Teaching children to read is a fundamental responsibility of all educators. Research has shown that for many children, learning to read is a struggle. Although the numbers are debated, it is well established that 30% to 40% of all children will have significant difficulty learning to read. In today society, the failure to read proficiently has profound educational and life consequences it is the most likely reason that children drop out of school, are retained, or are referred to special education. Poor skills also greatly limit post-secondary school and work options. The importance of teaching children to read cannot be understated.
This and Language Arts Guide is written so that every child can learn to be a language user. The basis of this framework is to:
1. Prepare THE STUDENT's to function as informed and effective citizens
2. Prepare THE STUDENT's to function effectively in the world of work
3. Prepare THE STUDENT's to realize personal fulfilment
This and Language Arts Guide consists of 21 goal stems in the content area of Listening, Communicating and Associating. Under each goal stem there are many sample objectives and suggested activities which can be individualized for THE STUDENT's IEP. "Language enables human beings to make sense of things." To that end and in pursuit of that vision, this guide was written.
Within this website, (under Questions) you will find various assessments to be used to measure progress. Other sections of this web site contain objective samples based upon these scales.
Special Education /Language Arts Standards For THE STUDENT's With Moderate To Sever Developmental Disabilities
Scroll down the page to go directly to THE IDEA STATEMENTS.
Reading & Language Arts Literacy Standard # 1 THE STUDENT Reads For Meaning Using Appropriate Skills And Strategies
Benchmarks:
Comprehends the main idea of simple expository information-Associating: Exploring language Usage: Goal Stems 2 and 3; Associating: Emerging Language Usage: Goal Stems 2and 3;
Associating: Expanding Language Usage: Goal Stems 3 and 4
Decodes unknown words using basic elements of phonetic analysis ( e.g., common letter/ sound relationships, blending) and structural analysis-Associating: expanding Language Usage: Goal Stem 1
Uses picture clues and picture captions as an aid to comprehension and decoding-Associating:
Expanding Language Usage: Goal Stems 1 and 2: Associating Emerging Language Usage:
Goal Stem # 4
Monitors and self corrects while - Associating: Expanding Language
Usage: Goal Stem # 1
Summarizes or restates what one has heard or read- Associating: Emerging Language Usage
Goal Stem # 2, 3 and 4
Makes and confirms simple predictions about what might happen next in a story - Associating: Emerging Language Usage: Goal Stems 1 and 2; Associating: Expanding Language Usage: Goal Stems 3 and 5
Creates mental pictures for concrete information one has read or heard - Associating: Emerging Language Usage: Goal Stems 2, 3, and 4
Uses background knowledge and experiences to understand new material - Associating: Exploring Language Usage: Goal Stems 1 and 2; Associating: Expanding Language Usage: Goal Stems 1,2,3,4 and 5; Associating: Emerging Language Usage: Goal Stems 2 and 4
Reading & Language Arts Literacy Standard # 2 THE STUDENT Reads Fiction And Non Fiction For A Variety Of Purposes.
Benchmarks:
Reads to find specific information- Associating:: Expanding Language Usage: Goal Stem # 1: Associating:
Emerging Language Usage: Goal Stem # 2 Understands that is a way of gaining information about oneself and the world- Associating Emerging Language Usage: Goal Stem # 4: Associating : Expanding Language Usage: Goal Stem # 4:
Associating: Emerging Language Usage: Goal Stem # 3 Applies the reading process and strategies to acquire direction or information about procedures ( i.e.,school activities , recipes, games)- Associating: Emerging Language Usage: Goal Stem # 4; Associating: Expanding Language Usage: Goal Stem # 1 and 3
Distinguishes between factual and fictional reading material ( i.e., between fairy tale and newspaper article)- Associating: Expanding Language Usage: Goal Stems 3 and 4
Reads for pleasure as a purpose- Associating: Exploring Language Usage: Goal Stem 2; Associating:
Expanding Language Usage: Goal Stem 4
Reading & Language Arts Literacy Standard # 3 THE STUDENT Uses Strategies Of The Writing Process To Write For A Variety Of Purposes.
Benchmarks:
Dictates or writes stories or essays that have a beginning, middle and end Associating Emerging Language Usage: Goal Stem 2
Uses different types of writing ( e.g., thank you notes, letters) - Associating: Emerging Language Usage: Goal Stem 5
Use simple techniques of the writing process ( pre-writing, drafting, sharing, revisions editing,)-Associating: Emerging Language Usage: Goal Stem 1
Reading & Language Arts Literacy Standard # 4 THE STUDENT Writes With A Command Of The Conventions Of English, Including Grammar, Mechanics And Spelling.
Benchmarks:
Demonstrates knowledge of the alphabet- Associating: Emerging Language Usage: Goal Stem 3
Demonstrates early writing skills ( i.e., positions hands on computer keyboard, holds pencils)- Associating: Exploring Language Usage: Goal Stem 1: Associating Emerging Language Usage: Goal Stems 3 and 5.
Demonstrates mechanics of writing ( i.e., punctuation, capitals) Associating: Emerging Language Usage: Goal Stems 3 and 5.
Moves from developmental to conventional spelling- Associating: Expanding Language Usage: Goal Stem 2
Communicates through written, mechanical or symbolic means, demonstrating a command of the conventions of English that may include grammar, mechanics and spelling- Associating : Emerging Language Usage: Goal Stem 5
Completes a sentence using correct grammar- Associating: Emerging Language Usage: Goal Stem 5
Creates compositions that contain compete sentences- Associating: Expanding Language Usage: Goal Stem 5
Reading & Language Arts Literacy Standard # 5 THE STUDENT Uses Speaking And Listening Strategies To Enhance Earning.
Benchmarks:
Gives and follows directions and multiple steps- Listening: Goal Stems 1 and 2
Listens attentively to others and responds appropriately- Communicating: Goal Stems 1, 2, and 5
Uses eye contact, gestures, clear voice, appropriate volume, pitch and rate when speaking to others- Communicating: Goal Stems 3 and 4: Listening: Goal Stem 3
Use clear and accurate word choices to inform, explain, demonstrate and entertain- Communicating: Goal Stem 6
Reading & Language Arts Literacy Standard #6 THE STUDENT Responds To Literary Works From A Variety Of Eras And Culture.
Benchmarks:
Comprehends the basic plot of simple stories- Associating: Expanding Language Usage: Goal Stem 2
Identifies characters, setting, problem and solutions in simple stories- Associating: Expanding Language Usage: Goal Stem 3; Associating: Emerging Language Usage Goal Stem 3
Predicts possible outcome or endings- Associating Expanding Language Usage: Goal Stem 3
Demonstrates an awareness of different cultures and eras as expresses through literature- Associating: Expanding Language Usage: Goal Stem 4
Reading & Language Arts Literacy Standard #7 THE STUDENT Gathers And Uses Information From A Variety Of Sources For Specific Purposes.
Benchmarks:
Uses picture and written materials to gather information- Listening: Goal Stem 2; Associating: Exploring Language Usage: Goal Stem 1
Uses technological sources to gather information - Listening: Goal Stems 1 and 2
Uses the environment (including people) to gather information - Listening: Goal Stems 1 and 2
Organizes gathered information based on appropriate criteria - Associating: Expanding Language Usage: Goal Stem 2
THE IDEA STATEMENTS
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Listening
Goal Stem # 1: THE STUDENT Will Listen To Gain Information...
By month/year, when given a 2-step direction (" stand up- come to me") by staff, THE STUDENT will respond by standing up and walking to the instructor 40% of the time over 5 days as observed and recorded by staff.
By month/year, when given a 2-step direction (" stand up- come to me") by staff, THE STUDENT will respond by standing up and walking to the instructor 60% of the time over 7 days as observed and recorded by staff.
By month/year, when given a 2-step direction (" stand up- come to me") by staff, THE STUDENT will respond by standing up and walking to the instructor 80% of the time over 9 days as observed and recorded by staff.
By month/year, THE STUDENT will listen to radio weather report in order to choose appropriate clothing. 40% of the time over 5 days as observed and recorded by staff.
By month/year, THE STUDENT will listen to radio weather report in order to choose appropriate clothing. 60% of the time over 7 days as observed and recorded by staff.
By month/year, THE STUDENT will listen to radio weather report in order to choose appropriate clothing. 80% of the time over 9 days as observed and recorded by staff.
By month/year, THE STUDENT will listen for the music and respond by sitting/standing during musical chairs games when the music begins and ends 40% of the time over 5 days as observed and recorded by staff.
By month/year, THE STUDENT will listen for the music and respond by sitting/standing during musical chairs games when the music begins and ends 60% of the time over 7 days as observed and recorded by staff.
By month/year, THE STUDENT will listen for the music and respond by sitting/standing during musical chairs games when the music begins and ends 80% of the time over 9 days as observed and recorded by staff.
By month/year, THE STUDENT will get job on public bus, given oral directions 40% of the time over 5 days as observed and recorded by staff.
By month/year, THE STUDENT will get job on public bus, given oral directions 60% of the time over 7 days as observed and recorded by staff.
By month/year, THE STUDENT will get job on public bus, given oral directions 80% of the time over 9 days as observed and recorded by staff.
By month/year, THE STUDENT will respond to a bell signaling a change in activities 40% of the time over 5 days as observed and recorded by staff.
By month/year, THE STUDENT will respond to a bell signaling a change in activities 60% of the time over 7 days as observed and recorded by staff.
By month/year, THE STUDENT will respond to a bell signaling a change in activities 80% of the time over 9 days as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Dismiss THE STUDENT by descriptive attributes such as all those wearing a blue shirt
Have THE STUDENT play auditory memory games
Have THE STUDENT watch Discovery Channel or PBS
Take THE STUDENT on listening walks to identify neighborhood sounds
Have THE STUDENT listen to school intercom messages
Have THE STUDENT listen to weather reports on TV or radio and report to rest of class
Goal Stem # 2: THE STUDENT Will Listen To Facilitate Social Interaction...
By month/year, when greeted by friends/peers tutors, THE STUDENT will respond to greeting by waving within 3 seconds on 4 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will respond to greeting by waving within 3 seconds on 6 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will respond to greeting by waving within 3 seconds on 8 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will wait for a break in conversation before responding on 4 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will wait for a break in conversation before responding on 6 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will wait for a break in conversation before responding on 8 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will maintain eye contact with the conversation partner on 4 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will maintain eye contact with the conversation partner on 6 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will maintain eye contact with the conversation partner on 8 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will demonstrate understanding of "wh" questions ( who, what, when, where, why) from supervisors and/or co-workers by giving appropriate answers on 4 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will demonstrate understanding of "wh" questions ( who, what, when, where, why) from supervisors and/or co-workers by giving appropriate answers on 6 out of 10 occasions as observed and recorded by staff.
By month/year, when greeted by friends/peers tutors, THE STUDENT will demonstrate understanding of "wh" questions ( who, what, when, where, why) from supervisors and/or co-workers by giving appropriate answers on 8 out of 10 occasions as observed and recorded by staff.
Suggested Activities for Goal Stem # 2:
Utilize "wh" questions Who's here today? What are we going to do today?
Have THE STUDENT play board games or card games that utilize "wh" questions.
Provide " dress up" clothes, costumes, playhouse area to facilitate role playing social interactions.
Have THE STUDENT answer classroom telephone
Have THE STUDENT use augmentative communication devices to listen and respond appropriately to special friends/peer tutors.
Goal Stem # 3 THE STUDENT Will Listen For Pleasure......
By month/year during free choice time, given a single switch, THE STUDENT will turn on/off his walkman at least 1 time during the day for 6 days as measured by staff observation and charted.
By month/year during free choice time, given a single switch, THE STUDENT will turn on/off his walkman at least 1 time during the day for 8 days as measured by staff observation and charted.
By month/year during free choice time, given a single switch, THE STUDENT will turn on/off his walkman at least 1 time during the day for 10 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will keep earphones in place for 6 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will keep earphones in place for 8 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will keep earphones in place for 10 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will sit quietly during activities at school rallies for 6 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will sit quietly during activities at school rallies for 8 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will sit quietly during activities at school rallies for 10 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will listen to other members of the band for 6 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will listen to other members of the band for 8 days as measured by staff observation and charted.
By month/year during free choice time, THE STUDENT will listen to other members of the band 10 days as measured by staff observation and charted.
Suggested Activities For Goal Stem # 3:
Have THE STUDENT play a variety of listening games "Simon Says". Listening Lotto,' I Spy
Have THE STUDENT attend school rallies, assemblies, performing arts productions and field trips.
Have THE STUDENT listen during free time to tapes, records, CD's
Take class to library for story time.
Have THE STUDENT lip sync to popular music.
Communicating
Goal Stem # 1 THE STUDENT Will Demonstrate Understanding Of Language Concepts......
By month/year, after being read 2-3 pages from a book, THE STUDENT will answer questions about information specifically stated in the book 2 out of 5 questions on 2 out of 5 days as observed and recorded by staff.
By month/year, after being read 2-3 pages from a book, THE STUDENT will answer questions about information specifically stated in the book 3 out of 5 questions on 3 out of 5 days as observed and recorded by staff.
By month/year, after being read 2-3 pages from a book, THE STUDENT will answer questions about information specifically stated in the book 4 out of 5 questions on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will demonstrate understanding of prepositional concepts by placing an object correctly in response to a command 2 out of 5 questions on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will demonstrate understanding of prepositional concepts by placing an object correctly in response to a command 3 out of 5 questions on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will demonstrate understanding of prepositional concepts by placing an object correctly in response to a command 4 out of 5 questions on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will categorize objects according to one attribute ( color, size, use) 2 out of 5 questions on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will categorize objects according to one attribute ( color, size, use) 3 out of 5 questions on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will categorize objects according to one attribute ( color, size, use) 4 out of 5 questions on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will identify correct photo by eye gaze when shown two photos and asked, Which on is the____?" 2 out of 5 questions on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will identify correct photo by eye gaze when shown two photos and asked, Which on is the____?" 3 out of 5 questions on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will identify correct photo by eye gaze when shown two photos and asked, Which on is the____?" 4 out of 5 questions on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will sequence the steps required to complete the job of busing tables 2 out of 5 questions on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will sequence the steps required to complete the job of busing tables 3 out of 5 questions on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will sequence the steps required to complete the job of busing tables 4 out of 5 questions on 4 out of 5 days as observed and recorded by staff.
Suggested Activities for Goal Stem # 1:
Read books or magazines articles and have a class discussion about material read.
Include " wh"questions in class discussion ( What happened to _____?, Where did this happen?
Make a preposition game in which THE STUDENT's draw a card and place an object where the card indicates.
Have THE STUDENT's categorize food pictures in preparation for a shopping trip.
For a collage, have THE STUDENT's choose action photos from sports magazines using pointing or eye gaze
Make a sequencing game in which THE STUDENT's arrange photos from sports magazines using pointing or eye gaze.
Make a sequencing game in which THE STUDENT's arrange photos of a task in order
Role play job situations which require specific steps to complete a task ( sweeping a floor, pulling weeds, sorting mail, preparing food)
Have THE STUDENT's identify or name the pictures while playing a lotto or bingo game.
Goal Stem # 2 THE STUDENT Will Express Information By Verbal And/Or Nonverbal Means......
By month/year, when presented with a preferred and non-preferred object or activity, THE STUDENT will express choice by changing facial expression as noted and recorded by staff at least 2 times a day for 4 consecutive days.
By month/year, when presented with a preferred and non-preferred object or activity, THE STUDENT will express choice by changing facial expression as noted and recorded by staff at least 3 times a day for 6 consecutive days.
By month/year, when presented with a preferred and non-preferred object or activity, THE STUDENT will express choice by changing facial expression as noted and recorded by staff at least 4 times a day for 8 consecutive days.
By month/year, THE STUDENT will indicate what the weather is by pointing to a symbol as noted and recorded by staff at least 2 times a day for 4 consecutive days.
By month/year, THE STUDENT will indicate what the weather is by pointing to a symbol as noted and recorded by staff at least 3 times a day for 6 consecutive days.
By month/year, THE STUDENT will indicate what the weather is by pointing to a symbol as noted and recorded by staff at least 4 times a day for 8 consecutive days.
By month/year, THE STUDENT will use an adaptive device with voice output to independently order food items at a restaurant by changing facial expression as noted and recorded by staff at least 2 times a day for 4 consecutive days.
By month/year, THE STUDENT will use an adaptive device with voice output to independently order food items at a restaurant by changing facial expression as noted and recorded by staff at least 3 times a day for 6 consecutive days.
By month/year, THE STUDENT will use an adaptive device with voice output to independently order food items at a restaurant by changing facial expression as noted and recorded by staff at least 4 times a day for 8 consecutive days.
By month/year, THE STUDENT will recite HIS/HER name, address and phone number on request as noted and recorded by staff at least 2 times a day for 4 consecutive days.
By month/year, THE STUDENT will recite HIS/HER name, address and phone number on request as noted and recorded by staff at least 3 times a day for 6 consecutive days.
By month/year, THE STUDENT will recite HIS/HER name, address and phone number on request as noted and recorded by staff at least 4 times a day for 8 consecutive days.
By month/year, THE STUDENT will describe an event, TV show or field trip he/she experienced as noted and recorded by staff at least 2 times a day for 4 consecutive days.
By month/year, THE STUDENT will describe an event, TV show or field trip he/she experienced as noted and recorded by staff at least 3 times a day for 6 consecutive days.
By month/year, THE STUDENT will describe an event, TV show or field trip he/she experienced as noted and recorded by staff at least 4 times a day for 8 consecutive days.
Suggested Activities For Goal Stem # 2:
Compile journal, log or a record of the day's activities.
Practice using pictures to communicate information ( weather, feelings lunch choices ,free time activities, learning centers
Sing songs about feelings
Role play facial expressions ( What do you look like when your sad)
Take field trips into the community to practice communication skills in real environments
Practice completing the personal data portion of a job application.
Make a name and address game in which THE STUDENT's find their own address card
Make a class book including each child's experience of a field trip or special event THE STUDENT's can write, draw or dictate to teacher.
Have THE STUDENT's give directions for simple classroom activities.
Goal Stem # 3 THE STUDENT Will Participate Verbally And/Or Nonverbally In Social Interactions
By month/year, during free play period, THE STUDENT will ask a friend to share a toy at least once, 1 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a friend to share a toy at least once, 2 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a friend to share a toy at least once, 3 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will respond to a greeting by hand shake and saying "hi" 1 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will respond .to a greeting by hand shake and saying "hi" 2 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will respond .to a greeting by hand shake and saying "hi" 3 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will converse with a. peer during lunch 1 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will converse with a. peer during lunch 2 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will converse with a. peer during lunch 3 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a peer to dance at a school dance 1 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a peer to dance at a school dance 2 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a peer to dance at a school dance 3 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a peer to dance at a school dance 1 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a peer to dance at a school dance 2 out of 3 school days as observed and noted by teacher.
By month/year, during free play period, THE STUDENT will ask a peer to dance at a school dance 3 out of 3 school days as observed and noted by teacher.
Suggested Activities For Goal Stem # 3:
Role play different social situations
Discuss social conventions and manners as part of a lesson
Read advice columns in the newspaper and ask THE STUDENT's how they would solve problems
Take field trips to practice interaction in the community
Discuss books about social interactions/ situations
Have the class make up their own rap song about manners/social situations
Have THE STUDENT's draw pictures of activities they do with friend.
Goal Stem # 4 THE STUDENT Will Use A Socially Acceptable Communication Style Such As Appropriate Eye Contact, Personal Space, Intonation, Volume, Stance And Or/Posture......
By month/year, when communicating with others, THE STUDENT will keep his .her head up so his .her face is visible 25% of the time on 2 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will keep his .her head up so his .her face is visible 50% of the time on 3 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will keep his .her head up so his .her face is visible 75% of the time on 4 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will gain attention through low level vocalization in the classroom 25% of the time on 2 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will gain attention through low level vocalization in the classroom 50% of the time on 3 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will gain attention through low level vocalization in the classroom 75% of the time on 4 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will keep his .her head up so his .her face is visible 25% of the time on 2 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will keep his .her head up so his .her face is visible 50% of the time on 3 out of 5 occasions as observed and recorded by staff.
By month/year, when communicating with others, THE STUDENT will keep his .her head up so his .her face is visible 75% of the time on 4 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will maintain at least_____ inches between himself/herself and the listeners 25% of the time on 2 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will maintain at least_____ inches between himself/herself and the listeners 50% of the time on 3 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will maintain at least_____ inches between himself/herself and the listeners 75% of the time on 4 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will look at teacher when given directions or asked a question 25% of the time on 2 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will look at teacher when given directions or asked a question 50% of the time on 3 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will look at teacher when given directions or asked a question 75% of the time on 4 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will vary his .her intonation according to the situation or personal need( using an urgent tone of voice when hurt) 25% of the time on 2 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will vary his .her intonation according to the situation or personal need( using an urgent tone of voice when hurt) 50% of the time on 3 out of 5 occasions as observed and recorded by staff.
By month/year, THE STUDENT will vary his .her intonation according to the situation or personal need( using an urgent tone of voice when hurt) 75% of the time on 4 out of 5 occasions as observed and recorded by staff.
Suggested Activities For Goal Stem # 4:
Role play effective communication techniques in different situations.
Play a game in which THE STUDENT's use large balloon or playground balls to simulate a comfortable distance between speakers.
Have THE STUDENT's balance objects ( beanbags, paper plates on their heads during a relay race to encourage head control and posture.
Play a game that requires THE STUDENT to track or keep eye contact with a moving object.
Discuss loud and soft voices sing songs or play games during which THE STUDENT's use different levels of vocalization. Discuss things that make loud .soft noises ( animals, machines.)
Goal Stem # 5 THE STUDENT Will Communicate In An Intelligible And Understandable Manner.....
By month/year, when asked by a peer "What's your name", THE STUDENT will clearly state HIS/HER name 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer "What's your name", THE STUDENT will clearly state HIS/HER name 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer "What's your name", THE STUDENT will clearly state HIS/HER name 80% of the time on 4 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will select a picture to communicate a choice 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will select a picture to communicate a choice 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will select a picture to communicate a choice 80% of the time on 4 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will make a correct response to a yes/no question by head nod, touch of switch, etc 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will make a correct response to a yes/no question by head nod, touch of switch, etc 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will make a correct response to a yes/no question by head nod, touch of switch, etc 80% of the time on 4 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will use HIS/HER communication device to ask a question 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will use HIS/HER communication device to ask a question 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will use HIS/HER communication device to ask a question 80% of the time on 4 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will confirm a customers order so it is understood by the listener 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will confirm a customers order so it is understood by the listener 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will confirm a customers order so it is understood by the listener 80% of the time on 4 out of 5 days as observed and recorded by staff.
Suggested Activities For Goal Stem # 5
Practice phrases used frequently in the classroom
Role play situations in which people are misunderstood.
Play games that require THE STUDENT's to communicate clearly
Have THE STUDENT's give oral presentations to their peers.
Perform skits that dramatize favorite nursery rhymes and stories.
Goal Stem # 6 THE STUDENT will use standard language structure and grammar.....
By month/year, when asked by a peer THE STUDENT will use negatives ( no, not, never) in daily conversation. 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will use negatives ( no, not, never) in daily conversation. 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will use negatives ( no, not, never) in daily conversation. 80% of the time on 4 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will select symbol cards in correct sequence to make a simple sentence. 60% of the time on 2 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will select symbol cards in correct sequence to make a simple sentence. 70% of the time on 3 out of 5 days as observed and recorded by staff.
By month/year, when asked by a peer THE STUDENT will select symbol cards in correct sequence to make a simple sentence. 80% of the time on 4 out of 5 days as observed and recorded by staff.
Suggested Activities For Goal Stem # 6:
Have THE STUDENT's play a game in which they unscramble sentences
Perform a skit featuring the correct use of negatives
Model and practice standard grammar and usage
Read a funny story that emphasizes the importance of standard grammar
Goal Stem # 1 THE STUDENT will develop a perception of himself/herself as a reader, a writer, and a communicator.
By month/year when involved in quiet reading time, THE STUDENT will hold a book correctly and turn pages one at a time, right to left during a 3 minute time period on 2 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will hold a book correctly and turn pages one at a time, right to left during a 4 minute time period on 3 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will hold a book correctly and turn pages one at a time, right to left during a 5 minute time period on 4 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will read wall menu at fast food restaurant to order value meal by number during a 3 minute time period on 2 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will read wall menu at fast food restaurant to order value meal by number during a 4 minute time period on 3 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will read wall menu at fast food restaurant to order value meal by number during a 5 minute time period on 4 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will touch random letters on a computer keyboard during a 3 minute time period on 2 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will touch random letters on a computer keyboard during a 4 minute time period on 3 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will touch random letters on a computer keyboard during a 5 minute time period on 4 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will hold pencil and make marks on paper a 3 minute time period on 2 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will hold pencil and make marks on paper a 4 minute time period on 3 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will hold pencil and make marks on paper a 5 minute time period on 4 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will use a communication device to generate a printed message from a pre-recorded code and deliver it to a peer or adult. a 3 minute time period on 2 out of 5 days as observed by staff. THE STUDENT will use a communication device to generate a printed message from a pre-recorded code and deliver it to a peer or adult. a 4 minute time period on 3 out of 5 days as observed by staff.
By month/year when involved in quiet reading time, THE STUDENT will use a communication device to generate a printed message from a pre-recorded code and deliver it to a peer or adult. a 5 minute time period on 4 out of 5 days as observed by staff.
Suggested Activities For Goal Stem # 1:
Have THE STUDENT's read rebus story made by teacher
Have THE STUDENT's draw a picture and dictate story to a teacher
Visit the library and have each THE STUDENT receive a library card.
Maintain a library including a variety of literature types in the classroom
Have a daily quiet reading time
Have THE STUDENT pretend to be a teacher and read a story to HIS/HER peers
Have writing and drawing implements available ( pencils, chalk, markers, crayons)
Have THE STUDENT scribble own message on greeting cards
Have THE STUDENT print out HIS/HER computer writing
Provide a classroom listening center with tapes on books
Have THE STUDENT draw pictures of favorite books to include in THE STUDENT portfolio.
Goal Stem # 2 THE STUDENT Will View Literature As A Pleasurable Experience......
By month/year, when using the school library, THE STUDENT will choose HIS/HER own book from the library shelf on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will choose HIS/HER own book from the library shelf on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will choose HIS/HER own book from the library shelf on 9 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will read on the computer for 3 consecutive minutes on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will read on the computer for 3 consecutive minutes on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will read on the computer for 3 consecutive minutes on 9 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will choose a book on tape to use at a listening center on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will choose a book on tape to use at a listening center on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, when using the school library, THE STUDENT will choose a book on tape to use at a listening center on 9 out of 10 opportunities as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Have THE STUDENT read rebus story make by teacher
Have THE STUDENT draw a picture and dictate story to a teacher
Visit the library and have each THE STUDENT receive a library card
Maintain a classroom library including a variety of literature types
Have a daily quiet reading time
Have a THE STUDENT read a story to HIS/HER peers
Have writing and drawing implements available Pencils, chalk, markers, crayons
Have THE STUDENT's scribble own message on greeting cards
Have THE STUDENT print out his her computer writing
Provide a classroom listening center with tapes on books
Have THE STUDENT draw pictures of favorite books to include in THE STUDENT portfolio
Goal Stem # 1 THE STUDENT Will Develop An Understanding Of The Patterns Of Language
By month/year, while participating in beginning band, THE STUDENT will operate a switch adapted drum machine to generate a drum sound pattern with staff or peer prompt to initiate pattern 25% of the opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, while participating in beginning band, THE STUDENT will operate a switch adapted drum machine to generate a drum sound pattern with staff or peer prompt to initiate pattern 50% of the opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, while participating in beginning band, THE STUDENT will operate a switch adapted drum machine to generate a drum sound pattern with staff or peer prompt to initiate pattern 75% of the opportunities on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will fill in rhyming words in a poem 25% of the opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will fill in rhyming words in a poem 50% of the opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will fill in rhyming words in a poem 75% of the opportunities on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will create own pattern of sound ( clapping hands, musical instrument) 25% of the opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will create own pattern of sound ( clapping hands, musical instrument) 50% of the opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will create own pattern of sound ( clapping hands, musical instrument) 75% of the opportunities on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will listen and memorize a repetitive poem. 25% of the opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will listen and memorize a repetitive poem. 50% of the opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will listen and memorize a repetitive poem. 75% of the opportunities on 4 out of 5 days as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Read poems or stories that use predictable patterns in verse ( Chicka Chicka Boom Boom",
or Brown Bear."
Use rhythm instruments to develop patterns in sounds
Write incomplete rhyming poem on board and have THE STUDENT's finish it
Use Raffi's songs to teach rhymes ( " Down by the Bay "
Have THE STUDENT's make up their own verses to songs that rhyme
Invent nonsense words and their meanings
Play computer music memory game, " Simon" for sound patterns in small groups.
Make a rap rhyme about a particular subject
Provide opportunities for THE STUDENT's to experience a variety of cultures through literature and music, such as Ella Jenkins multi cultural recordings.
Goal Stem # 2 THE STUDENT Will Demonstrate Basic Understanding Of Written Material......
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT's will retell the story in HIS/HER own words noting beginning/ middle/end on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT's will retell the story in HIS/HER own words noting beginning/ middle/end on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT's will retell the story in HIS/HER own words noting beginning/ middle/end on 9 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell the name of the main character in a story on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell the name of the main character in a story on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell the name of the main character in a story on 9 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will draw a picture to identify common themes from 2 stories on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will draw a picture to identify common themes from 2 stories on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will draw a picture to identify common themes from 2 stories on 9 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell which word is left out of a sentence of a familiar story on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell which word is left out of a sentence of a familiar story on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell which word is left out of a sentence of a familiar story on 9 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell which word is left out of a sentence of a familiar story on 7 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell which word is left out of a sentence of a familiar story on 8 out of 10 opportunities as observed and recorded by staff.
By month/year, after hearing a primer- level story no more than 5 minutes in length, THE STUDENT will tell which word is left out of a sentence of a familiar story on 9 out of 10 opportunities as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Stop during reading of stories and ask THE STUDENT Who is the story about ? What do you think will happen?
What has happened so far?
Ask simple questions about why characters acted or responded the way they did.
Use " Big Books" and have THE STUDENT's lead the reading
Act out simple stories several times allowing THE STUDENT's to take various roles in the story
Have THE STUDENT's use flannel board cutouts to retell familiar stories
Assist THE STUDENT's in seeing the meaningful relationship between written material and their personal life, such as the story " Bread, Bread, Bread"
Goal Stem # 3 THE STUDENT's Will Develop A Variety Of Word Analysis Strategies......
By month/year, when show letters A,D,K, and told " Make a picture of something that starts with this letter", THE STUDENT will draw a picture of an object that symbolizes the phonetic sound 1 out of 3 opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, when show letters A,D,K, and told " Make a picture of something that starts with this letter", THE STUDENT will draw a picture of an object that symbolizes the phonetic sound 2 out of 3 opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, when show letters A,D,K, and told " Make a picture of something that starts with this letter", THE STUDENT will draw a picture of an object that symbolizes the phonetic sound 3 out of 3 opportunities on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will match pairs of upper case letters 1 out of 3 opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will match pairs of upper case letters 2 out of 3 opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will match pairs of upper case letters 3 out of 3 opportunities on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will state 3 strategies to use if they do not know a word 1 out of 3 opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will state 3 strategies to use if they do not know a word 2 out of 3 opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will state 3 strategies to use if they do not know a word 3 out of 3 opportunities on 4 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will decode initial consonant blends 1 out of 3 opportunities on 2 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will decode initial consonant blends 2 out of 3 opportunities on 3 out of 5 days as observed and recorded by staff.
By month/year, THE STUDENT will decode initial consonant blends 3 out of 3 opportunities on 4 out of 5 days as observed and recorded by staff.
Suggested Activities For Goal Stem # 3Play alphabet bingo games
Provide a variety of materials to explore the alphabet letter puzzles, magnetic letters, letters to trace
Encourage THE STUDENT to use phonetic clues to read during daily activities calendar, weather report.
Have THE STUDENT make an alphabet collage using letters they cut out of magazines and newspaper
Create pictionary books to share with a peer.
Goal Stem # 4 THE STUDENT will build a reading and writing vocabulary.....
Sample Objective: By month/year when shown a variety of product labels, THE STUDENT will identify the product 40% of the time on 4 out of 10 days as observed by staff.
Sample Objective: By month/year when shown a variety of product labels, THE STUDENT will identify the product 60% of the time on 6 out of 10 days as observed by staff.
Sample Objective: By month/year when shown a variety of product labels, THE STUDENT will identify the product 80% of the time on 8 out of 10 days as observed by staff.
By month/year THE STUDENT will point to basic community survival signs upon request. 40% of the time on 4 out of 10 days as observed by staff.
Sample Objective: By month/year THE STUDENT will point to basic community survival signs upon request. 60% of the time on 6 out of 10 days as observed by staff.
Sample Objective: By month/year THE STUDENT will point to basic community survival signs upon request. 80% of the time on 8 out of 10 days as observed by staff.
By month/year THE STUDENT will select HIS/HER name card. 40% of the time on 4 out of 10 days as observed by staff.
By month/year THE STUDENT will select HIS/HER name card. 60% of the time on 6 out of 10 days as observed by staff.
By month/year THE STUDENT will select HIS/HER name card. 80% of the time on 8 out of 10 days as observed by staff.
THE STUDENT will read aloud simple printed words 40% of the time on 4 out of 10 days as observed by staff.
THE STUDENT will read aloud simple printed words 60% of the time on 6 out of 10 days as observed by staff.
THE STUDENT will read aloud simple printed words 80% of the time on 8 out of 10 days as observed by staff.
THE STUDENT will read aloud simple printed words 40% of the time on 4 out of 10 days as observed by staff.
THE STUDENT will read aloud simple printed words 60% of the time on 6 out of 10 days as observed by staff.
THE STUDENT will read aloud simple printed words 80% of the time on 8 out of 10 days as observed by staff.
Suggested Activities for Goal Stem 4:
Play a community survival lotto game
Make flash cards from labels of commonly used products
Utilize video sing a long songs which follow the bouncing ball format
Make a personalized picture/vocabulary book with written labels for each THE STUDENT Learn a word of the week,
Lead THE STUDENT's in brainstorming/ mapping activities that build vocabulary How many feeling words can we think of ? How many vegetables can you name?
Have THE STUDENT's participate in writing labels for objects in the classroom ( desk, table. radio)
Have THE STUDENT's select unfamiliar words they want to learn from books or magazines
Let THE STUDENT's participate in choosing symbols/icons for common words that will be used in the classroom
Have THE STUDENT's use a picture shopping list to find items in a store.
Play charades using vocabulary words
Goal Stem # 5 THE STUDENT will develop the ability to communicate using written language........
By month/year given 3 shapes ( ) printed on paper, THE STUDENT will trace over the shapes on 4 out of 10 trials for 3 consecutive days as observed by staff.
By month/year given 3 shapes ( ) printed on paper, THE STUDENT will trace over the shapes on 6 out of 10 trials for 4 consecutive days as observed by staff.
By month/year given 3 shapes ( ) printed on paper, THE STUDENT will trace over the shapes on 8 out of 10 trials for 5 consecutive days as observed by staff.
By month/year THE STUDENT will print first name on 4 out of 10 trials for 3 consecutive days as observed by staff.
By month/year THE STUDENT will print first name on 6 out of 10 trials for 4 consecutive days as observed by staff.
By month/year THE STUDENT will print first name on 8 out of 10 trials for 5 consecutive days as observed by staff.
By month/year THE STUDENT will copy letters form a model on 4 out of 10 trials for 3 consecutive days as observed by staff.
By month/year THE STUDENT will copy letters form a model on 6 out of 10 trials for 4 consecutive days as observed by staff.
By month/year THE STUDENT will copy letters form a model on 8 out of 10 trials for 5 consecutive days as observed by staff.
By month/year THE STUDENT will keep within the lines of a large ruled paper when writing on 4 out of 10 trials for 3 consecutive days as observed by staff.
By month/year THE STUDENT will keep within the lines of a large ruled paper when writing on 6 out of 10 trials for 4 consecutive days as observed by staff.
By month/year THE STUDENT will keep within the lines of a large ruled paper when writing on 8 out of 10 trials for 5 consecutive days as observed by staff.
By month/year THE STUDENT will write a _______ word sentence about himself/herself and read it back to the class on 4 out of 10 trials for 3 consecutive days as observed by staff.
By month/year THE STUDENT will write a _______ word sentence about himself/herself and read it back to the class on 6 out of 10 trials for 4 consecutive days as observed by staff.
By month/year THE STUDENT will write a _______ word sentence about himself/herself and read it back to the class on 8 out of 10 trials for 5 consecutive days as observed by staff.
By month/year THE STUDENT will hold pencil or crayon using the proper grip on 4 out of 10 trials for 3 consecutive days as observed by staff.
By month/year THE STUDENT will hold pencil or crayon using the proper grip on 6 out of 10 trials for 4 consecutive days as observed by staff.
By month/year THE STUDENT will hold pencil or crayon using the proper grip on 8 out of 10 trials for 5 consecutive days as observed by staff.
Suggested activities for Goal Stem # 5
Have THE STUDENT's write with their fingers in different media sand, fingerprint, salt)
Provide a variety of writing tools with which THE STUDENT's may experiment
Use computer software that generates print )Symbol Writer, Print Shop, Story Talker, and Children's Writing and Publishing Centers.
Use geoboards to make shapes or letters
Trace, say and hear letters simultaneously
Have THE STUDENT's make an "All About Me Book" including personal likes/dislikes
Goal Stem # 1 THE STUDENT will use a variety of word analysis strategies....
By month year, given a request from an employer for additional condiments, THE STUDENT will demonstrate ability to identify correct condiment jar to fill with 40% accuracy for 15 days as observed and recorded by staff.
By month year, given a request from an employer for additional condiments, THE STUDENT will demonstrate ability to identify correct condiment jar to fill with 60% accuracy for 15 days as observed and recorded by staff.
By month year, given a request from an employer for additional condiments, THE STUDENT will demonstrate ability to identify correct condiment jar to fill with 80% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will use long vowels to decode words on a word list with 40% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will use long vowels to decode words on a word list with 60% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will use long vowels to decode words on a word list for 15 days as observed and recorded by staff.
By month year, THE STUDENT will read words from word family lists with 40% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will read words from word family lists with 60% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will read words from word family lists with 80% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will say the plural for each word from a list with 40% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will say the plural for each word from a list with 60% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will say the plural for each word from a list with 80% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will read aloud from a grade-level paragraph with 40% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will read aloud from a grade-level paragraph with 60% accuracy for 15 days as observed and recorded by staff.
By month year, THE STUDENT will read aloud from a grade-level paragraph with 80% accuracy for 15 days as observed and recorded by staff.
Suggested Activities for Goal Stem # 1
Play games ( Word Lotto Phonics Bingo) for phonic and phonetic awareness
Make word cards for job site related words that can be decoded
Use flash cards for plural, word families or other rules
Have THE STUDENT select words from a favorite book which illustrate an example of a phonetic rule.
Read aloud, taking turns from plays or skits.
Goal Stem # 2 THE STUDENT will expand reading and writing vocabulary.......
By month/year, given a job application THE STUDENT will write HIS/HER full name and address and other personal data using their wallet identification with 40 % accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, given a job application THE STUDENT will write HIS/HER full name and address and other personal data using their wallet identification with 60 % accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, given a job application THE STUDENT will write HIS/HER full name and address and other personal data using their wallet identification with 80 % accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will write a poem from a word list generated by THE STUDENT brainstorming with 40 % accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will write a poem from a word list generated by THE STUDENT brainstorming with 60 % accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will write a poem from a word list generated by THE STUDENT brainstorming with 80 % accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will identify medications by reading container label from their own medications with 40 % accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will identify medications by reading container label from their own medications with 60 % accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will identify medications by reading container label from their own medications with 80 % accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select, write and define unfamiliar words from a reading assignment with 40 % accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select, write and define unfamiliar words from a reading assignment with 60 % accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select, write and define unfamiliar words from a reading assignment with 80 % accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select and read library books on an appropriate reading level with 40 % accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select and read library books on an appropriate reading level with 60 % accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select and read library books on an appropriate reading level with 80 % accuracy on 5 out of 5 trials as observed and recorded by staff.
Suggested Activities for Goal Stem # 2:
Create personalized vocabulary lists for mainstream classes
Make board games using vocabulary words
Read aloud sentences with a missing word and have THE STUDENT's add the missing word
Make crossword puzzles on the computer using new vocabulary words.
Make individual illustrated dictionary
Use interactive computer vocabulary programs which define words children have selected such as the Lion King Storybook.
Goal Stem # 3 THE STUDENT will comprehend written material..
By month/year when reading an unfinished story, THE STUDENT will predict a reasonable an likely outcome for the story by verbally stating what could happen on 40% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will predict a reasonable an likely outcome for the story by verbally stating what could happen on 60% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will predict a reasonable an likely outcome for the story by verbally stating what could happen on 80% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will complete " Getting the Main Idea activities using commercial or teacher-made materials on 40% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will complete " Getting the Main Idea activities using commercial or teacher-made materials on 60% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will complete " Getting the Main Idea activities using commercial or teacher-made materials on 80% of the opportunities over the semester, as observed and recorded by staff.
By month/year THE STUDENT will use a written schedule to catch the correct bus to and from home on 40% of the opportunities over the semester, as observed and recorded by staff.
By month/year THE STUDENT will use a written schedule to catch the correct bus to and from home on 60% of the opportunities over the semester, as observed and recorded by staff.
By month/year THE STUDENT will use a written schedule to catch the correct bus to and from home on 80% of the opportunities over the semester, as observed and recorded by staff.
By month/year THE STUDENT will read a library book of HIS/HER choice and create a skit based on the most dramatic episode and present it to the class on 40% of the opportunities over the semester, as observed and recorded by staff.
By month/year THE STUDENT will read a library book of HIS/HER choice and create a skit based on the most dramatic episode and present it to the class on 60% of the opportunities over the semester, as observed and recorded by staff.
By month/year THE STUDENT will read a library book of HIS/HER choice and create a skit based on the most dramatic episode and present it to the class on 80% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will read a narrative and dialogue with appropriate pauses at punctuation , inflections and expressions on 40% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will read a narrative and dialogue with appropriate pauses at punctuation , inflections and expressions on 60% of the opportunities over the semester, as observed and recorded by staff.
By month/year when reading an unfinished story, THE STUDENT will read a narrative and dialogue with appropriate pauses at punctuation , inflections and expressions on 80% of the opportunities over the semester, as observed and recorded by staff.
Suggested Activities for Goal Stem # 3:
Have THE STUDENT's assume parts in a story, skit or play
Use different written materials TV Guides, catalogs, bus schedules, maps magazines
Do sequential story game in which each person adds to the story
Book report ideas ( book poster, video tape, skit, TV commercial, advertising, book, sculpture, poems
Use commercial materials which emphasize comprehension practice
Goal Stem # 4: THE STUDENT will develop an appreciation for various types of literature.....
By month/year, when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 3 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 6 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 9 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library, THE STUDENT will choose to read a variety of literature on 3 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library, THE STUDENT will choose to read a variety of literature will select a magazine to pursue an area of interest with no assistance on 6 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library, THE STUDENT will choose to read a variety of literature will select a magazine to pursue an area of interest with no assistance on 9 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 3 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 6 out of 10 opportunities over a 1 month period as observed by staff
By month/year, when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 9 out of 10 opportunities over a 1 month period as observed by staff
Other Sample Behaviors:
Given selection of CD ROMS, THE STUDENT's.
Associating: Expanding Language Usage
Goal Stem # 1 THE STUDENT will use a variety of word analysis strategies.....
By month/year, given a request from an employer for additional condiments, THE STUDENT will demonstrate ability to identify correct condiment jar to fulfill request at ( 60%) accuracy for 5 days as observed and recorded by staff.
By month/year, given a request from an employer for additional condiments, THE STUDENT will demonstrate ability to identify correct condiment jar to fulfill request at ( 80%) accuracy for 10 days as observed and recorded by staff.
By month/year, given a request from an employer for additional condiments, THE STUDENT will demonstrate ability to identify correct condiment jar to fulfill request at ( 100%) accuracy for 15 days as observed and recorded by staff.
By month/year, THE STUDENT will use long vowels to decode words on a list at (60%) accuracy for 5 days as observed and recorded by staff.
By month/year, THE STUDENT will use long vowels to decode words on a list at (80%) accuracy for 10 days as observed and recorded by staff.
By month/year, THE STUDENT will use long vowels to decode words on a list at (100%) accuracy for 15 days as observed and recorded by staff.
By month/year, THE STUDENT will read words form word family list at (60%) accuracy for 5 days as observed and recorded by staff.
By month/year, THE STUDENT will read words form word family list at (80%) accuracy for 10 days as observed and recorded by staff.
By month/year, THE STUDENT will read words form word family list at (100%) accuracy for 15 days as observed and recorded by staff.
By month/year, THE STUDENT will say plural for each word from a list at (60%) accuracy for 5 days as observed and recorded by staff.
By month/year, THE STUDENT will say plural for each word from a list at (80%) accuracy for 10 days as observed and recorded by staff.
By month/year, THE STUDENT will say plural for each word from a list at (100%)accuracy for 15 days as observed and recorded by staff.
By month/year, THE STUDENT will read aloud from a grade-level paragraph at ( 60%) accuracy for 5 days as observed and recorded by staff.
By month/year, THE STUDENT will read aloud from a grade-level paragraph at ( 80%) accuracy for 10 days as observed and recorded by staff.
By month/year, THE STUDENT will read aloud from a grade-level paragraph at ( 100%) accuracy for 15 days as observed and recorded by staff.
Suggested Activities for Goal Stem #1:
Play games ( Word Lotto, Phonics Bingo) for phonic and phonetic awareness
Make word cards for job site related words that can be decoded
Use flash cards for plurals, word families or other rules
Have THE STUDENT select words from a favorite book which illustrate an example of a phonetic rule
Read aloud taking turns, from plays or skits
Goal Stem # 2 THE STUDENT will expand reading and writing vocabulary....
By month/year, given a job application, THE STUDENT will write his/.her full name and address and other personal data using their wallet identification with 40% accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, given a job application, THE STUDENT will write his/.her full name and address and other personal data using their wallet identification with 60% accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, given a job application, THE STUDENT will write his/.her full name and address and other personal data using their wallet identification with 80% accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will write a poem from a word list generated by THE STUDENT brainstorming with 40% accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will write a poem from a word list generated by THE STUDENT brainstorming with 60% accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will write a poem from a word list generated by THE STUDENT brainstorming with 80% accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will identify medications by reading container label from their own medications with 40% accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will identify medications by reading container label from their own medications with 60% accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will identify medications by reading container label from their own medications with 80% accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select, write and define unfamiliar words from a reading assignment with 40% accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select, write and define unfamiliar words from a reading assignment with 60% accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select, write and define unfamiliar words from a reading assignment with 80% accuracy on 5 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select and read library books on an appropriate reading level with 40% accuracy on 3 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select and read library books on an appropriate reading level with 60% accuracy on 4 out of 5 trials as observed and recorded by staff.
By month/year, THE STUDENT will select and read library books on an appropriate reading level with 80% accuracy on 5 out of 5 trials as observed and recorded by staff.
Suggested Activities for Goal Stem # 2:
Create personalized vocabulary lists for mainstream classes
Make board games using vocabulary words
Read aloud sentences with a missing word and have THE STUDENT add the missing word.
Make crossword puzzles on the computer using new vocabulary words
Make individual illustrated dictionary
Use interactive computer vocabulary programs which define words children have selected such as Lion King Storybook"
Goal Stem # 3 THE STUDENT will comprehend written material..
By month/year, when reading an unfinished story, THE STUDENT will predict a reasonable and likely outcome for the story by verbally stating what could happen on 40% of the opportunities over the semesters as observed and recorded by staff.
By month/year, when reading an unfinished story, THE STUDENT will predict a reasonable and likely outcome for the story by verbally stating what could happen on 60% of the opportunities over the semesters as observed and recorded by staff.
By month/year, when reading an unfinished story, THE STUDENT will predict a reasonable and likely outcome for the story by verbally stating what could happen on 80% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will complete " Getting the Main Idea activities using commercial or teacher made materials on 40% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will complete " Getting the Main Idea activities using commercial or teacher made materials on 60% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will complete " Getting the Main Idea activities using commercial or teacher made materials on 80% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will use a written schedule to catch the correct bus to and from home on 40% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will use a written schedule to catch the correct bus to and from home on 60% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will use a written schedule to catch the correct bus to and from home on 80% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will read a library book of HIS/HER choice and create a skit based on the most dramatic episode and present it to the class on 40% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will read a library book of HIS/HER choice and create a skit based on the most dramatic episode and present it to the class on 60% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will read a library book of HIS/HER choice and create a skit based on the most dramatic episode and present it to the class on 80% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will read narrative and dialogue with appropriate pauses at punctuation, inflections and expressions on 40% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will read narrative and dialogue with appropriate pauses at punctuation, inflections and expressions on 60% of the opportunities over the semesters as observed and recorded by staff.
By month/year, THE STUDENT will read narrative and dialogue with appropriate pauses at punctuation, inflections and expressions on 80% of the opportunities over the semesters as observed and recorded by staff.
Suggested Activities for Goal Stem # 3
Have THE STUDENT's assume parts in a story skit or play
Use different written materials ( TV Guides, catalogs, bus schedules, maps magazines
Do sequential story game in which each person adds to the story
Book report ideas book poster, video tape skit, TV commercial, advertising, book, sculpture poems)
Use commercial materials which emphasize comprehension practice
Goal Stem # 4 THE STUDENT will develop an appreciation for various types of literature
By month/year when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 3 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 6 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year when using the library or at the market, THE STUDENT will select a magazine to pursue an area of interest with no assistance on 9 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year THE STUDENT will choose to read a variety of literature on 3 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year THE STUDENT will choose to read a variety of literature on 6 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year when THE STUDENT will choose to read a variety of literature on 9 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year Given selection of CD ROMS, THE STUDENT will choose by eye gaze, pointing, verbal label) age appropriate reading material on 3 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year Given selection of CD ROMS, THE STUDENT will choose by eye gaze, pointing, verbal label) age appropriate reading material on 6 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year Given selection of CD ROMS, THE STUDENT will choose by eye gaze, pointing, verbal label) age appropriate reading material on 9 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year Given various types of literature on tape, THE STUDENT will listen attentively on 3 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year Given various types of literature on tape, THE STUDENT will listen attentively on 6 out of 10 opportunities over a 1 month period as observed and observed by staff.
By month/year Given various types of literature on tape, THE STUDENT will listen attentively on 9 out of 10 opportunities over a 1 month period as observed and observed by staff.
Suggested Activities for Stem # 4
Have a variety of literature poetry, drama, fiction nonfiction, legends available in a variety of media
Read aloud to THE STUDENT's daily
Have daily silent, sustained reading with both THE STUDENT and teacher participation
Take trips to the library or store for magazines
Invite poets, fiction writers monologists, playwright to class
Develop individual recreational reading programs
Use questioning strategies to help THE STUDENT's develop their imaginations.
Goal Stem # 5 THE STUDENT will use written language fluently for a variety of purposes.......
By month/year when planning for a weekly cooking activity, THE STUDENT will make a computerized grocery list using correct spelling from a list of 6 regularly purchased items on 3 consecutive trials as measured by staff.
By month/year when planning for a weekly cooking activity, THE STUDENT will make a computerized grocery list using correct spelling from a list of 8 regularly purchased items on 4 consecutive trials as measured by staff.
By month/year when planning for a weekly cooking activity, THE STUDENT will make a computerized grocery list using correct spelling from a list of 10 regularly purchased items on 5 consecutive trials as measured by staff.
By month/year THE STUDENT will legibly complete a job application on 3 consecutive trials as measured by staff.
By month/year THE STUDENT will legibly complete a job application on 4 consecutive trials as measured by staff.
By month/year THE STUDENT will legibly complete a job application on 5 consecutive trials as measured by staff.
By month/year THE STUDENT will write a story that has a beginning, middle and end on 3 consecutive trials as measured by staff.
By month/year THE STUDENT will write a story that has a beginning, middle and end on 4 consecutive trials as measured by staff.
By month/year THE STUDENT will write a story that has a beginning, middle and end on 5 consecutive trials as measured by staff.
By month/year THE STUDENT will complete a paragraph on a familiar topic using the writing process (pre-writing, drafting, responding, revising, editing and post writing) on 3 consecutive trials as measured by staff.
By month/year THE STUDENT will complete a paragraph on a familiar topic using the writing process (pre-writing, drafting, responding, revising, editing and post writing) on 4 consecutive trials as measured by staff.
By month/year THE STUDENT will complete a paragraph on a familiar topic using the writing process (pre-writing, drafting, responding, revising, editing and post writing) on 5 consecutive trials as measured by staff.
By month/year THE STUDENT will type a message on the computer and read it to another person on 3 consecutive trials as measured by staff.
By month/year THE STUDENT will type a message on the computer and read it to another person on 4 consecutive trials as measured by staff.
By month/year THE STUDENT will type a message on the computer and read it to another person on 5 consecutive trials as measured by staff.
Suggested Activities for Goal Stem # 5:
Write friendly letters and or notes to classmates
Play games ( scrambled words, Scrabble, Boggle, crossword puzzles
Play spelling games on the computer
Use handwriting paper that is color coded and/or has different line spacing
Collect and reproduce job applications for practice
Use commercial practice materials such as paragraphs from pictures and story starters
Write a simple autobiography