without| regrouping, |Name| will solve the problems with |percent|% accuracy on |attempted| consecutive probes.
2.NBT.7.1. Subtract within 1000 no regrouping
Given numbers between 100-900 and asked to use mental math to add or subtract |10 or 100|, |Name| will orally state answers with an average of |percent|% accuracy.
3.NBT.1. Round whole numbers to nearest tens or hundreds
Given whole numbers and asked to round each to the nearest |10 or 100|, |Name| will round with an average of |percent|% accuracy.
3.NBT.3. Multiply one-digit whole numbers by multiples of 10
When given multiplication problems involving a one-digit number and a multiple of 10 (10-90), |Name| will correctly solve an average of |percent|% of problems on |completed| out of |attempted| probes.
4.NBT.2. Place value for multi-digit whole no.s
When given an assignment |Name| will write answers to place value problems (write numbers, round numbers to the nearest |10 or 100|, greater than/less than, and place value of numbers to the nearest |10 or 100|) with |percent|% accuracy on |number| consecutive probes.
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4.NBT.2. Write multi-digit whole numbers
When verbally given multi-digit whole numbers, |Name| will write the numbers correctly on |completed| out |attempted| probes.
4.NBT.2-1. Write multi-digit whole numbers in expanded form
When verbally given multi-digit whole numbers, |Name| will write the numbers in expanded format correctly on |completed| out of |attempted| probes.
4.NBT.3. Round multi-digit whole numbers to any place
Given whole numbers and asked to round to any place, |Name| will round correctly on |completed| out of |attempted| probes.
4.NBT.3. Add & Subtract multi-digit numbers
Given multi-digit |addition, subtraction, addition and subtraction| problems, |Name| will correctly solve an average of |percent|% of problems accurately.
4.NBT.5 Multipy up to 4 digit by 1 digit
Given multi-digit (4 digit multiplied by 1 or 2 digit) multiplication problems, |Name| will solve with |percent| % accuracy on |attempted| consecutive probes.
4.NBT.5. Multipy up to 4 by 1 digit or 2 by 2 digit
Given |number through 4|-digit numbers multiplied by |1 or 2|-digit numbers, |Name| will correctly solve problems with an average of |percent|% accuracy.
4.NBT.6. Divide up to 4 digit dividend by 1 digit divisor
Given division problems with multi-digit dividends and a 1-digit divisor, |Name| will correctly solve an average of |percent|% accuracy.
5.NBT.3. Read decimals to thousandths place
Given numerals with decimals |Name| will correctly |read, write, compare (using symbols >,<, =), round| numbers to the thousandths place correctly on |attempted| consecutive probes.
5.NBT.3-2 Compare decimals to thousandths place
Given 2 numbers containing decimals to the thousandths place, |Name| will correctly compare the numbers by using the symbols >, <, and = on |completed| out of |attempted| probes.
5.NBT.4. Round decimals to any place
Given numbers containing decimals and asked to round to any place, |Name| will round numbers correctly on |completed| out of |attempted| probes.
5.NBT.4. Multiply multi-digit by multi-digit
Given multi-digit by multi-digit multiplication problems, |Name| will correctly solve with an average of |percent|% accuracy.
5.NBT.6. Divide 4 digit dividend by 2 digit divisor
Given division problems with 4-digit dividends and 2-digit divisors, |Name| will correctly solve with an average of |percent|% accuracy.
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5.NBT.7. Perform operations w/decimals to hundredths
Given |addition, subtraction, multiplication, division| problems with decimals to hundredths, |Name| will correctly solve problems using |models, drawings, standard algorithm| on |completed| out of |attempted| probes.
Numbers-Operations: Fractions
Goal Name: Goal Text:3.NF.1.1. Label fractions as whole partitioned into parts
Given fractions |visual representation,numbers, numberline|, |Name| will correctly |order,label,show correct location,compare| the fractions with |percent|% accuracy on |attempted| consecutive probes.
3.NF.1. Label fractions as whole partitioned into parts
When a set of problems with fractions, |Name| will write or say answers to |correctly label the fractions, show correct location on a number line, place fractions in order| on |completed| out of |attempted| probes for |number| consecutive probes.
3.NF.3-1 Recognize equivalent fractions
Given fractions |visual representation, numbers|, |Name| will be able to |identify, generate, identify/generate|(point to, write, verbalize) equivalent fractions with |completed| out of |attempted| probes on |number| consecutive probes.
3.NF.3-1 Generate equivalent fractions
Given a fraction worksheet |Name| will demonstrate understanding of fractions by generating equivalent fractions and comparing fractions with |percent|% accuracy on |attempted| consecutive probes.
3.NF.3-2. Compare fractions with same denominator using >, =, or <
Given pairs of fractions with the same denominator, |Name| will compare the fractions using the symbols >, <, or = with an average of |percent|% accuracy.
3.NF.3-3. Compare fractions with same numerator using >, =, or <
Given pairs of fractions with the same numerator, |Name| will compare the fractions using the symbols >, <, or = with an average of |percent|% accuracy.
3.NF.3-4 Compare fractions using >, =, or <
Given pairs of fractions with the |same, unlike| |denominator, numerator, denominator or numerator|, |Name| will compare the fractions using the symbols >, <, or = with an average of |percent|% accuracy.
4.NF.2. Add and subtract fractions with like denominators (including mixed numbers)
Given a fractions worksheet involving |addition, subtraction, multiplication| of fractions with common denominators, |Name| will set up and solve problems (by visual models or equations) with |percent|% accuracy on |attempted| consecutive probes.
4.NF.3-1. Solve word problems involving addition and subtraction of fractions with like
Given word problems involving addition and subtraction of fractions with common denominators, |Name| will set up and solve problems (by visual models, equations, etc.) on |completed| out of |attempted| probes.
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denominators4.NF.4. Multiply a fraction by a whole number
Given multiplication problems involving whole numbers and fractions, |Name| will solve problems with an average of |percent|% accuracy.
4.NF.4. Convert fractions with denominators of 10 or 100 to decimals
Given fractions with denominators of 10 or 100, |Name| will rewrite fractions as a decimal, and place on a number line with |percent|% accuracy on |completed| out of |attempted| probes.
4.NF.6-1. Convert fractions with denominators of 10 or 100 to decimals and place on number line
Given fractions with denominators of 10 or 100, |Name| will |rewrite fractions as a decimals, place on a number line| with an average of |percent|% accuracy.
4.NF.7. Compare two decimals to hundredths using symbols >, =, or <
Given pairs of decimals with values to the hundredths, |Name| will write the symbol <, >, or = on |completed| out of |attempted| probes for |number| consecutive probes.
4.NF.7. Add and subtract fractions with unlike denominators (including mixed numbers)
Given |fractions, fraction word problems| with unlike denominators and asked to |add or subtract|, |Name| will accurately solve |percent|% of problems on |attempted| consecutive probes.
5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers)
Given fractions with unlike denominators and asked to |add or subtract|, |Name| will accurately solve problems on |completed| out of |attempted| probes for |number| consecutive probes.
5.NF.2. Addition and subtraction of fractions with unlike denominators word problems
Given word problems involving addition and subtraction fractions with unlike denominators, |Name| will set up and solve problems (by visual models or equations) correctly on |completed| out of |attempted| probes for |number| consecutive probes.
5.NF.3. Division of whole numbers leaving quotients of fractions or mixed numbers (word problems)
Given word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, |Name| will correctly solve problems with |percent|% accuracy on |completed| out of |attempted| probes.
5.NF.7. Divide fractions and whole numbers
Given division problems involving fractions and whole numbers, |Name| will solve problems accurately with |percent|% accuracy on |completed| out of |attempted| probes.
Operations & Algebraic Thinking
Goal Name: Goal Text:0.OA.1 Represent addition/subtraction equations
Given |addition, subtraction, addition/subtraction| equations, |Name| will visually represent the equation (using pictures, objects, fingers, etc.) on |completed| out of |attempted| probes.
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0.OA.2-1 Solve addition word problems within 10 using objects or drawings
Given |addition, subtraction, addition/subtraction| word problems under 10, |Name| will solve problems accurately using objects/drawings to represent the problems on |completed| out of |attempted| probes.
0.OA.2-1 Find number that makes 10 when added to the given number
Given addition equations with one known addend and a sum of 10, |Name| will correctly solve for missing addend on |completed| out of |attempted| problems on |probes| consecutive probes.
0.OA.5. Fluently add and subtract within 5
Given addition and subtraction math facts under 5, |Name| will solve the problems on |completed| out of |attempted| probes.
1.OA.1. Use addition subtraction within 20 to solve word problems
Given |addition, subtraction, addition/subtraction| word problems within 20, |Name| will solve |percent|% of problems accurately using objects/drawings to represent the problem on |number| consecutive probes.
1.OA.2. Solve addition word problems of three whole numbers within 20
Given addition problems with 3 addends whose sum is within 20, |Name| will accurately solve an average of |percent|% of problems on |number| consecutive probes.
1.OA.4. Understand subtraction as an unknown-addend problem
Given subtraction problems with an unknown-addend, |Name| will solve for the missing addend with an average of |percent|% accuracy.
1.OA.5. Relate counting to addition and subtraction
Given |addition or subtraction| problems through 20, |Name| will accurately solve the problems by using a counting-on strategy on |completed| out of |attempted|.
1.OA.6. Add and subtract within 20
Given addition and subtraction problems within 20 |Name| will solve with an average of |percent|% accuracy.
1.OA.7. Compare equations involving addition & subtraction
Given pairs of equations involving addition and subtraction, |Name| will correctly determine if equations are equal on |completed| out of |attempted| probes.
1.OA.8. Determine unknown whole number in addition/subtraction equation
Given addition or subtraction equations relating three whole numbers, |Name| will determine whole numbers on |completed| out of |attempted| probes.
2.OA.1. Use addition/subtraction within 100 to solve 1- & 2-step word problems
Given |one, two|-step |addition, subtraction| problems, |Name| will correctly solve the problems on |completed| out of |attempted| probes.
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2.OA.2. Use mental strategies to add or subtract within 20
Given |addition, subtraction| problems through 20, |Name| will accurately solve the problems using mental math on |completed| out of |attempted| probes.
2.OA.2-1. Use mental strategies to add single digits
Given single digit addition problems, |Name| will correctly solve the problems from memory on |completed| out of |attempted| probes.
2.OA.3. Determine if group of objects up to 20 has an odd or even number
Given groups of objects numbering up to 20, |Name| will determine if there is an even or odd number of objects on |completed| out of |attempted| probes.
2.OA.3. Write equations for rectangular arrays up to 5 by 5
Given objects arranged in an array up to 5 rows and 5 columns, |Name| will write the equation using equal addends on |completed| out of |attempted| probes.
2.OA.4. Interpret products of whole numbers
Given multiplication/division problems, |Name| will produce visual models (draw, array, objects) with |percent|% accuracy on |attempted| consecutive probes.
3.OA.1. Interpret products of whole numbers
Given |multiplication, division, multiplication/division| problems, |Name| will produce visual models (draw, array, objects, etc.) of the problems on |completed| out of |attempted| probes.
3.OA.3. Use multiplication & division within 100 to solve word problems
Given |multiplication, division, multiplication/division| word problems under 100 involving equal groups and/or arrays, |Name| will correctly solve an average of |percent|% accuracy.
3.OA.4. Use multiplication to determine unknown whole number in equation
Given |multiplication, division, multiplication/division| equations with one known factor and a |product, quotient |up to 100, |Name| will correctly solve for missing factor on |completed| out of |attempted| probes.
3.OA.7. Multiply and divide within 100
Given |multiplication, division, multiplication/division| problems under 100, |Name| will accurately solve problems with an average of |percent|% accuracy.
3.OA.7-1 Know products of two one-digit numbers within 100
Given single-digit multiplication problems, |Name| will correctly solve the problems from memory with an average of |percent|% accuracy.
4.OA.3. Solve multistep word problems (whole numbers, four
Given multi-step word problems using |addition, subtraction, multiplication, division| and whole numbers, |Name| will write correct equations and solve accurately on |completed| out of |attempted|
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operations) probes.4.OA.3-1 Determine reasonableness of equations/answers
Given multi-step word problems student has solved, |Name| will use estimation strategies to determine if answers are reasonable on |completed| out of |attempted| probes.
4.OA.4. Find all factor pairs for whole numbers 1–100
Given numbers to 100, |Name| will determine ( write, circle, match, etc.) all of the factor pairs of given numbers on |completed| out of |attempted| probes.
4.OA.4-1 Prime or composite whole numbers 1–100
When given numbers up to 100, |Name| will determine (state, circle, etc.) if given numbers are prime or composite on |completed| out of |attempted| probes for |number| consecutive probes.
4.OA.5 Generate number or shape pattern that follows a given rule
Given a rule, |Name| will create a number or shape pattern that follows the rule on |completed| out of |attempted| probes for |number| consecutive probes.
Ratios and Proportions
Goal Name: Goal Text:6.RP.3. Solve ratio and rate problems
Given word problems involving ratio and rate, |Name| will solve problems with |percent|% accuracy on |completed| out of |attempted| probes.
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Motor
Assistive Technology (OT therapy may be reimbursed by Medicaid)
Goal Name: Goal Text:AT - address phone number
|Name| will type address and phone number |from a model, independently, with verbal cues| on |completed| out of |attempted| trials.
AT - finger isolation
|Name| will isolate fingers to depress specific keys using |hunt and peck, touch typing| technique with |level of assistance| on |completed| out of |attempted| trials.
AT - keyboard alphabet
|Name| will locate alphabet keys on keyboard by typing alphabet within |number| seconds on |completed| out of |attempted| trials.
AT - keyboard functions
|Name| will demonstrate correct use of |Enter, Backspace, Shift, Spacebar| keys on keyboard with |level of assistance| on |completed| out of |attempted| trials.
AT - keyboard home row
|Name| will locate and place hands correctly on home row (asdf - jkl;) of keyboard and type using both hands with fewer than |number| errors on |completed| out of |attempted| trials.
AT - keyboard words per min
|Name| will type |number 1| words per minute from model with fewer than |number 2| errors on |completed| out of |attempted| trials.
AT - keyboard words/sentences
|Name| will type |words, sentences| from a model using both hands to activate keys with fewer than |number| errors on |completed| out of |attempted| trials.
AT - switch activation
|Name| will activate |communication, computer mouse, toy-activated| switch with |verbal prompt, physical prompt, picture prompt, independently| within |number| seconds on |completed| out of |attempted| trials.
Bilateral Coordination (OT)
Goal Name: Goal Text:BC - bounce ball alternating hands
|Name| will bounce a |number 1| inch ball using hands in an alternating pattern |number 2| consecutive times on |completed| out of |attempted| trials.
BC - catch thrown ball |Name| will catch a |number 1| inch ball with both hands thrown from |number 2| feet on |completed| out of |attempted| trials.
BC - cross over patterns |Name| will complete |number| consecutive crossover patterns of |activity| after |demonstration, verbal cue, physical prompt| on |completed| out of |attempted| trials.
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BC - cut across paper |Name| will cut across |number| inch paper using |regular, adapted| scissors and holding paper with non-dominant hand with |level of assistance| on |completed| out of |attempted| trials.
BC - cut simple shapes |Name| will cut simple shapes manipulating paper with non-dominant hand and staying on or near the cutting line and maintain the overall shape of the project on |completed| out of |attempted| trials.
BC - cut straight or curved
|Name| will cut along a |number 1| inch |straight, curved| path across a |number 2| inch paper holding paper with non-dominant hand with |level of assistance| on |completed| out of |attempted| trials.
BC - drop and catch ball |Name| will drop a |number| inch ball and, after one bounce, catch it with both hands on |completed| out of |attempted| trials.
BC - drop ball, catch ball, scooter board, jumping jack
|Name| will demonstrate improved bilateral coordination by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
BC - involved UE to assist
|Name| will use involved extremity as a functional assist |percent|% of the time for |activity| on |completed| out of |attempted| trials.
BC - jumping jacks |Name| will perform |number| jumping jacks |after demonstration, with verbal cues, with picture prompt| on |completed| out of |attempted| trials.
BC - open thread top container
|Name| will open a thread top container using both hands with |level of assistance| on |completed| out of |attempted| trials.
BC - pencil sharpener |Name| will successfully sharpen a pencil using manual classroom sharpener with |level of assistance| on |completed| out of |attempted| trials.
BC - scissor skills |Name| will hold scissors in dominant hand and bring paper in to the paper with assisting hand with |level of assistance| on |completed| out of |attempted| trials.
BC - scoop items |Name| will scoop up items in both hands and transfer to container that is |number| inches away without separating hands on |completed| out of |attempted| trials.
BC - scooter board |Name| will propel self forward using hands symmetrically |number| times while prone on scooter board on |completed| out of |attempted| trials.
BC - stabilize with non-dominant hand
|Name| will stabilize |object, paper| with one hand and perform |task, writing/drawing/coloring| with other hand with |level of assistance| on |
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completed| out of |attempted| trials.
BC - stencil, ruler use |Name| will hold |stencil, ruler| in place with non-dominant hand while drawing |along edges, a straight line| with dominant hand with fewer than |number| slips on |completed| out of |attempted| trials.
BC - string beads |Name| will string |number 1| |number 2| inch beads with |level of assistance| on |completed| out of |attempted| trials.
BC - string beads, cut, stabilize
|Name| will demonstrate improved bilateral coordination by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
BC - string beads, thread top container, scissor skill, crossover pattern
|Name| will demonstrate improved bilateral coordination by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
ZBC - custom objectives |Name| will demonstrate improved bilateral coordination by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Fine-Motor Skills (OT)
Goal Name: Goal Text:FM- color using finger movements
|Name| will color an area no more than 2" inches in circumference, using only finger movements, staying |within, near| the border, |completed| out of |attempted| trials.
FM- hole punch
|Name| will use a hole punch to punch |number| holes in paper with |level of assistance| on |completed| out of |attempted| trials.
FM- in hand manip.
|Name| will improve in-hand manipulation skills by squirreling |number| items |into, out of| palm from finger tips on |completed| out of |attempted| trials.
FM- scissor grasp and position
|Name |will pick up and position scissors correctly (thumb in large hole, fingers in small hole), |with verbal cues, with physical assist, independently|,|completed| out of |attempted| trials.
FM- tool use |Name| will use a |classroom tool| effectively with |level of assistance| on |completed| out of |attempted| trials.
FM-clay |Name| will mold clay or play dough into |number| shapes |with a model, after demonstration, with verbal cue| on |completed| out of |attempted| trials.
FM-color shape picture
|Name | will color a |shape, picture| remaining |near, within| the lines, coloring |percent|% of the picture space, |completed| out of |attempted| trials.
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FM-complete exercise plan
|Name| will correctly demonstrate |finger isolation, hand strengthening, pinch strengthening, upper extremity| exercise program on |completed| out of |attempted trials.
FM-cut and turn paper
|Name| will cut with |regular, adapted| scissors with dominant hand, while other hand assists by turning paper with |verbal cues, physical assist, independently|, |completed| out of |attempted|.
FM-cut designs
|Name| will cut a variety of instructional level designs that require changes in direction so that all parts/lines/shapes are maintained |with verbal cues, with physical assist, independently|, |completed| out of |attempted| trials.
FM-cut lines shapes
|Name| will cut a | straight line, curved line, circle, square, triangle, simple shape, complex shape| with |regular, adapted| scissors, staying on or near the line, |completed| out of |attempted | trials.
FM-cut thumbs up
|Name | will use both hands in a thumbs-up approach to |snip, cut across| paper with |regular, adapted| scissors with |verbal cues, with physical assist, independently|,|completed| out of |attempted| trials.
FM-cut, tool, fold, glue, copy
|Name| will demonstrate improved fine motor skills for greater participation in classroom activities by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
FM-finger point
|Name| will point or poke with index finger, keeping all other fingers flexed on |completed| out of |attempted| trials.
FM-fingertip grasp
|Name| will grasp |number| inch items with tip to tip pinch with |level of assistance| on |completed| out of |attemtped| trials.
FM-Fingertip grasp
|Name| will hold object between opposed thumb and pads of fingers with no palm involvement on |completed| out of |attempted| trials.
FM-glue |Name| will open glue stick/bottle with |level of assistance| to complete classroom project on |completed| out of |attempted| trials.
FM-grasp and place
|Name| will grasp small object with pincer grasp and place in container with |number| inch opening with |level of assistance| on |completed| out of |attempted| trials.
FM-pencil exercise
|Name| will perform pencil exercises (flip tip to eraser and inchworm) |number 1| times after |verbal cue, demonstration| with fewer than |number 2| drops on |completed| out of |attempted| trials.
FM-place on designated area
|Name| will place |number| objects within a designated area (rings on stand, pegs in pegboard, etc.) with |level of assistance| on |completed| out of |attempted| trials.
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FM-reposition pencil
|Name| will reposition pencil from writing position to erasing position, using only one hand, with fewer than |number| drops on |completed| out of |attempted| trials.
FM-sign language
|Name| will use appropriate fingers to produce recognizable signs for communicating in sign language with |level of assistance| on |completed| out of |attempted| trials.
FM-Snip and Color
|Name| will demonstrate improved fine motor skills for greater participation in classroom activities by being able to snip at paper and color in a 2-inch shape on |completed| out of |attempted| trials by annual review date unless otherwise specified.
FM-stack blocks
|Name| will stack |number| one inch blocks |after demonstration, with model, after verbal cue| on |completed| out of |attempted| trials.
FM-tong /tweezer
|Name| will use |scissor tongs, tweezers, squeeze tongs| to pick up and release |number| objects with |level of assistance| on |completed| out of |attempted| trials.
FM-trace with finger
|Name| will trace design with one extended finger keeping all others flexed on |completed| out of |attempted| trials.
FM-tripod grasp
|Name| will hold marker/crayon/pencil with tripod grasp during writing/coloring activity on |completed| out of |attempted| trials.
FM-turn pages
|Name| will turn individual pages of a book |after demonstration, with verbal cue| with |level of assistance| on |completed| out of |attempted| trials.
FM-twirl pencil
|Name| will twirl pencil in complete circular patter passing it end over end using thumb, index, and middle finger only with less than |number| drops on |completed| out of |attempted| trials.
ZFM - Custom Goal
|Name| will demonstrate improved fine motor skills for greater participation in classroom activities by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Handwriting (OT)
Goal Name: Goal Text:HW- letters |Name| will write |upper, lower, upper and lower| case letters with no reversals on
|completed| out of |attempted| trials.
HW- letters, numbers, words, worksheet
|Name| will demonstrate improved handwriting skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
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HW-dangling letters
|Name| will |copy, write| "dangling" lower case letters (g, j, p, q, y) correctly on the writing line on |completed| out of |attempted| trials.
HW-high freq. letters
|Name| will |copy, write| high frequency letters (a,e,I,r,n,o,s) |legibly, with proper formation| on |completed| out of |attempted| trials.
HW-LC/UC |Name| will |copy, write| |number| of 26 |upper, lower, upper and lower| case letters legibly on |completed| out of |attempted| trials.
HW-magic c |Name| will |copy, write| "magic C" letters (a, c, d, g, o, q) |legibly, with proper formation| on |completed| out of |attempted| trials.
HW-name |Name| will write |first, last, first and last| name from left to right in correct sequence on |completed| out of |attempted| trials.
HW-numbers |Name| will |copy, write| numbers 1-9 legibly (with no reversals) on |completed| out of |attempted| trials.
HW-phone address
|Name| will |copy, write| |address, phone number, address and phone number| legibly with |level of assistance| on |completed| out of |attempted| trials.
HW-words/sentences
|Name| will |copy, write| |number| instructional level |words, sentences| legibly with appropriate |line use, spacing, line use and spacing| on |completed| out of |attempted| trials.
HW-worksheet |Name| will write |percent|% of answers in space provided on worksheets on |completed| out of |attempted| trials.
ZHW-Custom Objective
|Name| will demonstrate improved handwriting skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Motor Planning (OT)
Goal Name: Goal Text:MP - sequence, pour, fold, imitate action, ball
|Name| will demonstrate improved motor planning skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
MP-catch ball
|Name| will catch a |number| inch |bounced, thrown, rolled| ball outside of arm's reach requiring postural adjustment on |completed| out of |attempted| trials.
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MP-fold crease paper
|Name| will fold and crease paper |number| times after |demonstration, verbal cue, picture prompt| with |level of assistance| on |completed| out of |attempted| trials.
MP-grade pressure
|Name| will grade pressure |when writing or coloring, bouncing a ball, erasing |in order to complete the task with |fair, good |success, |completed| out of |attempted| trials.
MP-imitate |Name| will imitate other's physical actions on |completed| out of |attempted| trials.
MP-obstacle course
|Name| will follow a |number| step sequence |after demonstration, after verbal prompt, with picture prompts| to |complete an obstacle course, complete an activity, complete a drawing| with |level of assistance| on |completed| out of |attempted| trials.
MP-pour |Name| will pour |liquid, beans, items| from one container to another without spilling on |completed| out of |attempted| trials.
ZMotor Planning - Custom Objectives
|Name| will demonstrate improved motor planning skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Perceptual Motor (OT)
Goal Name: Goal Text:PM- identify in a jumble
|Name| will identify |upper, lower, upper and lower case letters, numbers, words| in a jumble with |level of assistance| on |completed| out of |attempted| trials.
PM- scanning
|Name| will scan items left to right and top to bottom on a page by |pointing, eye gaze| and |mark, circle, point to| a given |letter, shape, picture| with |level of assistance| and |percent|% accuracy on |completed| out of |attempted| trials.
PM-copy written work
|Name| will copy |number| |words, numbers, shapes, sentences| from |the board, paper| legibly with appropriate |spacing, line use, spacing and line use| and fewer than |amount| errors/omissions on |completed| out of |attempted| trials.
PM-dot, maze hidden picture
|Name| will complete |dot-to-dot, maze, hidden picture| with |level of assistance| on |completed| out of |attempted| trials.
PM-drawing |Name| will complete a |number| step drawing from| a model, with verbal cues, memory| with |correct, adequate||size, proportion, orientation, placement| to create an overall picture on |completed| out of |attempted| trials.
PM-find |Name| will find |number| of |named, pictured| objects in the classroom environment
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object in classroom
within |time| with |level of assistance| on |completed| out of |attempted| trials.
PM-ID body parts
|Name| will |point to, name| |number| specified body parts |on self, on others, on picture| on |completed| out of |attempted| trials.
PM-ID right left on body
|Name| will indicate right/left side of body |on self, on others, on self and others| on |completed| out of |attempted| trials.
PM-ID right left on object/paper
|Name| will identify right/left side of an object or paper with |level of assistance| on |completed| out of |attempted| trials.
PM-idenify correct X in series
|Name| will identify correctly oriented |letter, number, word| within a series in varying orientation with |percent|% accuracy on |completed| out of |attempted| trials.
PM-match scan copy right/left, dot
|Name| will demonstrate improved perceptual motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
PM-match with diff. orientation
|Name| will match like |pictures, letters, numbers| of varying |orientation, size, color| with |level of assistance| on |completed| out of |attempted| trials.
PM-matching
|Name| will match |letters of first name, last name, pictures, letters, numbers, words| with |verbal cues, physical prompts, physical assistance, independently| on |completed| out of |attempted| trials.
PM-puzzle |Name| will complete |interlocking, non-interlocking| |number| piece puzzle with |level of assistance| on |completed| out of |attempted| trials.
PM-touch elbow to knee
|Name| will touch one body part to another on self upon request with |verbal cues, physical prompts, physical assistance, demonstration| within |number| seconds on |completed| out of |attempted| trials. (For example, put your elbow on your knee.)
ZPM - Custom Goal
|Name| will demonstrate improved perceptual motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Postural Control (OT)
Goal Name: Goal Text:PC - cross extentions
|Name| will lift and extend opposite arm and leg while looking forward, from a hands and knees position (crossed extension), with |demonstration, verbal cues, physical assist|, |arms only, legs only| |attempted| out of |completed| trials.
PC - curl up |Name| will |following demonstration, with verbal cues, with physical assist,
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independently| assume and maintain a lifted and curled posture of the entire body with arms crossed over chest from a supine position (supine flexion) for |number| seconds, |completed| out of |attempted| trials.
PC - functional sitting posture
|Name| will maintain a functional sitting posture |with upright head and trunk, hips at 90°, and feet flat on the floor|, |with, without| support from arms, during a table top task for |number| minutes, |completed| out of |attempted| trials.
PC - Protective Resp., Func Sit Post, Sit/Stand s prop
|Name| will demonstrate improved postural control by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
PC - protective response
|Name| will demonstrate a protective response (extension of the arms) when moved quickly |forward, left, right| while |prone on ball, sitting on ball| |completed| out of |attempted| trials.
PC - sit, stand without lean or brace
|Name| will |sit, stand, sit or stand| without leaning on table or bracing with upper extremity during table top activity for at least |number| minutes with |level of assistance| on |completed| out of |attempted| trials.
PC - Superman
|Name| will |following demonstration, with verbal cues, with physical assist, independently| assume and maintain a lifted and extended posture of the entire body | head, arms, upper body, legs| (superman) from a prone position for |number| seconds, |completed| out of |attempted| trials.
PC - Superman, Cross Ext., Curl up
|Name| will demonstrate improved postural control by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
ZPC - Custom objectives
|Name| will demonstrate improved postural control by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Pre-Writing (OT)
Goal Name: Goal Text:PW- color |Name| will color a |number 1| inch shape using a tripod grasp covering |percent|% of
area and staying within |number 2| inch of boundaries with |level of assistance| on |completed| out of |attempted| trials.
PW- draw |Name| will draw a person with |number| identifiable body parts with |level of
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person assistance| on |completed| out of |attempted| trials.
PW- lines |Name| will |imitate, copy, draw| a |horizontal, vertical| line with |level of assistance| on |completed| out of |attempted| trials.
PW-angles |Name| will |imitate, copy, draw| shapes with angles (triangle, angled line, X, V, etc.) with |level of assistance| on |completed| out of |attempted| trials.
PW-circle |Name| will |imitate, copy, draw| a circle or circular strokes with |level of assistance| on |completed| out of |attempted| trials.
PW-draw, trace, color cut
|Name| will demonstrate improved pre-writing skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
PW-name |Name| will |copy, write| first, last, first and last| name using |upper case, upper and lower case| legibly with |level of assistance| on |completed| out of |attempted| trials.
PW-shapes |Name| will |imitate, copy, and draw| simple shapes |circle, square, cross, triangle| with |level of assistance| on |completed| out of |attempted| trials.
PW-trace |Name| will trace |shape, letter, name, number, pattern| with |level of assistance| on |completed| out of |attempted| trials.
PW-vertical lines
|Name| will demonstrate motor control necessary for writing tasks by drawing |number 1| |vertical, circular| lines between parallel lines which are |number 2| inch apart, touching both top and bottom lines, using top to bottom orientation, with |percent|% accuracy on |completed| out of |attempted| trials.
ZPW-Custom Objective
|Name| will demonstrate improved pre-writing skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Self Care (OT) and /or (Personal care goals (ADL’s) as determined by PCS assessment may be reimbursed by Medicaid)
Goal Name: Goal Text:SC- buttons |Name| will |fasten, unfasten| |number| buttons |with verbal cues, with physical
assist, independently| on |dressing board, on clothing, on self| |completed| out of |attempted| trials.
SC- clothing toilet routine
|Name| will complete |number 1| out of |number 2| steps to manage clothing as part of toileting routing |with verbal cues, with physical assist, with physical prompt, independently| on |completed| out of |attempted| trials.
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SC-coat |Name| will orient and put on coat using |flip-over, traditional| method |with verbal cues, physical prompt, physical assist, and independently| on |completed| out of |attempted| trials.
SC-coat, fasteners, lunch tray
|Name| will demonstrate improved self-care skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
SC-drink from cup
|Name| will pick up cup, take it to mouth, take a drink, and return to table so it remains upright, |with verbal cues, with physical assist, independently| on |completed| out of |attempted| trials.
SC-feed self |Name| will |scoop, stab| food with a| spoon, fork| and bring to mouth without spilling on |completed| out of |attempted| trials.
SC-hand washing
|Name| will complete |number 1| of |number 2| steps of hand washing task |with verbal cues, with physical prompts, with physical assist, independently| on |completed| out of |attempted| trials.
SC-hang up coat
|Name| will properly orient and |hang up, remove| coat |on, from| a hook with |level of assistance| on |completed| out of |attempted| trials.
SC-hook unhook zipper
|Name| will |hook, unhook| zipper |after demonstration, with verbal cues, with picture cues| and |zip, unzip| with |level of assistance| on |completed| out of |attempted| trials.
SC-lunch tray |Name| will |obtain, carry, discard| |mealtime items, and mealtime tray| |independently, with verbal cues, with physical assistance| for at least |number| feet on |completed| out of |attempted| trials.
SC-open containers
|Name| will open containers/packages required at lunch (including tupperware containers, milk, juice box, zip loc bags, etc.) |with verbal cues, with physical assist, with physical prompts, independently| on |completed| out of |attempted| trials.
SC-snap, unsnap
|Name| will |snap, unsnap|, |with verbal cues, with physical assist, independently| on |dressing board, on clothing, on self| |completed| out of |attempted| trials.
SC-tie shoe |Name| will complete |number 1| out of |number 2| steps of shoe tying activity |independently, with verbal cues, with physical prompts| on |completed| out of |attempted| trials.
SC-zip up, down
|Name| will zip |up, down| on engaged zipper |with verbal cues, with physical assistance, independently|, |on zipper board, on self|, |completed| out of |attempted| trials.
ZSC - Custom Goal
|Name| will demonstrate improved self-care skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
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Sensory Motor Skills (OT)
Goal Name: Goal Text:SM - attend to stimuli
|Name| will attend to |visual, auditory, touch| stimulation by |behavior| for |number| minutes and |level of assistance| on |completed| out of |attempted| trials.
SM - auditory distractions
|Name| will continuously engage in activity for |number| minutes with |level of assistance| with |minimal, moderate| auditory distractions (such as student chatter, classroom intercom, pencil sharpener, etc.) on |completed| out of |attempted| trials.
SM - calm after sensory strat.
|Name| will remain calm for |number| minutes after |sensory strategy| on |completed| out of |attempted| trials.
SM - change in movement planes
|Name| will maintain participation in a movement activity (playground, PE, etc.) involving changing planes, directions, or rhythms for |number| minutes on |completed| out of |attempted| trials.
SM - choose sensory strat and remain calm
|Name| will demonstrate improved sensory motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
SM - choose sensory strategy
|Name| will choose |number| sensory strategies from a |learned list, picture choice board, choice bag| to use for |calming, alerting| with |level of assistance| on |completed| out of |attempted| trials.
SM - hands on assist
|Name| will accept hands-on assistance during task performance showing |minimal, moderate, no| signs of discomfort for |number| seconds on |completed| out of |attempted| trials.
SM - hidden object in texture
|Name| will find |number| objects hidden in container of textured material (rice, beans, sand, etc.) with |level of assistance| on |completed| out of |attempted| trials.
SM - hidden object, tactile play, tactile partipation, stereognosis
|Name| will demonstrate improved sensory motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
SM - inhibit unnec. Touching
|Name| will inhibit unnecessary touching of objects or people for |number minutes| after |sensory strategy| with |level of assistance| on |completed| out of |attempted| trials.
SM - participate s behaviors
|Name| will participate in school activities without engaging in no purposeful bumping, banging, crashing behaviors with |level of assistance| on |completed| out of |attempted| trials.
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SM - participate with movt break
|Name| will perform a desk-top activity for |number 1| minutes with less than |number 2| movement breaks and |level of assistance| on |completed| out of |attempted| trials.
SM - partipate in group, inhibit touching
|Name| will demonstrate improved sensory motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
SM - sit/stand in group
|Name| will sit or stand in group without behavioral overreactions with |level of assistance| on |completed| out of |attempted| trials.
SM - stereognosis |Name| will recognize familiar objects placed in hand using sense of touch only on |completed| out of |attempted| trials.
SM - tactile participation
|Name| will participate in tactile activities (such as sand, clay, glue, finger paint, feeding, etc.) without behavioral overreactions with |level of assistance| on |completed| out of |attempted| trials.
SM - tactile play timed
|Name| will play with various |soft, rough, unfamiliar, varying| textures for |number| minutes with |level of assistance |on |completed| out of |attempted| trials.
ZSM - custom objectives
|Name| will demonstrate improved sensory motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Upper Extremity Control (OT)
Goal Name: Goal Text:UE Control - extend arms, extend fingers
|Name| will improve functional range of motion by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
UE Control - functional/compensatory grasp
|Name| will grasp |number| presented objects using a functional or compensatory grasp pattern with |level of assistance| on |completed| out of |attempted| trials.
UE Control - hand dominance
|Name| will demonstrate consistent hand dominance during |drawing/writing, fine motor| activities on |completed| out of |attempted| trials.
UE Control - open door |Name| will open a school door (classroom, bathroom, entrance/exit, etc) with |level of assistance| on |completed| out of |attempted| trials.
UE Control - prone on |Name| will reach with |right, left, either, alternating| hand(s) while prone
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ball on ball for |number| objects with |level of assistance| on |completed| out of |attempted| trials.
UE Control - reach and grasp
|Name| will reach forward to grasp a |number| inch item with |level of assistance| on |completed| out of |attempted| trials.
UE Control - reach page turning
|Name| will reach while |seated, prone propped on elbows, on hands and knees| with dominant hand to turn |number| pages in a book with |level of assistance |on |completed| out of |attempted| trials.
UE Control - reach to target
|Name| will reach forward with |right, left, either| upper extremity to touch a target |number| inches away on |completed| out of |attempted| trials.
UE Control - UE reach, reach and grasp, grasp objects
|Name| will demonstrate improved upper extremity control by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
ZUE control custom objectives
|Name| will demonstrate improved upper extremity control by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
Visual Motor (OT)
Goal Name: Goal Text:VM - ball catch |Name| will catch a |number 1| inch ball |thrown, bounced| from a distance of
|number 2| feet using |one, both, either| hand(s) without trapping ball to trunk on |completed| out of |attempted| trials.
VM - block design |Name| will build a |number| block design (such as a wall, train, or bridge) |with a model, after demonstration| on |completed| out of |attempted| trials.
VM - block design, connect pictures, draw in path, ball
|Name| will demonstrate improved visual motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
VM - curved line in path
|Name| will draw a line within a |number| inch wide |straight, S curve, zigzag| path without touching the sides on |completed| out of |attempted| trials.
VM -straight line in path
|Name| will draw a |vertical, horizontal| line between two dots/pictures staying within a |number| inch path on |completed| out of |attempted| trails.
ZVM - Custom Objectives
|Name| will demonstrate improved visual motor skills by meeting the following objectives on |completed| out of |attempted| trials by annual review date unless otherwise specified.
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Balance, Movement, Coordination (PT) may be reimbursed by Medicaid
Goal Name: Goal Text:PK Locomotion-Balance Standing
|Name| will maintain standing balance for |Number 1| seconds |with bilateral upper extremity support, with single upper extremity support, independently| on |Number 2| trials.
PK Locomotion -Gait Walk Assisted
While in upright standing position, |Name| will take |Number 1| steps on |even, uneven | surfaces with |physical support, 2 hands held, 1 hand held, contact guard assistance, stand-by assistance, adult supervision, independently, assistive device| on |Number 2| trials.
PK Locomotion-Gait Walk Normal
|Name| will walk |Number 1| |steps, feet| with |alternating gait pattern, narrow base of support, heel to toe reciprocal pattern| |on even surfaces, on uneven surfaces, in crowded hallways or classrooms, avoiding obstacles| on |Number 2| trials.
PK Locomotion-Gait Walk Speed
|Name| will walk with increased speed traveling |Number 1| feet in |Number 2| seconds on |Number 3| trials.
PK Locomotion-Galloping
|Name| will gallop a distance of |number 1| feet leading with |preferred, non-preferred| foot with proper form (appropriate leg movements, opposing arms, opposing leg movements) for |number 2| cycles, |with, without| assist, in |number 3| trials.
PK Locomotion-Hopping
|Name| will hop in place |number 1| times on |right, left| foot without assist; |number 2| trials.
PK Locomotion-Hopping Forward
|Name| will hop forward |distance| feet on |either, the preferred, the non-preferred| foot without assist; |number 2| trials.
PK Locomotion-Hopping Pattern
|Name| will hop in a pattern/sequence of |description|, |with, without| upper extremity support, in |number1| trials.
PK Locomotion-Jumping Down/Up
|Name will jump |up, down| |number 1| inches with a |number 2| foot take off and landing, |with, without| assist, |number 3| time; |number 4|trials.
PK Locomotion-Jumping Forward
|Name| will jump forward |number 1| inches with a two foot take-off and landing in |number 2| trials.
PK Locomotion-Running
|Name| will run |Number 1| feet with proper form (opposing arm and leg movements, heel to toe foot placement, narrow base of support, stopping on command) on |Number 2| trials.
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PK Locomotion-Skipping
|Name| will skip a distance of |number1| feet leading with |preferred, non-preferred| foot with proper form (appropriate leg movements, opposing arms, opposing leg movements) for |number2| cycles, |with, without| upper extremity support, in |number3| trials.
PK Locomotion-Stairs Creeping
|Name| will creep |up, backwards down| |Number 1| stairs on hands and knees on |Number 2| trials.
PK Locomotion-Stairs Curbs
|Name| will step |up, down| |Number 1| inch curb while remaining in upright position with |physical assistance, 2 hands held, 1 hand held, independently |on |Number 2| trials.
PK Locomotion-Stairs Normal Steps
|Name| will |ascend, descend| |Number 1| steps |with, without| use of railing |with, without handheld assistance| with |step-to (both feet on each step) gait pattern, alternating gait pattern (1 foot on each step)| on |Number 2| trials.
PK Locomotion-Stairs Playground Flights
|Name| will |ascend, descend| |Number 1| flights of stairs |with, without| railing with |step-to (both feet on each step) gait pattern, alternating (1 foot on each step) gait pattern, on playground with peers| on |Number 2| trials.
PK Locomotion-Stepping Down/Up
|Name| will step |up, down| a |number1| inch |curb, step| |independently/with assist| |number 2| times; |number 3| trials.
PK Locomotion-Stepping Over Obstacles
|Name| will step over |number 1| |number 2| inch tall obstacles |independently/with assist| |number 3| times; |number 4| trials.
PK Locomotion-Stepping Sideways
|Name| will side step/slide a distance of |number 1| feet leading with |preferred, non-preferred| foot with proper form (appropriate leg movements, opposing arms, opposing leg movements) for |number 2| cycles, |with, without| assist, in |number 3| trials.
PK Stationary-Balance Beam/Line
|Name will walk on a |number 1| inch wide |beam, line| for |number 2| feet with no more than |number 3| step offs, |number 4| trials.
PK Stationary-Balance Board/Tilt Board
|Name| will maintain balance on a tilt board, shifting weight side to side and front to back |number 1| times, |number 2| trials.
PK Stationary-Balance Half Kneel Dynamic
|Name| will maintain half kneel position with |head rotation, upper extremity activity, head still| for |number 1| seconds; |number 2| trials
PK Stationary-Balance Half Kneel Static
|Name| will maintain half kneel position |independently, with one hand assist, with two hand assist| for |number 1| seconds; |number 2| trials.
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PK Stationary-Balance Tall Kneel Dynamic
|Name| will maintain tall kneel position with |head rotation, upper extremity activity, head still| for |number 1| seconds; |number 2| trials
PK Stationary-Balance Tall Kneel Static
|Name| will maintain tall kneel position |independently, with one hand assist, with two hand assist| for |number 1| seconds; |number 2| trials.
PK Stationary-Circle Turn
|Name| will turn in a circle |one, both| directions| number 1| time without loss of balance, |number 2| trials.
PK Stationary-Single Limb Stance
|Name| will stand on one foot for |number 1| seconds with sway less than 20 degrees, |number 2| trials.
PK Stationary-Single Limb Stance-Descriptive
|Name| will stand on one foot with |hand hold, light touch, no| support and (knee held toward chest, thigh perpendicular to the floor, hands on hips) for |number 1| seconds, |number 2| trials.
PK Stationary-Single Limb Stance-Unstable Surface
|Name| will single leg stand on |one foot, alternate feet| and with free leg will |tap, place and hold, roll| foot on |a stable, an altered, a predictable, an unpredictable| surface, for |number 1| seconds, |number 2| trials.
PK Stationary-Static Stand
|Name| will stand with feet |together, apart| and eyes |open, closed| for |number 1 | seconds, |number 2| trials.
PK Stationary-Static Stand Descriptive
|Name| will place feet together |independently, with assistance| and hold for |number 1| seconds, |number 2| trials.
PK Stationary-Step Over Obstacles
|Name| will step over |number 1| obstacles of various heights without losing his balance, |number 2| trials.
PK Stationary-Tandem Stand
|Name| will tandem stand for |number 1| seconds, |number 2| trials.
PK Stationary-Tandem Stand Descriptive
|Name| will tandem stand with normal stride width, (both feet on line, heel to toe) and hold for |number 1| seconds, |number 2| trials.
PK Stationary-Toe Stand
|Name| will stand on toes with arms overhead without taking steps for |number 1| seconds; |number 2| trials.
PK Stationary-Toe Walk
|Name| will walk eight feet on tip toes, arms overhead, with |number 1| steps off line, |number 2| trials.
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Sensory Motor Skills (PT)
Goal Name: Goal Text:PK Body Awareness-Body Parts Naming
|Name| will correctly identify |number| body parts on self.
PK Body Awareness-Gravitational Insecurity
|Name| will jump down from a height of |number 1| with |min/mod/max/no| assist; |number 2| trials.
PK Body Awareness-Imitate Body Positions
|Name| will correctly imitate |number 1| body positions, |number 2| trials.
PK Body Awareness-Motor Planning-Finger Touch
|Name| will touch |number 1| fingers to thumb using |left,right,both| hands; |number 2| trials.
PK Body Awareness-Sequencing-Clap Tap
|Name| will correctly perform a |number 1| clap tap sequence, |number 2| trials.
PK Body Awareness-Spatial Awareness-Directions
|Name| will identify the positions of up/down, front/back, side to side, under/over, in/ out in relation to self; |number| trials.
PK Body Awareness-Timing-Finger Foot Tapping
|Name| will tap |same/opposite| side finger and foot |numbeer1| maintaining timing and sequencing; |number 2| trials.
Skilled Movement (PT)
Goal Name: Goal Text:PK Object Manipulation-Catch Bounced Ball
|Name| will |contact catch| a bounced tennis ball with |Number 1| hands in |number1| of trials.
PK Object Manipulation-Catch Tossed Ball
|Name| will |contact, encircle, catch| a |number 1| inch ball tossed from |number 2| of feet at chest height using |his/her| |hands and outstretched arms, arms and chest, hands| in |number3|of trials
PK Object Manipulation-Kicking
|Name| will kick a |stationary, moving| ball |number1| feet to a target by using a mature kicking pattern (extending leg with knee bent, lifting foot and contacting the ball) in |number2| of trials
PK Object Manipulation-Throw
|Name| will throw a |number 1| ball overhand |number 2| feet to a target using a mature throwing pattern (an arm upward and back throw; an arm upward and back with trunk rotation throw) |number 3| trials.
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Overhand
PK Object Manipulation-Throw Underhand
|Name| will |drop, throw underhand| a |number1| inch ball |number2 | feet in the direction of a |person/target| in |number 3| trials
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Preschool
Communication-Comprehension
Goal Name: Goal Text:Pre.54.1. Demonstrate comprehension and meaning in language
|Name| will respond to a simple question with a yes/no answer on |completed| out of |attempted| trials.
Communication-Conventions of Social Communication
Goal Name: Goal Text:Pre.50.1.1 Comprehend and use conventions of social communication
|Name| will listen to the speaker/teacher during small and large group discussions for |number| minutes on |completed| out of |attempted| observed opportunities.
Pre.50.1.2 Comprehend and use conventions of social communication
|Name| will ask peers or adults for help with lessening support on |completed| out of |attempted| observed opportunities.
Pre.50.1.3 Comprehend and use conventions of social communication
|Name| will initiate and take turns during group discussions on |completed| out of |attempted| observed opportunities.
Pre.50.1. Comprehend and use conventions of social communication
|Name| will communicate appropriately with peers during play by (initiating conversation, answering peer questions, etc…) on |completed| out of |attempted| observed opportunities.
Communication-Listening
Goal Name: Goal Text:Pre.48.1. Demonstrate the meaning of language by listening
|Name| will follow a 1-step verbal direction on |completed| out of |attempted| trials.
Pre.48.1.1 Demonstrate the meaning of language by listening
|Name| will listen to the speaker/teacher during small and large group discussions for |number| minutes on |completed| out of |attempted| observed opportunities.
Pre.48.1.2 Demonstrate the meaning of language by listening
|Name |will answer /wh/ questions with an appropriate answer (yes, no, 1 or 2 word response, etc…) on |completed| out of |attempted| trials.
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Pre.48.1.3 Demonstrate the meaning of language by listening
|Name| will attend to the speaker by (looking at the speaker, sitting on their spot/chair quietly, and or participating in the discussion) on |completed| out of |attempted| observed opportunities.
Pre.48.1.4 Demonstrate the meaning of language by listening
|Name| will follow multi-step verbal directions with lessening teacher support on |completed| out of |attempted| observed opportunities.
Pre.48.1.5 Demonstrate the meaning of language by listening
|Name| will listen to story being read during small and large group activities for |number| minutes on |completed| out of |attempted| observed opportunities.
Communication-Literacy- Reading
Goal Name: Goal Text:Pre.56.1 Develop phonological awareness
|Name| will be able to verbally identify whether or not two words rhyme on |completed| out of |attempted| trials.
Pre.56.1.1 Develop phonological awareness
When participating in pre-literacy activities, |Name| will join in and repeat rhyming activities (songs, finger plays, poems) on |completed| out of |attempted| opportunities.
Pre.57.1.Demonstrate awareness of letters and symbols
During pre-literacy activities, |Name| will sing the alphabet song on |completed| out of |attempted| trials.
Pre.57.1.1Demonstrate awareness of letters and symbols
|Name| will identify by naming the letters in |his/her| name on |completed| out of |attempted| trials.
Pre.57.1.2Demonstrate awareness of letters and symbols
|Name| will name |number| letters beginning with letters in their own name on |completed| out of |attempted| trials.
Pre.57.1.3Demonstrate awareness of letters and symbols
|Name| will recognize own written name out of |number| peer written names on |completed| out of |attempted| trials.
Pre.57.1.4Demonstrate awareness of letters and symbols
When given a list of |number1| letters and numbers, |Name| will be able to identify |number2| letters on |completed| out of |attempted| trials.
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Pre.59.1 Demonstrate comprehension of printed materials and oral stories
When presented in a group of |number| written words, |Name| will be able to choose (point, circle, read) own |first, last, both| name on |completed| out of |attempted| trials.
Communication-Literacy- Writing
Goal Name: Goal Text:Pre.61.1. Demonstrate knowledge and use of letters and symbols
|Name| will copy uppercase letters of the alphabet beginning with first name on |completed| out of |attempted| trials.
Pre.61.1.1 Demonstrate knowledge and use of letters and symbols
|Name| will name |number1| out of |number2| upper case alphabet letters on |completed| out of |attempted| trials.
Pre.61.1.2 Demonstrate knowledge and use of letters and symbols
|Name| will independently write own name using uppercase letters on |completed| out of |attempted| trials.
Pre.62.1 Use writing skills and demonstrate knowledge of writing conventions
|Name| will copy simple shapes (cross, vertical/horizontal lines, circle, etc..) on |completed| out of |attempted| trials.
Pre.62.1.1 Use writing skills and demonstrate knowledge of writing conventions
|Name| will draw a basic six part (or more) person on |completed| out of |attempted| trials.
Communication-Oral Communication
Goal Name: Goal Text:Pre.49.1. Communicate Effectively
|Name| will verbally, sign or gesture a simple message to an adult or peer, on |completed| out of |attempted| observed opportunities.
Pre.49.1.1 Communicate Effectively
When given options, |Name| will state a preference using words, signs, or picture boards on |completed| out of |attempted| trials.
Pre.49.1.2 Communicate Effectively
|Name| will initiate conversation with peers or adults by making statements or asking questions on |completed| out of |attempted| observed opportunities.
Pre.49.1.3 Communicate Effectively
|Name| will increase word production from |number1| to |number2| words on |completed| out of |attempted| observed opportunities.
Pre.49.1.4 Communicate Effectively
|Name| will make appropriate comments related to the topic during large and small group discussions on |completed| out of |attempted| observed opportunities.
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Communication-Vocabulary
Goal Name: Goal Text:Pre.51.1. Use receptive vocabulary
When presented with a variety of objects and/or pictures, |Name| will identify by naming the category in which the objects belong (cars, colors, food, etc.) on |completed| out of |attempted| trials.
Pre.51.1.1 Use receptive vocabulary
When presented with a variety of objects and/or pictures, |Name| will identify by naming an attribute of the objects (wheels on the car, ice in the cup, etc.) on |completed| out of |attempted| trials.
Pre.51.1.2 Use receptive vocabulary
When presented with a variety of objects and/or pictures, |Name| will match, sort, point to, or name |number1| out of |number2| colors/shapes on |completed| out of |attempted| trials.
Pre.51.1.3 Use receptive vocabulary
|Name| will follow a simple 1-step teacher directive (Bring me the blue block) on |completed| out of |attempted| trials.
Pre.51.1.4 Use receptive vocabulary
|Name| will follow daily classroom routines with lessening teacher support on |completed| out of |attempted| observed opportunities.
Pre.52.1 Use expressive vocabulary
After listening to a short story, |Name| will retell the story to include at least 3 events in the correct order on |completed| out of |attempted| trials.
Pre.52.1.1 Use expressive vocabulary
|Name| will begin to increase vocabulary from |number| words to |number1| words in spontaneous speech on |completed| out of |attempted| opportunities.
Pre.52.1.2 Use expressive vocabulary
|Name| will use words to express emotions (happy, sad, angry, and scared) on |completed| out of |attempted| observed opportunities.
Learning- Concept Formation/Memory
Goal Name: Goal Text:Pre1.9.6. Children use prior relationships, experiences, and knowledge to expand understanding
When given up to |number1| objects or pictures, |Name| will point to the object or picture that is out of place in |completed| out of |attempted| trials.
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Pre1.9.7. Children use prior relationships, experiences, and knowledge to expand understanding
When presented with a complex picture and given individual picture cards of an object to be found and a verbal prompt find the ______ , |Name| will point to that object within the picture in |completed| out of |attempted| trials.
Pre1.9.9. Children use prior relationships, experiences, and knowledge to expand understanding
Given a sequence puzzle of |number1| to |number2| pictures or pieces, |Name| will independently complete the sequence in |completed| out of |attempted| trials.
Learning-Confidence and Initiative
Goal Name: Goal Text:Pre1.3.1. Children are confident to initiate and complete activities using a variety of approaches
During the preschool day, |Name| will initiate peer interaction using words or gestures on |completed| out of |attempted| observed opportunities.
Pre1.3.2. Children are confident to initiate and complete activities using a variety of approaches
|Name| will interact with staff member and/or peers during an ongoing play activity on |completed| out of |attempted| trials.
Pre1.3.6. Children are confident to initiate and complete activities using a variety of approaches
When given a choice of |number| activities/materials, |Name| will make a selection from activities/materials provided on |completed| out of |attempted| observed opportunities.
Learning-Curiosity, Motivation, Exploration, & Experimentation
Goal Name: Goal Text:Pre1.1.1. Children show curiosity and interest in learning and experimenting
Given a motivating situation, |Name| will show curiosity and interest in learning experiences (smile, conversate, eye gaze, etc.) on |completed| out of |attempted| trials.
Pre1.1.2. Children show curiosity and interest in learning and experimenting
|Name| will be able to sort items based on |number| characteristic(s) (colors, size, shape, etc.) on |completed| out of |attempted| trials.
Pre1.1.4. Children show curiosity and interest in learning and experimenting
To show interest in their environment, |Name| will use wh questions (why, who, what, where, when) to further |his/her| understanding about how the world works on |completed| out of |attempted| observed opportunities.
Pre1.1.6. Children show curiosity and interest in learning and experimenting
When presented with motivating materials, |Name| will independently engage in play (stacking blocks, stringing beads, activating button, cause/effect toy, etc.) on |completed| out of |attempted| observed opportunities.
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Pre1.2.1. Children are able to generate new ideas, approaches, and activities in daily routines
|Name| will engage in dramatic play by taking on roles (teacher, police officer, dog, mother, etc.) on |completed| out of |attempted| observed opportunities.
Learning-ImitationGoal Name: Goal Text:Pre1.10.3. Children show emerging ability to imitate behaviors that they have observed
|Name| will use actions and words to sing songs and imitate gestures to songs (Wheels on the Bus, folk songs with gestures, etc.) on |completed| out of |attempted| observed opportunities.
Learning-Persistence and Attentiveness Goal Name: Goal Text:Pre1.4.1. Children sustain attention to tasks even when faced with challenges and frustration
Given a structured preschool setting, |Name| will be able to attend to a preferred activity (small group, circle time, snack routine, etc.) for up to |number| minutes by remaining with the group, sitting appropriately, looking at the teacher/activity, and remaining quiet when expected on |completed| out of |attempted| observed opportunities.
Pre1.4.2. Children sustain attention to tasks even when faced with challenges and frustration
Given an activity schedule or prompt by an adult for small group or table work, |Name| will be able to attend to small-group or table work by attending to the adult for |number| minutes, respond to questions or directions, and complete the project steps or directions, on |completed| out of |attempted| observed opportunities.
Pre1.4.5. Children sustain attention to tasks even when faced with challenges and frustration
|Name| will persist in trying to complete a task by making |number| or more repeated attempts on |completed| out of |attempted| observed opportunities.
Pre1.4.8. Children sustain attention to tasks even when faced with challenges and frustration
|Name| will independently participate in basic daily routines (toileting, circle time, snack time) on |completed| out of |attempted| observed opportunities.
Pre1.5.1. Children demonstrate an expanding ability to develop and carry out plans
|Name| will participate in turn-taking with adult/peer by waiting briefly for turn/desired object and relinquishing object/participation on |completed| out of |attempted| trials.
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Learning-Reasoning and Logic/ Problem Solving
Goal Name: Goal Text:Pre1.11.1. Children find multiple solutions to questions, tasks, problems, and challenges, including trial and error
|Name| will attempt multiple ways to solve a problem (complete a puzzle, rotate pieces, try multiple pieces, etc.) and select one option on |completed| out of |attempted| observed opportunities.
Pre1.11.2. Children find multiple solutions to questions, tasks, problems, and challenges, including trial and error
|Name| will use words or gestures to seek assistance from peer or adult to help with a problem (conflict resolution, zipping coat, finding materials, etc.) on |completed| out of |attempted| observed opportunities.
Pre1.12.4. Children expand abilities for conjecture, hypothesizing, and guessing
During the reading of a book or story, staff will ask |Name| to predict what happens next and |he/she| will correctly answer the question on |completed| out of |attempted| trials.
Pre1.12.8. Children expand abilities for conjecture, hypothesizing, and guessing
Given a variety of objects or pictures, |Name| will sort items into categories by characteristic (color, size, shape, function, etc.) on |completed| out of |attempted| trials.
Pre1.12.9. Children expand abilities for conjecture, hypothesizing, and guessing
When given a variety of objects, |Name| will correctly make, recognize and/or extend a |pattern1| pattern and/or |pattern2|pattern in |completed| out of |attempted| trials.
Pre1.13.4. Children compare, contrast, and evaluate experiences, tasks, and events building on prior knowledge
When given |number1| pictures/objects, |Name| will state |number 2| similarities and/or differences in these pictures/objects on |completed| out of |attempted| trials.
Pre1.13.6. Children compare, contrast, and evaluate experiences, tasks, and events building on prior knowledge
|Name| will be able to sort items based on |number| characteristic(s) (color, size, shape, etc.) on |completed| out of |attempted| trials.
Learning-Reflection and Interpretation
Goal Name: Goal Text:Pre1.6.1. Children show ability to change or adapt thought processes, applying previously learned concepts and skills to new situations
During choice activities, |Name| will demonstrate parallel play with one or more peers (playing next to a peer, using common materials, etc.) on |completed| out of |attempted| observed opportunities.
Pre1.6.2. Children show ability to change or adapt thought processes, applying previously learned concepts and skills to new situations
During choice activities, |Name| will demonstrate cooperative play with one or more peers (plan/suggest play themes, etc.) on |completed| out of |attempted| observed opportunities.
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Pre1.7.4. Mediated by individual temperament, children learn to understand and appreciate individual style in approaching and interacting with the world
When prompted, |Name| will be able to identify (name, point to, match) personal emotions (happy, sad, mad, scared, etc.) on |completed| out of |attempted| trials.
Learning-Representational Thought & Play
Goal Name: Goal Text:Pre1.14.7. Children participate in exploratory play
|Name| will demonstrate knowledge of spatial relationships (top/bottom, over/under, etc.) by constructing with building bricks and/or manipulative toys on |completed| out of |attempted| observed opportunities.
Pre1.15.11. Children participate in pretend or symbolic play
|Name| will use the block and or dramatic play areas to demonstrate imaginative play on |completed| out of |attempted| observed opportunities.
Pre1.16.3. Children represent experiences and thought through symbolic representation such as movement, drawing, singing/vocalizing, and play
|Name| will use objects to represent real items in make-believe play (cup for drinking, play food for eating, etc.) on |completed| out of |attempted| observed opportunities.
Math-Measurement
Goal Name: Goal Text:Pre4.40.3. Demonstrate understanding of measurable attributes of objects & units, systems, & processes of measurement
|Name| will demonstrate an understanding of the positional terms between, inside, over, under, and behind by putting an object in relation to another object when directed by the teacher in |completed| out of |attempted| trials.
Pre4.40.4. Demonstrate understanding of measurable attributes of objects & units, systems, & processes of measurement
Given manipulatives of at least |number| different shapes/colors, |Name| will be able to independently sort by shape/color on |completed| out of |attempted| trials.
Pre4.40.5. Demonstrate understanding of measurable attributes of objects & units, systems, & processes of measurement
Given manipulatives of |number| different sizes, |Name| will be able to independently sort by big, medium, and little on |completed| out of |attempted| trials.
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Pre4.41.3. Understanding of patterns, relations, & functions used to organize their world & facilitate problem solving
During teacher-directed activities and upon request, |Name| will be able to match, sort, recognize and name |number| two-dimensional shapes (square, rectangle, circle, triangle) on |completed| out of |attempted| trials.
Math-Number Sense and OperationsGoal Name: Goal Text:Pre4.39.1. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
During teacher-directed activities and upon request, |Name| will be able to rote count to |number| with |number of prompts| on |completed| out of |attempted| trials.
Pre4.39.2. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
During teacher-directed activities and upon request, |Name| will correctly count |number of objects| objects using one-to-one correspondence by giving a requested amount of the object, in |completed| out of |attempted| trials.
Pre4.39.3. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
During teacher -directed activities and upon request, |Name| will be able to touch and count |number1| items with |number2| prompts in |completed| out of |attempted| trials.
Pre4.39.4. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
During teacher-directed activities and upon request, |Name| will be able to recognize that the last number counted represents the total objects (quantity) with |number| prompts in |completed| out of |attempted| trials.
Pre4.39.8. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
|Name| will identify by sorting, pointing to, or naming objects or pictures of comparative quantities (big/little, more/less, tall/short, etc.) on |completed| out of |attempted| trials.
Pre4.39.10. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
When shown a set of numerals and letters, |Name| will correctly differentiate between the numeral and the letter (ex: making a pile of numerals and a pile of letters) in |completed| out of |attempted| trials.
Pre4.39.11.1 Demonstrate understanding of numbers, ways of representing numbers, relationships
During teacher-directed activities and upon request, |Name| will be able to match numerals, given |level of assistance| in |completed| out of |attempted| trials.
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among numbers, and number systems
Pre4.39.11. Demonstrate understanding of numbers, ways of representing numbers, relationships among numbers, and number systems
When presented with |number1| numerals, |Name| will be able to identify |number2| numerals, by |pointing or verbalizing| on |completed| out of |attempted| trials.
Motor-Daily Living Skills (may be reimbursed by Medicaid identified on PCS assessment)
Goal Name: Goal Text:Pre2.23.1. Children demonstrate personal health and hygiene skills
|Name| will independently take care of own toileting needs including (pulling pants up and down, using toilet, wiping, flushing, washing and drying hands etc…) on |completed| out of |attempted| observed opportunities.
Motor-Fine-Motor Skills
Goal Name: Goal Text:Pre2.18.2. Children demonstrate strength and coordination of small motor muscles
|Name| will use a variety of art materials (colored pencils, crayons, paint, etc.) to explore creativity on |completed| out of |attempted| observed opportunities.
Pre2.18.11. Children demonstrate strength and coordination of small motor muscles
|Name| will write |number| recognizable letters beginning with the letters in |his/her| name on |completed| out of |attempted| observed opportunities.
Motor-Physical Fitness
Goal Name: Goal Text:Pre2.21.4. Children engage in a variety of physical activities
|Name| will actively participate in cooperative games (simple board games, duck, duck, goose, ring around the rosie etc.) on |completed| out of |attempted| observed opportunities.
Motor-Safe Practices Goal Name: Goal Text:Pre2.25.6. Children demonstrate knowledge about and avoid harmful objects and situations
|Name| will understand the difference between a gentle and unsafe touch (pushing, hugging too tight, hitting, etc.) on |completed| out of |attempted| observed opportunities.
Social Studies
Goal Name: Goal Text:Pre4.44.2. Differentiate between |Name| will point to or name various body parts of self or
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people, places, activities, & events in past & present that relate to self, group, & community
others (nose, eyes, arms, etc.) on |completed| out of |attempted| trials.
Pre4.44.13. Differentiate between people, places, activities, & events in past & present that relate to self, group, & community
|Name| will use vocabulary associated with time and sequence (now, later, next, etc.) during daily routines and activities on |completed| out of |attempted| observed opportunities.
Pre4.45.1. Individual fairness, group rights, & responsibilities for membership & participant in group activities
When presented with pictures indicating feelings, |Name| will identify each feeling using verbal responses on |completed| out of |attempted| trials.
Pre4.45.5. Individual fairness, group rights, & responsibilities for membership & participant in group activities
Given a structured preschool setting, |Name| will be able to appropriately transition between activities and begin the next activity or project upon teacher's request on |completed| out of |attempted| observed opportunities.
Social-Appreciating Diversity
Goal Name: Goal Text:Pre3.34.3. Children adapt to diverse settings
In order to develop positive social behaviors in an environment outside of |his/her| home, |Name| will transition to various activities and places at school, on |completed| out of |attempted| observed opportunities.
Social-Emotional Development
Goal Name: Goal Text:Pre3.36.2. Children perceive themselves as unique individuals
|Name| will give first name, age and gender when asked by a familiar adult on |completed| out of |attempted| observed opportunities.
Pre3.38.1. Children regulate their feelings and impulses
|Name| will express strong emotions constructively by (talking to a teacher/peer) with minimal teacher support on |completed| out of |attempted| observed opportunities.
Pre3.38.3. Children regulate their feelings and impulses
|Name| will calm self with adult guidance (go to quiet area, walk around, etc…) on |completed| out of |attempted| observed opportunities.
Pre3.38.6. Children regulate their feelings and impulses
|Name| will independently participate in classroom routines (snack, circle, centers, specials, etc.) on |completed| out of |attempted| observed opportunities.
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Pre3.38.7. Children regulate their feelings and impulses
|Name| will independently follow teacher directives (line up, clean up, sit appropriately, etc…) on |completed| out of |attempted| observed opportunities.
Pre3.38.9. Children regulate their feelings and impulses
|Name| will accept changes in daily schedule with lessening teacher support on |completed| out of |attempted| observed opportunities.
Pre3.38.11. Children regulate their feelings and impulses
|Name| will name emotions (happy, sad, angry, surprised), when given a developmentally appropriate scenario on |completed| out of |attempted| trials.
Social-Interaction with Adults
Goal Name: Goal Text:Pre3.27.1. Children trust, interact with, and seek assistance from adults
During arrival |Name| will separate from family within |number| minutes with lessening teacher support on |attempted| out of |completed| trials.
Pre3.27.2. Children trust, interact with, and seek assistance from adults
In response to adult greeting of Hello |Name|, |Name| will greet adult (high five, say hello, etc.) on |attempted| out of |completed| trials.
Pre3.27.4. Children trust, interact with, and seek assistance from adults
When given a direction by an adult, |Name| will follow directions on |attempted| out of |completed| trials.
Pre3.27.11. Children trust, interact with, and seek assistance from adults
|Name| will increase independence with table work by asking for help only when necessary on |completed| out of |attempted| observed opportunities.
Social-Interactions with Peers
Goal Name: Goal Text:Pre3.28.2. Children develop friendships with peers
|Name| will appropriately share objects with other children during center time, snack time, outside time and during teacher-directed activities (small group, circle time, etc) by using positive behaviors, appropriate communication, and turn-taking skills, given |number| verbal reminders on |completed| out of |attempted| observed opportunities.
Pre3.28.4. Children develop friendships with peers
|Name| will engage with other children in play involving a common idea (dramatic play, block building) on |completed| out of |attempted| observed opportunities.
Pre3.28.9.1 Children develop
|Name| will initiate a conversation with other children (tapping a shoulder, saying the child's name, etc.), ask questions, and respond on |completed| out of |
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friendships with peers
attempted| observed opportunities.
Pre3.28.9. Children develop friendships with peers
Given a structured preschool setting with opportunities to interact with peers, |Name| will participate in turn-taking conversations of at least |number| turns on |completed| out of |attempted| observed opportunities.
Pre3.29.2. Children demonstrate positive negotiation skills
During classroom activities, |Name| will approach other children by using appropriate vocabulary, gestures, signs, etc…, on |completed| out of |attempted| observed opportunities.
Pre3.29.5. Children demonstrate positive negotiation skills
|Name| will use non-physical means to negotiate with other children with lessening adult assistance on |completed| out of |attempted| observed opportunities.
Social-Pragmatic Behavior
Goal Name: Goal Text:Pre3.30.8. Children demonstrate awareness of behavior and its effects on others
|Name| will begin to accept consequence of behavior by (picking up thrown toys, apologize for actions, etc…) on |completed| out of |attempted| opportunities.
Pre3.31.5. Children participate positively in group activities
|Name| will follow large group rules and routines independently on |completed| out of |attempted| observed opportunities.
Pre3.32.7. Children demonstrate sympathy and empathy
Given a set of objects, |Name| will identify feelings (happy, sad, angry, surprised) by, matching, pointing to and naming on |completed| out of |attempted| trials.
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Reading
Foundational Skills
Goal Name: Goal Text:0.1. Book orientation/holding a book
When given a book, |Name| will hold the book with the correct orientation independently on |completed| out of |attempted| trials.
0.1. Book orientation/turn pages
When given a book, |Name| will independently turn the pages of the book on |completed| out of |attempted| trials.
0.1a-1 Follow words from left to right, top to bottom, and page by page
When given a page of letters, numbers, or words, |Name| will |mark or point to| stimulus letter/number/word by scanning |left to right, top to bottom, left to right and top to bottom| with |percent|% accuracy on |attempted| consecutive trials.
0.1a-1a Scanning Find letters, numbers and/or words by scanning page
When given a page of letters, numbers, or words, |Name| will |mark or point to| stimulus letter/number/word by scanning |left to right, top to bottom, left to right and top to bottom| with |percent|% accuracy on |attempted| consecutive trials.
0.1a-2. Scanning identify correctly oriented letters & numbers
When given a series of letters and/or numbers in varying orientations, |Name| will identify (orally state, point to, etc.) correctly oriented letters/numbers with |percent|% accuracy on |completed| out of |attempted| trials.
0.1b. Recognize letters When given letters, numbers and symbols, |Name| will identify (orally state, point to, etc.) letters with |percent|% accuracy on |completed| out of |attempted| trials.
0.1b-1. Recognize words
When given words (at least two letters in length), individual letters, numbers and symbols, |Name| will identify which text represents words with |percent|% accuracy on |attempted| consecutive trials.
0.1c. Separate printed words in sentences
Given a sentence, |Name| will divide (by drawing a line, circling, underlining, cutting apart, etc.) the sentence into individual words with no errors on |completed| out of |attempted| trials.
0.1d. identify all letters in my name
When given |Name|’s first and last names, |Name| will be able to name all letters with no errors on |completed| out of |attempted| trials.
0.1d-2. Distinguish between upper- and lower-case letters
When given a series of random upper and lower case letters, |Name| will be able to distinguish (point, circle, sort, say, etc.) between upper and lower case letters with |percent|% accuracy on |completed| out of |attempted| trials.
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0.1d-5. Identify upper- and lower-case letters
Given letters, |Name| will identify (point to, circle, hand to teacher, etc.) |uppercase, lower case, or mixed uppercase & lowercase| letters A-|letter| with no errors on |completed| out of |attempted| trials.
0.1d-6. Name upper- and lower-case letters
Given letters, |Name| will orally state letter names for |uppercase, lowercase, or mixed uppercase & lowercase| letters A-|letter| with |percent|% accuracy on |attempted| consecutive trials.
0.2. Match sounds and letters
Given letter sounds A-|letter|, |Name| will identify (match, point to, write, etc.) corresponding letters |upper-, lowercase, both| with |percent|% accuracy on |number| consecutive probes.
0.2-1. State sounds of letters
Given |upper-, lowercase, both| letters A-|letter|, |Name| will say sounds of letters with |percent|% accuracy on |number| consecutive probes.
0.5 - 0.6 Identify front cover, back cover, and title page of a book
Given a book and a prompt, |Name| will identify the front cover, back cover, title page, author and illustrator correctly on |attempted| consecutive trials.
0-2a-d identify rhyming words
Given words or pictures, |Name| will identify (match, circle, point to, etc.) a rhyming word (real or nonsense) with |percent|% accuracy on |number| consecutive trials.
0-2a-d say rhyming words
Given words or pictures, |Name| will say a rhyming word (real or nonsense) with |percent|% accuracy on |number| consecutive trials.
0-2a-d clap syllables by imitating
When orally given 1-3 syllable words, |Name| will clap the correct number of syllables by imitating the teacher with |percent|% accuracy on |number| consecutive trials.
0-2a-d count syllables independently
When orally given 1-3 syllable words, |Name| will independently count (clap, tap, say) the correct number of syllables with |percent|% accuracy on |number| consecutive trials.
0-2a-d blend sounds When given up to |number| sounds, |Name| will blend sounds orally with |percent|% accuracy on |attempted| consecutive trials.
0-2a-d identify sounds in CVC words
When given orally-stated CVC words, |Name| will identify |initial, middle, final| sounds (phonemes) of |number| words on |completed| out of |attempted| trials.
0-2a-d blend sounds to make words
Given |number| letter sounds (phonemes), |Name| will orally blend sounds to make single syllable words on |criteria| out of |total| words for |trials| consecutive trials.
0-2a-d make new CVC words by changing a sound
Given CVC words, |Name| will be able to create new CVC words by changing the |initial, medial or final| sounds with |percent|% accuracy on |trials| consecutive trials.
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0-2a-d segment one-syllable words
Given spoken one-syllable words, |Name| will orally segment individual sounds (phonemes) with |percent|% accuracy on |trials| consecutive trials.
0-2a-d identify long/short vowel sound
When given orally-stated one-syllable words, |Name| will correctly indicate if vowel sound is long or short with |percent|% accuracy on |trials| consecutive trials.
0-2a-d. Read common sight words
Given a list of |grade|-level sight words, |Name| will orally read words with automaticity (5 seconds or less) with |percent|% accuracy on |completed| out of |attempted| trials.
1.1a. Recognize first word, capitalization, ending punctuation in a sentence
When given sentences, |Name| will identify (by pointing to, drawing a line, circling, underlining, etc.) parts of a sentence including: capitalization (beginning capitals, proper nouns, pronoun I), end punctuation with less than |errors| errors on |number| consecutive trials.
1.3a. Decode words with: diagraphs, short & long vowels, multi-syllable, prefix,suffix, etc.
When given a |grade| grade level passage (containing: consonant digraphs, blend, vowel combinations, short/long vowels, multi-syllable words, prefixes, suffixes, etc.) |Name| will orally read the passage with |percent|% accuracy on |number| consecutive probes.
1-5.4b. Fluency: read orally with accuracy, appropriate rate, and expression
Given passages at the |grade|-grade level, |Name| will orally read |words| correct words per minute (cwpm) on |number| consecutive probes.
Reading Informational Text
Goal Name: Goal Text:1.5-1. Use text headings, table of contents, glossary to locate info
Given a textbook and assignment, |Name| will locate information using the text features (headings, bold words, table of contents, glossary, etc.) with |percent|% accuracy on |attempted| consecutive trials.
4.1-2. Explain what text explicitly states
Given a passage of |number| parts, |Name| will retell the information with |percent|% accuracy on |completed| out of |attempted| trials.
4.1-3. Main idea plus details
Given |number|-sentence reading passages |Name| will name the main idea plus |details| details with |percent|% accuracy on |criteria| out of |trials|.
4.1-4. Explain what text says by drawing inferences
Given |number|- sentence reading passages, |Name| will respond to inference questions with |percent|% accuracy on |criteria| out of |trials|.
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4.1-5. Prediction Given |number|- sentence reading passages, |Name| will state what is happening and predict what will happen next with |percent|% accuracy on |criteria| out of |trials|.
6-7.1. Cite several pieces of evidence to support analysis
When using written evidence from one or more sources to support an answer or analysis of text, |Name| will correctly cite material using |MLA or APA| style on |completed| out of |attempted| trials.
Reading Literature
Goal Name: Goal Text:0.1. Listen to a story and answer questions about key details
After listening to a simple story, |Name| will answer Who, What, When, and Where questions with |percent|% accuracy on |completed| out of |attempted| trials.
0.2.-1.1-3. Identify story elements, central idea, setting, characters, major events, etc.
After |listening to or reading| passages at |grade|-grade level, |Name| will be able to retell key details (ie. central idea, characters, setting, etc.) or lesson of the passages on |completed| out of |attempted| trials.
0.4. Ask/answer questions about unknown words in literary text
After |listening to or reading| a |grade| grade level passage, |Name| will |ask or answer| questions about unknown words/vocabulary with |percent|% accuracy on |attempted| consecutive trials.
1.2-1. Story Grammar Marker Retell events in order
After |listening to or reading| a story, |Name| will retell at least |number| events in sequence order (using words such as first, next, then, finally) on |completed| out of |attempted| trials.
1.3-3. Story Grammar Marker identify setting
After listening to or reading a story at the instructional level, |Name| will verbally identify and describe the setting (i.e. when and where) using a graphic organizer on |completed| out of |attempted| trials.
1.3-4. Story Grammar Marker identify main characters
After listening to or reading a story at the instructional level, |Name| will verbally identify and describe at least |number| main characters using a graphic organizer on |completed| out of |attempted| trials.
2.1. Answer who, what, where, when, why questions (listen or read)
After |listening to or reading| a |grade|-grade level passage, |Name| will answer comprehension questions (who, what, where, when, why) with |percent|% accuracy on |completed| out of |attempted| trials.
3-5.1 Answer who, what, where, when, why questions (read)
After reading a |grade|-grade level passage, |Name| will answer comprehension questions (who, what, where, when, why) with |percent|% accuracy on |completed| out of |attempted| trials.
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3-5.1. Answer comprehension questions and refer to text (literary)
Given |grade|-grade level passages to read |independently, with assistance|, |Name| will reference the passage (point, page number, paragraph etc.) to answer |literal, implied, literal and implied| comprehension questions with |percent|% accuracy on |completed| out of |attempted| trials.
3-6.3. Compare/contrast characters/settings/events in a story
After |listening to or reading| a |grade| grade level passage, |Name| will compare and contrast two or more characters (characters or self), settings, or events, drawing on specific details in the text, using a graphic organizer on |completed| out of |attempted| trials.
5.3-1. Story Grammar Marker compare self to character
After listening to or reading a story from targeted reading material, |Name| will compare and contrast him/herself with a main character using a graphic organizer in |criteria| out of |trials| stories.
5-6.2. Determine theme/central idea,summarize
Given a passage or text at the |grade| grade level, |Name| will correctly identify the theme or central idea and give |number| supporting details as evidence on |completed| out of |attempted| trials.
6-7.1. Cite several pieces of evidence to support analysis
When using written evidence from one or more sources to support an answer or analysis of text, |Name| will correctly cite material using |MLA or APA| style on |completed| out of |attempted| trials.
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Social/Emotional Behavior
Accessing Information
Goal Name: Goal Text:0-2.H.3.1.1.AI Identify trusted adults and professionals who can help.
Given the need or prompt, |Name| will identify and locate the school nurse on |completed| out of |attempted| occasions.
0-12.H.3.1.4 AI Identify situations that may require professional health services/assistance.
Given a scenario, |Name| will identify the required professional for assistance, if needed, on |completed| out of |attempted| occasions.
3-12.H.3.1.1 AI Students validate information and products and services to enhance health.
Given a scenario, |Name| will |identify, analyze evaluate| characteristics of valid information, products and services on |completed| out of |attempted| occasions.
K-12.H.3.1.2 AI Identify ways to locate school and community professional help.
Given a scenario, |Name| will identify ways to locate school and community professionals on |completed| out of |attempted| occasions.
3-12.H.3.1.2 AI Locate resources at home, school, and community that provide valid information.
Given a scenario, |Name| will locate resources from home, school, and community that provide valid information on |completed| out of |attempted| occasions.
Decision Making
Goal Name: Goal Text:0-12H.5.1.1 DM decision making process
Given a social situation, |Name| will apply a decision-making process (identify alternatives, weighing consequences, determining a course of action, etc.) on |completed| out of |attempted| trials.
0-12.H.5.1.2 DM Differentiate when assistance is/isn't needed
Given scenarios, |Name| will differentiate which decision can be made individually and which require assistance on |completed| out of |attempted| trials.
3-12.H.5.1.3 DM List healthy options to health related issues or problems
When given issues or problems, |Name| will list possible solutions on |completed| out of |attempted| trials.
6-12.H.5.1.5 DM Predict the potential short-term and long-term impact of decisions
Given a scenario, |Name| will identify the short-term and long-term impact of various decisions on |completed| out of |attempted| trials.
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Engaged Learner
Goal Name: Goal Text:RT1.1. EL Follows directions
Given adult instruction |Name| will follow the directions, the first time given, within |number| seconds, on |completed| out of |attempted| opportunities per |day, week, month, quarter, trimester|.
RT1.2. EL Participates in discussions
When involved in |small group activity, whole class activity|, |Name| will participate with |number| prompts on |completed| out of |attempted| opportunities.
RT1.3. EL Asks appropriate questions
When |Name| does not understand instructions or an assignment/activity, |he/she| will seek help (raising hand, signs, stating needs, etc.) from the teacher, on |completed| out of |attempted| opportunities.
RT1.4. EL Contributes to group work
In a |partner, small group, whole class| setting, |Name| will demonstrate listening skills (no interrupting, eye contact with speaker, etc), on |completed| out of |attempted| occasions per |day, week, month, quarter, trimester|.
Interpersonal Communication
Goal Name: Goal Text:K-12.H.4.1.1. IC Demonstrate healthy ways to express needs, wants, and feelings
In a group setting, |Name| will make requests politely and speak respectfully to others on |completed| out of |attempted| occasions.
0-12.H.4.1.1 IC Express feelings
When needed, |Name| will talk, draw or put into writing |his/her| feelings and review with an adult on |completed| out of |attempted| occasions.
0-12.H.4.1.1 IC Demonstrate ways to express feelings
When |Name| becomes upset, frustrated, sad, and/or mad, |he/she| will choose one of the |teacher and/or student| generated choices on |completed| out of |observed| opportunities.
0-12.H.4.1.1 IC Identify/label emotion
In a |structured, contrived, or natural| setting, |Name| will identify (state the name. point to picture, etc) the emotion on |completed| out of |attempted| opportunities per |week, month, quarter, trimester|.
0-12.H.4.1.1 IC Demonstrate ways
In a |structured, contrived, or natural |setting, |Name| will manage feelings (ie, choose de-escalation activity, go to different location, seek out familiar adult to
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to manage feelings process, etc.) on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
0-12.H.4.1.1.IC initiate peer interaction
Given a |structured, contrived, or natural| setting, |Name| will initiate peer interactions (e.g., greet a peer, respond to peer greetings, ask questions, initiate conversations, participate in discussions) on |completed| out of |attempted| opportunities per |week, month, quarter, trimester|.
0-12.H.4.1.2 IC Demonstrate listening skills
In a group setting, |Name| will demonstrate listening skills (no interrupting, eye contact with speaker, etc.), on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
0-12.H.4.1.2 IC Demonstrate refusal skills
When given a non-preferred activity, |Name| will use acceptable refusal skills (asking to complete task at another time, work after a short break, select an alternate assignment/activity, etc.) on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
0-12.H.4.1.3 IC Demonstrate refusal skills
When given a situation where |Name| disagrees with a peer or an adult, |he/she| will use appropriate words and language to express the disagreement on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
0-12.H.4.1.2 IC Demonstrate refusal and negotiation skills
When given a non-preferred activity, |Name| will request an appropriate accommodation (alternate location, modification, etc.) on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
0-12.H.4.1.3 IC Respond to an unwanted, threatening, or dangerous situation.
When confronted with tasks that |he/she| finds overwhelming, |Name| will choose and use coping strategies (positive self-talk, humor, self timeout, exercise, journaling, etc.) on |completed| out of |attempted| occasions per |day, week, month, quarter, trimester|.
0-12.H.4.1.3 IC Demonstrate nonviolent strategies to manage or resolve conflict
When in a conflict or perceived threatening situation, |Name| will seek adult help or advice to resolve, or remove self from the situation and report incident to an adult on |completed| out of |attempted| occasions per |week, month, quarter, and trimester|.
6-12.H.4.1.3 IC conflict management or resolution strategies
In a |structure, contrived, natural| setting, |Name| will manage conflicts (ie. without physical contact, abrasive language, turn-taking, use appropriate tone of voice, etc.) |independently, with teacher/staff support| on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
K-12.H.4.1.3 IC compromise
When working with one or more peers, |Name| will agree to compromise on process or procedures in order to prevent conflict on |completed| out of |
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w/peers to prevent conflict
attempted| occasions per |week, month, quarter, trimester|
3-5.H.4.1.4 IC Ask for assistance
When |Name| does not understand (verbal, written, assignment or activity) instructions, |he/she| will respond appropriately by asking for additional clarification or assistance (instead of negative verbal comments) , on |completed| out of |attempted| opportunities per |day, week, month, quarter, trimester|.
Respectful Citizen
Goal Name: Goal Text:RT3.2. RC Uses appropriate language
Given a redirection to replace |his/her| own inappropriate comment made, |Name| will be able to identify a school-appropriate comment on |completed| out of |attempted| occasions.
RT3.3.RC Interaction with adults/peers
|Name| will interact with |adults, peers, adults &peers| in an appropriate manner (turn-taking, maintain personal space boundaries- keep hands/feet/objects to self, appropriate voice- volume/tone, language, etc.) on |completed| out of |attempted| opportunities per |day, week, month, quarter, trimester).
RT3.3.RC Respect property
Across school settings, |Name| will respect property of others according to classroom and/or school rules on with no more than |number| of infractions per |day, week, month, quarter, trimester|.
RT3.3.RC Turn taking
In |structured, non-structured| activity, |Name| will take turns independently on |completed| out of |attempted| times.
Responsible Citizen
Goal Name: Goal Text:RT4.1.RC Follows class/school rules and procedures
Across school settings, |Name| will follow classroom/school rules with no more than |number| infractions per |day, week, month, quarter, trimester|.
RT4.1.RC Identify/explain rules
Within a social skills group setting, |Name| will identify and explain |group, classroom, school| rules on |completed| out of |attempted| opportunities.
RT4.2.RC Remain on task
In a group activity, |Name| will remain with the group for |number1| minutes with no more than |number2| prompts or cues, on |completed| out of |attempted| trials.
RT4.1.RC Discussion:raise hand
In a |small, whole| group activity, |Name| will raise |hisher| hand before speaking and wait to be called on, on |completed| out of |attempted| opportunities.
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RT4.2. RC Share materials
In a |small, whole| group activity, |Name| will share materials on |completed| out of |attempted| opportunities.
RT4.3. Reduce maladaptive behaviors
Across the school setting, |Name| will engage in |number| or less maladaptive behaviors (ie, hit, kick, spit, throw objects, etc.) per |day, week, month| over |attempted| consecutive |periods, days, weeks, months, quarter, trimester|.
Self-Directed Learner
Goal Name: Goal Text:RT2.1. SDL Organized
Given a personal management system (binder, folder, file, agenda, electronic organizer, etc), |Name| will maintain system (ie. recording assignments, prioritize tasks, mark off completed tasks), on |completed| out of |attempted| occasions per |day, week, month, quarter, trimester|.
RT2.2. SDL Timely completion of work
Given |group, individual, group/individual| assignments or tasks, |Name| will complete assignments and turn them in on time, on |completed| out of |attempted| occasions per |week, month, quarter, trimester|.
RT2.2. SDL Timely completion of work 2
Given a(n) |individual, small group, whole group| activity, |Name| will |initiate, continue, complete| a task within the allotted time, on |completed| out of |attempted| occasions.
RT2.3. SDL Seeks needed resources
When given an assignment or task, |Name| will identify and/or access resources appropriate to complete the task (internet, atlas, dictionary, index, encyclopedia, articles, etc.) on |completed| out of |attempted| occasions.
RT2.4.SDL Transition
Following daily schedule across the school setting, |Name| will |independently, with adult support| transition between |location to location, activity to activity, class to class| on |completed| out of |attempted| occasions per |day, week, month, quarter, trimester|.
RT2.4.SDL On time to class
Across the school setting, |Name| will come to class on time and be seated before bell rings on |completed| out of |attempted| occasions.
RT2.4.SDL Prepared for learning
Across the school setting, |Name| will come to class prepared with all necessary materials (paper, pencil, homework, binder, data sheet, etc.) on |completed| out of |attempted| occasions.
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Transition
To be added at a later date (see Adaptive Skills goal bank for some vocational/transition goals)
Vision
To be added at a later date
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Written Language
Production & Distribution of WritingGoal Name: Goal Text:4-12.4. Production and Distribution
|Name| will independently produce a writing piece that represents the given task and purpose that is appropriate for the specific audience on |completed| out of |attempts| attempts.
K.-1.5. Production and Distribution
With adult support, |Name| will implement 1 suggested idea from peers to enhance a written piece on |completed| out of |attempted| attempts.
2.5. Production and Distribution
After peer/adult editing, |Name| will enhance written work by incorporating 2 to 3 suggested revisions on |completed| out of |attempted| trials.
3-4.5. Production and Distribution
|Name| will brainstorm a given topic and produce 3 or 4 ideas in writing (independently, with peer support, with adult support) on |completed| out of |attempted| attempts.
3-4.5.a Production and Distribution
When presented with an editing checklist, |Name| will edit written work and make 2 to 3 revisions on |completed| out of |attempts| attempts.
6.-12.5. Production and Distribution
With guidance from peers and/or adults, |Name| will edit and revise to strengthen writing purpose and audience, incorporating at least 3 suggestions, on |completed| out of |attempts| attempts.
1-3.6. Production and Distribution
With adult support and guidance, |Name| will produce and publish a piece of writing using various digital tools independently or in collaboration with peers with less than |errors| errors in |completed| out of |attempts| attempts.
4-5.6. Production and Distribution
With some guidance, |Name| will use technology, including the internet, to collaborate with peers and produce a one page written (minimum) typed piece in a single sitting appropriate to given task on |completed| out of |attempted| attempts.
6.6. Production and Distribution
|Name| will use technology to produce a published writing of a minimum of three pages on |completed| out of |attempted| attempts.
7-8.6. Production and Distribution
|Name| will use technology to produce a published writing, linking to or citing sources, on |completed| out of |attempted| attempts.
9-10.6. Production and Distribution
|Name| will use technology to produce, publish and update an individual or shared writing product on |completed| out of |attempted| attempts.
9-10.6a Use technology to
|Name| will use technology to produce a writing product which links to other information, displaying information flexibly and dynamically on |completed| out
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produce, publish, & update writing
of |attempted| attempts.
11-12.6. Production and Distribution
|Name| will use technology to update individual or shared writing products in response to on-going feedback, including new feedback on |completed| out of |attempted| attempts.
Research
Goal Name: Goal Text:5.7-8.7. Research - several resources
When given a (teacher selected topic, self-selected topic), |Name| will research (look up, read, highlight, make note cards, etc.) a given topic that uses a variety of several sources (eg. Internet, encyclopedias, dictionary, content area books) and produce a written product that demonstrates understanding of the topic (using a rubric) on |completed| out of |attempts| opportunities.
9-12.7. Research Project
When given a |teacher-selected, self-selected| topic, |Name| will research (look up, read, highlight, make note cards, etc.) a given topic, write/type a rough draft, edit and revise the rough draft, submit a final draft or copy that uses a variety of several sources (eg. Internet, encyclopedia, dictionary, content area books) and demonstrates understanding of the topic (using a rubric) on |completed| out of |attempts| opportunities.
Text Type & Purposes
Goal Name: Goal Text:K.1. TTP Express Opinion or Preference
Provided a |picture, verbal| sentence starter, |Name| will (draw, write, and/or select from an array of up to 3 choices) to compose a sentence on |completed| out of |attempted| probes.
K.1.a TTP Communicate Title and Topic of Book
|Name| will use a combination of drawing, dictating and writing to communicate the title and topic of a book on |completed| out of |attempted| probes.
K.1.b TTP Communicate Opinion of Book
|Name| will use a combination of drawing, dictating and writing to communicate an opinion of a book on |completed| out of |attempted| probes.
1.1. TTP-Sentences of Opinion
When presented with a topic and word bank, |Name| will compose |number| sentences with a clearly stated opinion and at least one supporting fact on |completed| out of |attempted| probes.
1.2-5.2 Text Type and Purpose-Graphic Organizer
When presented with a topic, |Name| will complete a graphic organizer |with a model prompt, with verbal cueing, independently| on |completed| out of |attempted| probes.
2.1. TTP-Paragraph When presented with a topic, |Name| will compose a |number|-sentence
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Opinion paragraph with a clearly stated opinion, |number1| supporting facts, |number2|linking words and a conclusion statement on |completed| out of |attempted| probes.
3.1.-5.1 TTP-Opinion When presented with a topic, |Name| will compose at least a |number|-sentence paragraph with a clearly stated introduction, |number1| supporting facts, the use of linking words/phrases and a clearly stated conclusion scoring |number3| out of |number4| based on the district rubric.
3.2.-5.2 TTP infomative/explanatory text
When provided with a picture or sentence starter, |Name| will be able to write the (main idea, introduction sentence, or supporting ideas) |with a model prompt, with verbal cueing, independently| on |completed| out of |attempted| probes.
3.3.-5.3 TTP sequence ideas or topic points
When presented with a topic, |Name| will sequence |number| details with supporting facts when provided with a graphic organizer on |completed| out of |attempted| probes.
3.3.-5.3 Detail Expanded Sentences
When provided with key words (e.g., because, therefore, example), |Name| will write |number| expanded sentences that support topic |with a model prompt, with verbal cueing, independently| on |completed| out of |attempted| probes.
3.3-5.3 TTP-Concluding Statement
When provided with a partial paragraph with a topic and main idea sentences, |Name| will produce a concluding statement |with a model prompt, with verbal cueing, independently| on |completed| out of |attempted| probes.
4.2-5.2 TTP Link ideas across categories
When presented with a topic and sample source material, |Name| will identify at least |number| pieces of relevant evidence on |completed| out of |attempted| probes.
7.1-8.1. TTP support claims w/clear reasons & evidence
When presented with a topic and viewpoint, |Name| will use credible sources to identify opposing viewpoints on |completed| out of |attempted| probes.
7.1.-8.1a TTP support claims w/clear reasons & evidence
When presented with a topic and two viewpoints, |Name| will use credible sources to compare and contrast the viewpoint on |completed| out of |attempted| probes.
9-12.1. TTP view point and supported w/evidence
When presented with a topic, |Name| will identify a viewpoint and provide evidence of strengths and limitations of viewpoint on |completed| out of |attempted| probes.
K.2. TTP-Information |Name| will produce a product from drawing, dictating, or writing that includes some basic information on the topic on |completed| out of |attempted| probes.
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1.2. TTP-Information When presented with a topic and word bank, |Name| will compose 2 to 3 sentences with a clearly stated topic and supporting facts on |completed| out of |attempted| probes.
2.2. TTP-Information When presented with a topic, |Name| will compose a 3 to 4 sentence paragraph with a clearly stated topic, supporting facts, and a conclusion statement on |completed| out of |attempted| probes.
3.2. TTP-Information When presented with a topic, |Name| will compose a paragraph with a clearly stated introduction, 3 to 4 supporting facts with illustrations to support, the use of linking words/phrases and clearly stated conclusion scoring |number1| out of |number2| based on the district rubric.
4.2. TTP-Information When presented with a topic, |Name| will complete a graphic organizer with main ideas and |number| or more supporting details on |completed| out of |attempted| probes.
4.2 Concluding written work
When given a rough draft of a paragraph, |Name| will write a conclusion statement by using the strategy of restating the topic sentence to be included in the final written piece on |completed| out of |attempted| probes.
5.2. TTP-Mulit Media Project
|Name| will produce an informative written piece that contain precise language appropriate to topic; main idea, transitions, supporting details, and conclusion supported with illustrations and/or multimedia to enhance comprehension, scoring a|number3| out of |number4| based on the district rubric on |completed| out of |attempted| probes.
6.2. TTP-Information When examining a topic, |Name| will use a graphic organizer to analyze content, including comparison/contrast and cause/effect with less than |error| errors on |completed| out of |attempted| probes.
6.2.a TTP-Information When writing for information, |Name| will add graphics, charts, tables to aid in comprehension with less than |errors| errors on |completed| out of |attempted| probes.
7.2. TTP-Information When writing for information, |Name| will use appropriate transitions to create cohesion and clarify relationships with less than |error| errors on |completed| out of |attempted| probes.
8.2. TTP-Information When writing informational text, |Name| will provide a concluding statement that supports the information presented with less than |error| errors on |completed| out of |attempted| probes.
9-10.2. TTP-Information
When writing informational text, |Name| will use written organization strategies such as headings, graphics, and multimedia to make important connections and distinction of ideas with less than |error| errors on |completed| out of |attempted| probes.
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K.3. TTP Respond to single event
After an event/prompt, |Name| will create a picture/drawing or writing of a single event and include a reaction/feeling (independently, with verbal/indirect cues, with picture/visual cues) on |completed| out of |attempted| probes.
1.3. TTP-Narrative Sequence Events
After an event, |Name|, will complete a sequence of events (2-3) in the order as they occurred using framed sentences that incorporate temporal words (eg. first, second, next) and include some sense of closure with less than |error| errors on |completed| out of |attempted| probes.
2.3. TTP-Narrative sequence
After an event, |Name|, will write a sequence of events with 2-3 details that describe thoughts, actions and/or feelings, in the order as they occurred, that incorporate temporal words (eg. first, second, next) and include some sense of closure with less than |error| errors on |completed| out of |attempted| probes.
3.3. TTP-Narrative real or imagined events
|Name| will write a narrative based on real or imagined events including a clear sequence of events, details, and characters by scoring proficient or better based on the district rubric on |completed| out of |attempted| attempts.
3.3.c TTP-Narrative real or imagined events
|Name| will create a sequence of events using a story map that contains events, characters, and setting with less than |error| errors on |completed| out of |attempted| probes.
3.3 TTP- Develop characters
|Name| will use dialogue to develop the characters and show responses within the written narrative response by scoring a proficient or higher score based on the district rubric on |completed| out of |attempted trials.
3.3.c TTP- Develop characters
|Name| will appropriately use temporal words to indicate sequence of events within a narrative writing piece by scoring a proficient or higher score based on the district rubric on |completed| out of |attempted trials.
4-5.3. TTP Write narratives to develop real or imagined
|Name| will write a narrative essay based on real or imagined events including; a clear and precise sequence of events, sensory details/phrases, contains dialogue that reflect character responses, transition words, and a clear conclusion by scoring a proficient or higher score based on the district rubric on |completed| out of |attempted trials.
6.3.b TTP write narration
|Name| will write a narrative essay that introduces a narrator and/or characters by using descriptive details with less than |error| errors on |completed| out of |attempted| probes.
6.3c Use transition |Name| will write a narrative essay that uses a variety of transition words,
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words to convey sequence
phrases, and clauses to convey sequence with less than |error| errors on |completed| out of |attempted| probes.
7.3. TTP establishing a point of view
|Name| will write a narrative essay that clearly establishes a point-of-view with less than |error| content errors on |completed| out of |attempted| probes.
8.3. TTP Write to convey experiences and events
|Name| will write a narrative essay that uses dialogue to develop experiences, events, and/or characters with less than |error| content errors on |completed| out of |attempted| probes.
9-10.3. TTP Setting out a problem with a solution
|Name| will write a narrative essay that sets out a problem, situation or observation and establishes multiple points-of-view with less than |error| content errors on |completed| out of |attempted| probes.
11-12.3. TTP Conclusions-reflecting experiences
|Name| will write a narrative essay that provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative with less than |error| content errors on |completed| out of |attempted| probes.
Writing Conventions
Goal Name: Goal Text:0.1-1 Print uppercase & lowercase letters
When prompted by teacher, |Name| will independently write |number| |uppercase, lowercase, both uppercase and lowercase| letters of the alphabet with correct letter formation and direction on |completed| out of |attempted| probes.
1 Write complete simple sentences
Given a |picture, verbal, written| prompt, |Name| will write |number| complete sentences with a subject and predicate on |completed| out of |attempted| trials.
0-1 Write complete simple sentences with adjective, pronoun and/or preposition
0-2
Given a |picture, verbal, written| prompt, |Name| will produce a |number| complete sentences with a subject, predicate and |adjective, pronoun and/or preposition| on |completed| out of |attempted| trials.
1 Complete partial sentences (writing)
Given partial sentences, |Name| will complete the sentences by adding a subject and/or predicate with |percent|% accuracy on |completed| out of |attempted| trials.
1 Use singular/plural possessive nouns
Given written prompts, |Name| will use singular and plural possessive nouns with |percent|% accuracy on |completed| out of |attempted| trials.
1-3 Grammar and usage Given a prompt, |Name| will write |number| sentences with correct
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when writing grammar and usage (nouns, verbs, descriptors, etc.) and capitalization with less than |error| errors on |completed| out of |attempted| writing probes.
1-3 Produce and Expand sentences
Given a writing prompt , |Name| will write |number| sentences to expand on simple sentences and use a variety of punctuation (. ! ?,) to end sentences with less than |error| errors on |completed| out of |attempted| writing probes.
3.1. Conventions: Grammar/Usage in Writing/Speaking
Given a sentence the |Name| will identify (select, highlight, circle, underline, etc.) the parts of a sentence (nouns, pronouns, verbs, adjectives, and adverbs) on |completed| out of |attempted| opportunities.
4.1. Conventions: Grammar/Usage in Writing/Speaking
Given a writing sample, |Name| will recognize (select, highlight, circle, underline, etc.) run-on and fragment sentences and correct errors with less than |error| errors on |completed| out of |attempted| trials.
5.1-6. Conventions: Grammar/Usage in Writing/Speaking
Given a sentence the |Name| will identify (select, highlight, circle, underline, etc.) the parts of a sentence (conjunctions, prepositions, and interjections) with |percent|% accuracy on |completed| out of |attempted| trials.
5.1a. Conventions: Grammar/Usage in Writing/Speaking
Given a writing sample, |Name| will recognize (select, highlight, circle, underline, etc.) grammatical errors within sentences and correct errors with less than |error| errors on |completed| out of |attempted| trials.
11-12.1. Conventions: Grammar/Usage in Writing/Speaking
|Name| will access and use a media source (dictionary, spell-check, thesaurus, Internet, etc.) to correct and edit written passages with less than |error| errors on |completed| out of |attempted| trials.
K.2. Conventions: Capitalization, Punctuation, and Spelling When Writing
Given a set of sentences, |Name| will identify (point to, circle, highlight, etc.) parts of a sentence (capitals letters, ending punctuation, etc.) with less than |error| errors on |completed| out of |attempted| trials.
5.2 c. Write a letter for a given sound.
Given letter sound (consonant & short vowel), |Name| will produce (write/type) the corresponding letter with |percent|% accuracy on |completed| out of |attempted| trials.
5.2 d. Spell simple words phonetically
Given a set of 10 words taken from the |list| list, |Name| will phonetically spell the words for |words| out of 10 on |completed| consecutive trials.
1.2 e-d.1 spelling patterns/spell irregular words
|Name| will spell high frequency words from the |list| word list in isolation and/or context with |percent|% accuracy on |number| consecutive trials.
1.2 e-d.2 spelling patterns/spell irregular words
|Name| will spell words with common spelling patterns in isolation and/or context on |number| consecutive trials.
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1.2 c. Use commas in dates and to separate single words in a series.
|Name| will correctly use commas (in dates, separate words in series, within letters, etc.) within written compositions in |completed| out of |attempted| trials.
1.2 e-d. edit spelling patterns/spell irregular words
|Name| will access and use a reference (word wall, dictionary, spell-check, Internet, etc.) to correct and edit spelling errors on |completed| out of |attempted| trials.
3.2. Conventions: Capitalization, Punctuation, and Spelling When Writing
|Name| will correctly use quotation marks to quote dialogue within written compositions and/or edit quotations marks used in text with less than |errors| errors on |completed| out of |attempted| trials.
4-12 Conventions: Capitalization, Punctuation, and Spelling When Writing
Given a writing task and a prompt, |Name| will correctly use capitalization, punctuation, and correct spelling within written compositions with less than |error| errors in |completed| out of |attempted| trials.
IEP Goals addressing educational need (ie. Reading, writing, math) are not health related and would not be the goals when monitoring progress for Medicaid purpose.
MEDICAID-An appropriate IEP goal to monitor progress for each related service provided to the Medicaid eligible student is needed when the district claims federal reimbursement for:
Behavioral Intervention Nursing Services Personal Care Services including the continuation of developmental disabilities programs to
address the activities of daily living needs in the school setting as identified on the child’s PCS assessment, in order to increase or maintain independence for the student with developmental disabilities as determined by the nurse or qualified intellectual disabilities professional (QIDP)(Certified Special Education Teacher)
Occupational Therapy Physical Therapy Speech/Language Therapy PSR Psychotherapy Specialized Transportation
Examples of health related goal areas have been color coded to assist in selecting appropriate service goals (Educational goals are not goals tracked for health related services reimbursed by Medicaid)Red- Behavioral Goals and/or Self DirectionBlue-Speech Language TherapyOrange-Occupational Therapy Green- Physical Therapy Purple-Personal Care Services
Last Updated: 5/21/2023 11:50 PM P a g e | 97