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CONSIDERATIONS IN SELECTING
PRIORITY AREAS
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Contribute to overall
intellectual achievement |
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Contribute to independence |
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Contribute to social or career
development |
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Parent and Student concerns &
goals |
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Immediacy/urgency of need |
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Past achievement/progress in
curriculum
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ANNUAL GOALS
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Inclusive of the major deficit
stated in PLEP |
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Stated in measurable, observable
terms |
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Accomplished in one year |
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They must be realistic and
reasonable considering age, rate of learning, interests and abilities |
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Priority areas based on outcomes
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FOUNDATION OR SCANS SKILLS
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Use of Resources |
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Information |
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Systems |
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Technology |
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Interpersonal Skills |
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Thinking Skills |
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Personal Qualities |
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Basic Skills
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ANSWERS TO THESE QUESTIONS
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Who-will achieve? |
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What- skill or behavior? |
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How- in what manner or what
level? |
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Where- in what setting or under
what condition?
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NOTE
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Goals should generalize across
programs and written to meet the unique needs of the student. |
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NOT written for specific
curriculum or programs |
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Address why the student need
special education to access and progress ion the general
education curriculum
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SHORT TERM OBJECTIVES
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Steps towards each annual goal |
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Based on goals relative to PLEP |
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Priority steps or sequence to
attain the goal |
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Stated in behavioral, measurable,
observable terms |
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NOT content specific
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PARTS TO AN OBJECTIVE
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| Who |
| What (behavior) |
| How (performance) |
| Where (condition) |
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| When |
| Evaluation Criteria |
| Evaluation Frequency (schedule) |
| Evaluation Procedure
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Annual Goal Checklist
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Objective Checklist
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Sample
Goals and Objectives
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Annual Goals and Short-Term Objectives and Benchmarks
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