Select a need from the PLEP that will be addressed by a goal. What are the needs? Will they be addressed through a goal, related service, accommodation, other? Consider the general education standards and curriculum for the student’s grade level, age or expectations for other performance skills What are the local district and/or state standards or outcomes? Should extended standards be used? What skills are required to demonstrate proficiency on assessed state indicators? What are the prerequisite skills required (including job and adult world skills) Are there other unique needs such as behavior or communication. Identify the performance which will be monitored. (behavior) How will the learned skills be exhibited? Is the behavior being asked related to appropriate curriculum or standards? Specify how progress toward the goal will be measured. (condition) What materials will be used? What is the setting? With how much support or assistance? Determine to what level the behavior must occur. (criterion) Where do you want the student to be a year from now? How does the student respond to new material or instruction? Is the criterion challenging but realistic? Have you considered the criterion in relationship to the grade level outcomes? Where do the state standards expect the student to be one year from now? Specify the amount of time needed to reach the criterion. (timeframe) The maximum length of a goal is one year. There is no minimum length. Goal should be anticipated growth to occur within one year. Examples of Impact of Exceptionality Statements, Goals, and Baseline Data for Students Identified as Gifted Task: Identify the goals that are measurable and correct the goals that are missing required components.
complete extended learning assignments with advanced multiplication and division problems. assignments within the classroom During science class, Leander will complete independent study assignments in addition to all regular science class assignments. In core science class Whenever assignments are given for each unit in science class. For the duration of work on assignments within the classroom setting. Talisha will be graded on a modified grading system of credit/no credit for any independent study completed in addition to required courses and electives In all core classes Whenever grades are assigned for independent study projects For all four grading periods of the school year. Corinne will be provided modified compacted social studies curriculum in the general classroom that includes instruction in the learning objectives covered in the general education third and fourth grade social studies classes. In the 3rd grade classroom During social studies class each school day For the duration of social studies class Jeremy will be provided with a spelling list of 30 words each week, instead of the class list of 20 words. In language arts class Whenever spelling assignments and assessments are given. For the duration of spelling instruction, practice, and assessment each week. Kendra will be provided with written materials at her instructional level (currently two years above grade level) during reading class. In reading class Whenever written materials are provided for reading instruction. For the duration of reading class.