Sample Goals and Short Term Objectives for Preschool Age Student With Significant Disabilities All D

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Sample Goals and Short Term Objectives for
Preschool Age Student With Significant
Disabilities (All Domains- cognitive,
personal/social adaptive, communication, (non
verbal), motor (Likely FMD)

• Goal Marsha will demonstrate general skills
  and strategies of the communication
• process including non-verbal communication for
  a variety of purposes, as
• measured by her increased
  communicative responses. KECS 1.1
• STOs/Benchmarks
• Upon seeing and wanting a particular item, and
  with a picture of that item in reach, Marsha will
  pick up the picture, reach to person holding the
  item, and release the picture into that person's
  hand with at least 80 accuracy across three
  implementers, as measured using a discrete trial
  format. (PECS)
• Upon seeing and wanting a particular item, and
  with a picture of that item alone on a
  communication book within reach, Marsha will
  remove the picture from the book, go to the
  communicative partner, and give picture to that
  person with at least 80 accuracy across three
  implementers, as measured using a discrete trial
  format. (PECS)
• Upon seeing and wanting a particular item, and
  with a picture of the item alone on a
  communication book, Marsha will go to the book,
  remove the picture, go to communicative partner,
  and give picture to the partner with at least 80
  accuracy across three implementers, as measured
  using a discrete trial format. (PECS)
• Upon seeing and wanting a particular item and
  with the communication book available with
  corresponding picture and picture of a distracter
  item on it, Marsha will request that item by
  giving communicative partner the correct picture
  with at least 80 accuracy across three
  implementers, as measured using a discrete trial
  format . (PECS)

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Marshas Specially Designed Instruction

• verbal cues, hand over hand assistance, system
  of least prompts, visual cues, immediate
  reinforcement for correct responses

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Sample Goals and Short Term Objectives for
Elementary Age Student With Significant
Disabilities (multiple-OHI, FMD)

• Goal
• Sherida will demonstrate skills and work habits
  that lead to success in school and work as
  measured by her increased on task behaviors (
  attention to instruction, following directions
  and task completion) as assessed by performance
  based on criteria established within an on task
  behavior scoring guide. A.E. 2.37
• STOs and Benchmarks
• Sherida will attend to 1-1 instruction in a
  variety of structured settings and increase the
  number of instructional tasks she completes
  during given work time (i.e. 5 minutes on task,
  increasing by 1 minute intervals as her attention
  to tasks increases/ begin with 2 tasks at a time
  and increase by 1 as appropriate), as measured
  using an on task behavior scoring guide.
• Sherida will demonstrate independent work habits
  by increasing the amount of familiar, structured
  tasks she completes across instructional
  settings, as measured using an on task behavior
  scoring guide.
• Sherida will participate in a variety of small
  group activities with increased independence by
  orienting to adult directive, demonstrating joint
  attention to task upon request, and completing
  pre-taught instructional activity with decreasing
  levels of prompting, as measured using an on task
  behavior scoring guide.
• Sherida will participate in a variety of large
  group activities with increased independence by
  orienting to an adult directive, demonstrating
  joint attention to task upon request, and
  completing pre-taught instructional activity with
  assistance as needed as measured using an on task
  behavior scoring guide.

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Sheridas Specially Designed Instruction

• Visual cues, visual work system, first___,
  then___ visual support, system of least
  prompts/cueing, modeling, guided practice, direct
  instruction, peer support, frequent reinforcement
  for appropriate attention and completion of tasks

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Sample Goals and Short Term Objectives for Middle
School Student With Significant Disabilities
(Autism-moderate)

• Goal Tiffany will demonstrate her ability to
  become a responsible member of a group at home or
  in the community as measured by her increased use
  of interpersonal skills to initiate various
  social interactions across settings, with
  different people, as assessed by interpersonal
  skills checklist. (A.E. 4, 4.1)
• STOs and Benchmarks
• Tiffany will demonstrate her ability to use
  effective interpersonal skills by initiating or
  responding to a greeting from a peer or adult,
  on 4 out of 5 occasions across a 4 week period,
  as assessed using an interpersonal skills
  checklist.
• Tiffany will demonstrate her ability to use
  effective interpersonal skills by initiating a
  simple conversation (2 exchanges) with a familiar
  peer or adult on a topic of her choice with no
  more than 2 prompt/cues, on 4 out of 5 occasions
  for 4 weeks, across a variety of settings, as
  assessed using an interpersonal skills checklist.
• Tiffany will maintain conversation with familiar
  peer or adult on preferred topic for a minimum of
  4 exchanges with no more than 2 prompts/cues, on
  4 out of 5 occasions for 4 weeks, across a
  variety of settings, as assessed using an
  interpersonal skills checklist.
• Tiffany will terminate a conversation
  appropriately by offering an age appropriate
  salutation (i.e. bye, goodbye, see you later, see
  ya, etc.) to peer or adult across a variety of
  settings, as assessed using an interpersonal
  skills checklist.

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Tiffanys Specially Designed Instruction

• positive practice across social settings, peer
  modeling of appropriate conversational skills,
  simplified verbiage, prior teaching/preparation
  of topic with rehearsal, video self modeling as
  applicable, modeling, system of least
  prompts/cues, scripting, social stories, comic
  book conversations, direct social skills
  instruction

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Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities
(Multiple-OHI medically fragile, FMD)

• Goal
• Cheryl will use the verbal, reading and writing
  processes to communicate ideas and information
  for a variety of purposes, as measured by
  performance on criteria established on reading
  running record checklist. (POS-LA)
• STOs and Benchmarks
• Cheryl will use combinations of pictures,
  symbols, letters and words to convey meaning as
  she constructs sentences with increasing
  complexity across various content areas.
• Cheryl will interpret specialized vocabulary
  (words and terms specific to understanding the
  content) found in practical workplace passages
  including recipes, household labels, newspapers,
  forms, applications, etc.)
• Cheryl will use correct and appropriate spelling,
  punctuation grammar and capitalization, as she
  constructs sentences or sentences she is given to
  edit
• Cheryl will write transactive pieces (writing
  produced for authentic purposes and audiences)
  that demonstrate self-sufficiency and practical
  living skills observed in the practical workplace
  (i.e. forms, applications, letters resume, etc.)
• Given weekly vocabulary words from various
  content areas that are practicably applicable,
  Cheryl will be able to match the appropriate
  words to the correct picture and identify at
  least one practical application for each using
  words, pictures, photos etc.

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Cheryls Specially Designed Instruction

• One to one instruction, pictorial graphic
  organizers, pictures, objects, pictorial word
  processor (fading physical and verbal prompts,
  pictorially supported reference guides, community
  referenced activities, modeling, system of least
  prompts, keyboarding instruction including use of
  spell check, and other editing devices, guided
  practice,

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Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities (
Multiple-low FMD, physical, OHI, VI)

• Goal
• David will identify and apply a variety of
  appropriate reading strategies to make sense of a
  various print and non print texts as assessed by
  checklist. POS-LA
• Objectives
• David will recognize from two, through eye gaze
  or switches, familiar vocabulary to make sense of
  texts.
• Using eye gaze or switches, David will make
  choices from two and interpret pictures and terms
  specific to understanding various content found
  in practical settings including recipes,
  household labels, newspapers, form, applications,
  other texts, etc.

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Davids Specially Designed Instruction

• One to one instruction, print enlarged to 24 pt.
  font, presentation of materials at a proper
  height and distance with head positioned
  correctly, physical assist as needed, touch
  response, switches as appropriate, Yes/No boards
  (pictorial), pictorial supports for choices