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Academic Profile Components Inform Goal Development
Structural Analysis Affixes (prefixes & suffixes) Base words Fluency Speed/automaticity Background Knowledge Figurative Language Content Area Vocabulary Comprehension Determine main ideas Summarize
Reading Decoding/Fluency Goal Example
Critical Skill
Timeframe Condition Behavior Evaluation Criteria with Procedure
By the end of the school year
given weekly opportunities to read orally and practice multisyllabic decoding skills
Jane will read an instructional level passage
with 95% fluency as measured through oral reading fluency checks
Reading ComprehensionGoal Example
Critical Skill
Timeframe Condition Behavior Evaluation Criteria with Procedure
By the end of the school year
given explicit instruction in “before, during and after“ reading strategies
Jane will read and understand narrative and expository instructional level text
with 90% accuracy as measured by teacher-made tests and written reading responses
VocabularyGoal Example
Critical Skill
Timeframe Condition Behavior Evaluation Criteria with Procedure
By the end of the school year
Using a vocabulary routine designed to increase use of academic vocabulary across all content areas
Jane will read and define academic vocabulary
With 80% accuracy as measured by monthly pre/post testing
RLA/21st Century Learning Goal Example
Critical Skill
Timeframe Condition Behavior Evaluation Criteria with Procedure
By the end of grade 9
given instruction in how to apply a set of graphic organizers across texts in all subjects and a minimum of 10 opportunities per grading period
Jane will interpret text, including explanation and drawing conclusions, about grade level content
successfully 8 of 10 times as documented by work samples
Cross-CurricularGoal Example
Critical Skill
Timeframe Condition Behavior Evaluation Criteria with Procedure
By the end of grade 9
when provided an outline as a prompt and conferencing with teacher for each research/PBL project phase
Jane will select 4 resources to plan, develop, organize and deliver a research/PBL project
as measured per project using rubric and grade of C or above on final product
Strategy for QualityGoal Development
Critical Skill
Timeframe Condition Behavior Evaluation Criteria with Procedure
Determine a reasonable amount of learning time
Incorporate an evidence-based strategy in the condition (that is provided or coordinated by the special educator. This is the specially designed instruction.
State a measurable student behavior - not a teacher behavior!
Identify a specific procedure for evaluating the behavior AND set a mastery level.
Is it a critical skill?
2 3 45 1
• By the end of 4th grade, Jane will read, write, order, and compare whole numbers to the millions place and decimals to thousandths place using a variety of strategies with 80% accuracy on tests.
• By the end of the year, given a behavior plan Jane will decrease non-compliant behaviors as measured by teacher observation.
NON-EXAMPLES
• By the end of 9th grade, Jane will complete her English 9 course with no less than a C as reported on midterms and report cards.
• By the end of 9th grade, given small group instruction, Jane will read grade level texts with 80% accuracy as measured by tests.
NON-EXAMPLES
ACTIVITY:With a partner, you will write a goal.
Incorporate an evidence-based instructional component as you write the condition.
How will you assess and measure the goal? Is your procedure practical? Does it really measure the academic behavior?
Post your goal to the training website.
Choose a CSO or Extended Standard
2nd GRADE MATHEMATICS
• M.O.2.1.8Model and justify the relationship between addition and subtraction (e.g., identity element of addition, associative property, commutative property, inverse operations, fact families).
8th GRADE WRITING
• RLA.O.8.2.05From a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.
Choose aCSO or Extended Standard
Alternate Academic Achievement Standards (AAAS)
M.S.7.5.ES.1 organize given data by category, frequency, and range.
Technology Tools
21C.O.PK-2.1.TT.7 Student, working in a teacher-led whole group project, uses presentation software to illustrate concepts and communicate ideas.
Or, address an impeding behavior…
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