Behavioral Objectives Everything you ever wanted to know about writing annual goals and short term objectives! Guidelines for Oregon IEP Identify the Measurable, Annual Goals, including Measurable, Short-term objectives For students through age15 For students 16 and older Goals and objectives must relate to: Meeting the student’s needs that result from the disability Meeting the student’s needs to enable involvement in and progress in the general curriculum Meeting other education needs that result from the disability What are goals, short-term objectives & benchmarks? Page 52, TEC article Annual goals Statements, written in measurable terms Describe what a student can reasonably accomplish in a 12-month period Direct relationship between goal statements and student’s PLEP Must include: o Criteria o Evaluation procedures Short term objectives Each annual goal on the IEP must include short-term objectives Measurable, intermediate steps to provide IEP team and parents with information on how the student is progressing during the duration of the IEP Serve as a measure of progress toward the annual goal Why write clear and precise goals and short-term objectives or benchmarks? Page 53, TEC article Clear focus for instruction Monitor progress Communicate expectations “Best practice” Hall mark of a special education “We said so.” Behavioral Objective Conditions Behavior Criteria o Goals o Short-term objectives or benchmarks o Instructional Objectives o Daily Objectives Behavioral/learning Objectives Annual Goal Math calculations Instructional Objective 2 digit + 1 digit w/ regrouping Daily Objective 2 digit + 10 (answers > 99) Short-term objective 2 digit + 2 digit w/ & w/out regroupting Short-term objective 3 digit + 3 digit w/ & w/out regrouping Instructional Objective 2 digit + 2 digit w/out regrouping Instructional Objective 2 digit + 2 digit w/ regrouping Daily Objective 2 digit + 11 (answers > 99) Daily Objective 2 digit +12 (answers > 99) Daily Objective 2 digit + 10,11,12 (answers > 109) Short-term objective Fractions w/ like denominators Conditions Circumstances under which behavior will occur o Stimulus o Cue o Natural conditions o Materials Clear description of assessment material used to evaluate learning outcome (p. 53) Conditions Assistance (p. 54) Accommodations o Can establish basis for necessary accommodations in statewide testing o Other teachers and parents understand how student demonstrated competency Evaluation setting Behavior Clear description of what student will do The actual motoric response(s) expected of student Writes, prints, types, reads orally Need to be able to observe the behavior or have a product Will (be able to) Criteria Evaluation point previously set/determined to assist in assessing mastery o Accuracy (criterion level) (p. 55) o Fluency (number of times student should demonstrate that level) • 3 consecutive performances • Future objectives and practice opportunities o Evaluation schedule • Separate section on Oregon IEP Setting criteria How many other times/places will student get to practice this skill in the future? What level of mastery is required in real world? Wiggle room! Annual Goal Given tension in the bladder, Jill will get the supervisor's attention, sign "toilet," and walk unassisted to the bathroom with 100% accuracy for 20 consecutive school days. o Supervisor’s attention o Sign language o Walking unassisted Short-term objectives Given a urinal, Bobby will relieve himself with 100% accuracy for 20 consecutive trials. Given a facsimile of a digital clock, Tommy will verbally state the time within 3 seconds for 4/5 trials for 2 consecutive days. Given paper and pencil and the verbal command, "Write your name", Cathy will write her name with 100% accuracy at a rate of 60 letters per minute. Your turn . . . Coin identification Saying the alphabet Writing numbers Annual Goal Given picture prompts, Delores will do her weekly laundry at the laundromat with 100% accuracy in less than 2 hours for 4 out of 5 consecutive weeks. Short-term objectives Given the desire to eat lunch and the need to fix a simple lunch during the lunch hour, John will fix a grilled cheese sandwich with 100% accuracy for 3 out of 4 lunch times. Given quart jars or smaller with lids less than 3" in diameter, Donna will unscrew the lid on four out of five trials for five consecutive sessions. Short-term objectives Given the opportunity to make a grilled cheese sandwich and a model for each step; Courtney will spread butter on bread, unwrap cheese and place it on one slice of bread, and place the other piece of bread on top with 100% accuracy in less than 1 minute. Short-term objectives Given the need to make a grilled cheese sandwich, Stacy will use an electric griddle safely (e.g., no burns) for 10 consecutive sessions Given the need to make a grilled cheese sandwich, Stacy will use an electric griddle without burning herself for 10 consecutive sessions. Short-term objectives Given hunger, a menu, and the verbal cue, "Cindy, what would you like to fix for lunch?", Cindy will state her choice within 15 seconds for 5 consecutive lunch periods. Given the school library, Johnny will choose a book to check out within 10 minutes for 3 consecutive library times. Specialized objectives Generalization objectives Maintenance objectives Participation objectives Behavior objectives Components of generalization objectives Is the learner specified? Is the behavior specified (and functional)? Are the performance conditions specified? Are the criteria specified? Are persons responsible for reporting success named? Is an aim date set? Is this a realistic objective? Billingsley, F. F., Burgess, D., Lynch, V. W., & Matlock, B. L. (1991). Toward generalized outcomes: Considerations and guidelines for writing instructional objectives. ETMR, 26, 351- 358. Across people By May 1, Todd will participate in a volleyball game with other pupils in school gym class for 20 minutes without sitting down or leaving the game. He will also "serve" on appropriate occasions (with physical assistance of a peer if he requests it). Within a week following the target date, he will participate in a Sunday afternoon volleyball game sponsored by the park department without sitting down or leaving. Assistance in serving, if requested, will be provided by his brother. Success will be judged at school by the gym teacher and in the park by his brother. Across objects/materials Sally will demonstrate the ability to turn on the radio/ cassette player/television in the classroom and music room at school. She will locate the switch and turn on within 10 seconds without prompts on at least 2 occasions. She will also turn on 3 "untrained" electronic leisure appliances with either turn knob, roll-friction switch, or push-button method of activation in her home within 10 seconds of approaching the appliance. Success will be judged by the teacher in the school and her parents in the home. Aim date: December 22. Across settings/time Joe will wash dishes at homes of senior citizens as part of a work crew. Washing dishes at Highcrest Apts. will be competed within 1 hour with no assistance to the satisfaction of the job coach (no soap, no grease, no food, etc.) Aim date: February 15. By the same date, generalization of satisfactory performance, as determined by the job coach, will occur in different homes. Washing dishes will be finished within the time allotted by the job coach. Across settings/time Lorna will engage in unprompted interactions with peers on the playground for at least 8 minutes of the 15 minute morning recess on 3 consecutive occasions by March 18. By that same date, she will interact with peers for at least 8 of 15 minutes during the afternoon recess on one occasion. Success will be judged by the instructional assistant. "Spontaneous," "as needed," or "as appropriate" basis Sarah will wash her hands when it is appropriate (e.g., before eating, when dirty, after toileting, etc.) throughout the school day by June 1. Handwashing will be completed within 3 minutes on each occasion and her hands will be dry and reasonable free of dirt as determined by the teacher. Sarah will also wash her hands at appropriate times at home during one day (morning and evening) by the same date. Acceptability of duration and quality will be judged on the basis of parental report. Your turn . . . Across objects o Sports equipment Across settings/time o Ride bus Maintenance Objective Given the need to eat lunch, Joey will accompany Mrs. Brown's 4th grade class to the cafeteria, select his lunch, carry his tray to a table of his choice, and eat his lunch within 20 minutes to the satisfaction of his peers for the entire school year. Your turn . . . Ride the bus Participation Objective Given the 1st grade music class, Karen will attend 2 days a week for 30 minutes for the 2002-2003 school year. Your turn . . . Art class Behavior Objective Given an opportunity to go to the grocery store, Tammy will not throw tantrums for 3 consecutive outings. Must pass “the dead man’s test” Given an opportunity to go to the grocery store, Tammy will sit in the cart, smile at her mother, repeat names of items, and play with a small toy to the satisfaction of her mother for 3 consecutive outings. Your turn . . . Off-task behavior Talk-outs or swearing Sequential instruction Given step-by-step verbal directions and a model, Joey will make a grilled cheese sandwich with 80% accuracy for 2 consecutive school lunches. Given step-by-step verbal directions, Joey will make a grilled cheese sandwich with 90% accuracy for 2 consecutive school lunches. Given no more than 2 verbal directions, Joey will make a grilled cheese sandwich for 2 consecutive school lunches. Given the need to fix lunch, Joey will make a grilled cheese sandwich in 10 minutes for 2 consecutive school lunches. Alternate sequence Given all the necessary ingredients on the counter, Joey will make a grilled cheese sandwich with 100% accuracy for 2 consecutive lunch periods. Given all the necessary ingredients stored in the appropriate places, Joey will make a grilled cheese sandwich in 10 minutes for 2 consecutive lunch periods. Given reading materials at a third grade level, Marty will demonstrate competent reading skills by 11/15/03. Criteria: 93% accuracy 85% comprehension 120 WCDPM Evaluation Procedures: Informal Reading Inventory (IRI) How will progress be reported to parents: Written progress reports at grading periods. •comprehension •Given a variety of third grade level printed materials, Marty will demonstrate literal, inferential, and evaluative comprehension with 85% accuracy on teacher developed assessment for 2 opportunities by 11-15-03 •accuracy •Given a variety of third grade level printed materials, Marty will read by using phonics, language structure, word meaning, and visual cues with 93% for 2 opportunities by 11-15-03. •rate •Given third grade level reading passages, Marty will read at a target rate or 120 words correct per minute for 4 out of 5 timings by 1115-03. •vowel sounds •Given word lists containing multi-syllabic words with vowel blends (ai, ea, ie, ou), Marty will read at 100% accuracy for 2 out of 3 opportunities by 11-15-03. K- 5 Content Goals - Reading Grade 3 - Benchmark 1 Read accurately by using phonics, language structure, word meaning, and visual cues. • Know and use common and complex word families when reading (e.g., -ight) to decode unfamiliar words • Decode regular multi-syllabic words • Increase number of high frequency words read accurately • Read grade level appropriate text with 93 - 97% accuracy Given a writing prompt, Marty will meet criteria for State Benchmark 1 by 11-15-03. Criteria: Will score 3’s using state scoring guide. Evaluation Procedures: Writing samples How will progress be reported to parents: Written progress reports at grading periods. •conventions •organization •content/ideas •Given a writing prompt, Marty will write a paragraph using appropriate spelling, grammar, punctuation, and capitalization for a score of 3 on a final copy by 11-1503. •Given a writing prompt, Marty will write a paragraph with an identifiable beginning, middle, and end for a score of 3 on a final copy by 11-15-03. •Given a writing prompt, Marty will write a paragraph containing a main idea with some supporting details for a score of 3 on a final copy by 11-15-03. K-5 Language Arts Content Goals - Writing Common Curriculum Goals CONVENTIONS: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, paragraphing, and citing sources. Content Standards CONVENTIONS: Use correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, and other writing conventions. K-5 Language Arts Content Goals - Writing Common Curriculum Goals CONTENT AND IDEAS: Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details appropriate to topic, audience, and purpose. Content Standards CONTENT AND IDEAS: Communicate knowledge of the topic including relevant examples, facts, anecdotes, and details. Grade 3 - Benchmark 1 Convey main ideas with some details. o Include an identifiable purpose and main idea in their writing. o Use some supporting details. o Introduce the topic. o Write clear, focused sentences in a paragraph that develops the main idea and shows awareness of audience and purpose. o Communicate big ideas using facts and details o Begin using quotations. o Use diagrams, charts, or illustrations when appropriate. K-5 Language Arts Content Goals - Writing Common Curriculum Goals ORGANIZATION: Structure information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs. Content Standards ORGANIZATION: Structure information in clear sequence, making connections and transitions among ideas, paragraphs, and sentences. Grade 3 - Benchmark 1 Structure writing by developing a beginning, middle, and end supported by some transitions. o o o o Develop an identifiable beginning, middle, and end. Sequence events. Use some transitions. Create a single paragraph. • Develop a topic sentence. • Include simple supporting facts and details. • Write a concluding sentence. Given a math prompts or problems at a fourth grade level, Marty will demonstrate computation and problem-solving skills. Criteria: Will score 4’s on required traits, 95% correct Evaluation procedures: Work samples How will progress be reported to parents: Written progress reports at grading periods. Given paper and pencil or a calculator, Marty will perform calculations on whole numbers, fractions, and decimals • multiply by a 2 digit number, • divide up to 3 digit by 1 digit with remainder • add/subtract fractions with like denominators, and • recognize common percentages with 95% accuracy for 2/3 opportunities by 11-15-03. Given fourth grade level problem solvers, Marty will accurately solve a problem, demonstrate conceptual understanding of strategies used, and communicate the solution process for a score of 4 on by 11-15-03.