| CATEGORY | LEVEL | TERM | GOALS |
| Academic | High School | Annual Goals | Given ___ grade level science curriculum, student will improve his knowledge of science by obtaining ___% on the end of the year exam. |
| Academic | High School | Annual Goals | Given ___ grade level social studies curriculum, student will improve his knowledge of social studies by obtaining ___% on the end of the year exam. |
| Academic | High School | Annual Goals | Given select activities connected to the ___ grade (science, social studies) program, student will improve his/her understanding of vocabulary, general concepts, and content-related skills by mastery of the following objectives with 80% accuracy. |
| Academic | High School | Annual Goals | Student will maintain a ___ (grade) or better on ___ (grade level) social studies, science curriculum as measured by report card grades. |
| Academic | High School | Short-term Objectives Objectives | Given selected activities from the ___ grade (science, social studies) program student will retell information that has been covered, giving main ideas, specific details and examples from daily life. |
| Academic | High School | Short-term Objectives | Given the definition of a new vocabulary word, the student will be able to correctly use the new term in written examples with 70% accuracy. |
| Academic | High School | Short-term Objectives | Student
will be able to define "first aid" and be able to apply appropriate
first aid to at least one of the following with __% accuracy: A. Shock-electric shock G. Broken bones B. Bleeding |
| Academic | High School | Short-term Objectives | Student
will be able to locate telephone numbers for emergency use with __%
accuracy. A. Police B. Ambulance C. Fire Department D. Poison Control E. Doctors F. Parents home and work numbers |
| Academic | High School | Short-term Objectives | Student
will identify and describe the use of the following essential first aid
supplies with __% accuracy A. Bandaids B. Antiseptic C. Tweezers D. Ice pads E. Adhesive tape F. Gauze G. Thermometer |
| Academic | High School | Short-term Objectives | Student will participate in the Academic Skills science program and will increase his knowledge of life cycles, matter, measurement, weather, health, and buoyancy and will achieve at least 75% on tests and quizzes. |
| Academic | High School | Short-term Objectives | Student will participate in the Academic Skills social studies program and will increase his knowledge of communities and the services and jobs they provide and will achieve at least 75% on tests and quizzes. |
| Academic | High School | Short-term Objectives | The student will master 70% of the new terms presented in the content area units. |
| Daily Living Skills | High School | Annual Goals | Given a check list of self care skills, an assessment will be completed to determine individual needs and objectives for the school year. |
| Daily Living Skills | High School | Annual Goals | Student will improve daily living skills essential to being an independent member of the community by completing the following objectives with __% accuracy. |
| Daily Living Skills | High School | Annual Goals | Student will increase independence in daily living/self care skills by participating in daily living activities in the ASC. |
| Daily Living Skills | High School | Annual Goals | Student will increase independence in daily living/self care skills by participating in the ASC/Food Processing programs daily. |
| Daily Living Skills | High School | Annual Goals | Student will participate in an integrated setting (as health allows) for ___ hours/periods per day/week. |
| Daily Living Skills | High School | Short-term Objectives | Given budgeting packet and guidelines by staff, student will use a weekly allowance as a base for budgeting, banking, purchasing with __% accuracy. |
| Daily Living Skills | High School | Short-term Objectives | Given full time support, student will follow his schedule which involves special activities, therapies, and medical routines daily. |
| Daily Living Skills | High School | Short-term Objectives | Student will ask staff or other student for assistance onto or off of elevator to class on ___ out of ___ times. |
| Daily Living Skills | High School | Short-term Objectives | Student will be able to pick ingredients necessary for a simple meal (sandwich) by pictures and/or words, then perform the task with real ingredients ___ times a week. |
| Daily Living Skills | High School | Short-term Objectives | Student will find ways to access ingredients, asking for support when necessary on ___ out of ___ occasions. |
| Daily Living Skills | High School | Short-term Objectives | Student will follow directions given verbally in all situations 4/5 times after initial request. D |
| Daily Living Skills | High School | Short-term Objectives | Student will go from ___ (room) to _____ (room) independently on a daily basis. |
| Daily Living Skills | High School | Short-term Objectives | Student will independently travel at a safe speed throughout school without coming too close to people or objects on 80% of occasions. |
| Daily Living Skills | High School | Short-term Objectives | Student will read a simple recipe and determine what items need to be gathered with __% accuracy. |
| Daily Living Skills | High School | Short-term Objectives | Student will run various household appliances with minimal assistance ___ out of ___ times a week (vacuum, washing machine, dryer, dishwasher, etc.) |
| Daily Living Skills | High School | Short-term Objectives | Student will sequentially follow steps of preparing a simple recipe and prepare one item to share with a group every two weeks. |
| Daily Living Skills | High School | Short-term Objectives | Student will set a microwave and cook an item for the appropriate length of time with adult support on ___ out of ___ occasions. |
| Daily Living Skills | High School | Short-term Objectives | Student will tolerate hand over hand assistance when placing a tooth brush in his mouth on ___ out of ___ trials. |
| Daily Living Skills | High School | Short-term Objectives | Student will tolerate staff putting soap on hands and rubbing hands together with hand over hand assistance, at least 3 times a week. |
| Daily Living Skills | High School | Short-term Objectives | Student will tolerate staff using hand over hand assistance to get towel to dry hands at least ___ times a week. |
| Daily Living Skills | High School | Short-term Objectives | Student will use (walker, wheelchair) independently to go to various parts of the building on a daily schedule. |
| Daily Living Skills | High School | Short-term Objectives | Student will use bathroom key or elevator key independently on ___ out of ___ times a week. |
| Daily Living Skills | High School | Short-term Objectives | Student will use the locker every morning to keep track of extra clothes and books, once staff has color coded his/her combination in lock. |
| Daily Living Skills | High School | Short-term Objectives | The student will accept physical assistance with grasping, releasing, and holding a tooth brush on ___ out of ___ trials. |
| Daily Living Skills | High School | Short-term Objectives | The student will turn on the water with hand over hand assistance at least ___ times a week. |
| Daily Living Skills | High School | Short-term Objectives | When student is asked to prepare for a lesson that involves reading, the student will choose to put on glasses ___ of ___ times independently. |
| GED | High School | Annual Goals | To prepare for the GED exam. |
| GED | High School | Short-term Objectives | The student will work for at least one-two periods a day preparing for the GED |
| GED | High School | Short-term Objectives | Using the GED text, student will complete ____ sections daily with 65% accuracy. |
| Listening Skills | High School | Annual Goals | Student will demonstrate improvement in listening skills by completing the following objectives at stated accuracy levels. |
| Listening Skills | High School | Annual Goals | Student will improve his phonemic awareness skills by successful completion of the following objectives at stated accuracy levels. |
| Listening Skills | High School | Short-term Objectives | Given reading material at student's instructional listening level, he will be able to answer factual questions about the book, story, or passage with __% accuracy on ___ out of ___ trials. |
| Listening Skills | High School | Short-term Objectives | Given reading material at student's instructional listening level, he will be able to sequence events in the book using pictures with __% accuracy on ___ out of ___ trials. |
| Listening Skills | High School | Short-term Objectives | Given trade books at student's instructional level that are read aloud to him, student will be able to answer factual questions with __% accuracy on 3 out of 4 trials. |
| Listening Skills | High School | Short-term Objectives | Given
trade books at student's instructional level that are read aloud to him,
student will be able to answer the following questions with __% accuracy on
___ out of ___ consecutive trials. A. Setting B. Main characters C. Sequence of event |
| LSKJFDLAKSJFLKJ | |||
| Math | High School | Annual Goals | Given the IRP (1, 2, 3, 4) curriculum, student will earn a grade of at least __% by June _____. |
| Math | High School | Annual Goals | Student will increase scores on the Woodcock-Johnson Math test by ___ months by ___ of the year ____. |
| Math | High School | Short-term Objectives | For multiple-step word problems, student will show each step necessary to correctly solve the problem 70% of the time. |
| Math | High School | Short-term Objectives | Given
a multi-step math problem, student will do the following on ___ out of ___
occasions: A. Evaluate the problem B. Break it down into logical sequence C. Check for accuracy |
| Math | High School | Short-term Objectives | Given
directions on math assignments, tests, quizzes, and exams, student will
follow all directions on ___ out of ___ occasions: A. Show all work B. Label C. Use a straight edge D. Check each problem |
| Math | High School | Short-term Objectives | Given math problems, student will determine a strategy to correctly solve each with __% accuracy. |
| Math | High School | Short-term Objectives | Given math problems, student will determine correct strategy to solve problems with at least __% accuracy. |
| Math | High School | Short-term Objectives | Given unified math course (1, 2, 3), student will participate in class daily. |
| Math | High School | Short-term Objectives | Given word problems in math, student will evaluate the problem, break it down into a numerical equation and correctly solve it 70% of the time. |
| Math | High School | Short-term Objectives | Given work that is to be graded, student will review and correct 80% of miscalculations. |
| Math | High School | Short-term Objectives | Student will determine an effective strategy/formula to use for 70% of problems. |
| Math | High School | Short-term Objectives | Student
will earn a grade of __% on all quizzes and tests that address the following
math concepts: A. Whole numbers H. Fractions B. Inequalities I. Multiples C. Exponents |
| Math | High School | Short-term Objectives | Student will earn a grade of at least __% on quizzes and tests that relate to his/her current math (1, 2, 3) curriculum. |
| Math | High School | Short-term Objectives | Student will earn a grade of at least __% on quizzes and tests that relate to their current math curriculum. |
| Math | High School | Short-term Objectives | Student
will earn at least a grade of __% on quizzes and tests that address the
following math concepts: A. First 10 weeks: Statistics (mean, median, mode), Histograms, Frequency Tables, Equations, Word problems involving complementary/supplementary a |
| Math | High School | Short-term Objectives | Student will increase computation skills using a calculator to add, subtract, multiply, and divide in daily activities on ___ out of ___ times. |
| Math | High School | Short-term Objectives | Student will learn the functions of a calculator (+, -, x, %) and be able to demonstrate each function with __% accuracy. |
| Math | High School | Short-term Objectives | Student will learn the value of coins/bills and demonstrate equivalents using the coins and bills necessary with __% accuracy. |
| Math | High School | Short-term Objectives | Student will solve 70% of math problems correctly. |
| Math | High School | Short-term Objectives | Student will use a math chart, calculator or other math aid for 80% of tests, quizzes or homework. |
| Math | High School | Short-term Objectives | Unified
Math Course 1, 2, 3 Student will master the use of a four function, scientific calculator as needed in the unified math (1, 2, 3) course on a daily basis. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | Given grade level curriculum and academic courses, student will maintain a grade of __% or better. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | Given grade level curriculum and academic courses, student will maintain a grade of __% or better. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | Given long term assignments in mainstream classes, the student will earn at least a grade of __%. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | Given student academic progress, student will complete homework and long/short term assignments at least ___% of the time. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | Given the organizational requirements in mainstream classes, the student will earn at least a grade of __%. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | Student will complete all class, long and short-term assignments and homework assignments on time on ___ out of ___ occasions. |
| Organizational/Study Skills/Work Habits | High School | Annual Goals | The student will enhance organization and study skills related to school success. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Given a long term assignment, student will develop a plan for the project, follow a time line, complete the project, and achieve an average grade of C (__%) or greater. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will arrive at classes prepared. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will ask for help/assistance on assignments, projects, etc., when having trouble comprehending material during their daily resource time on ___ out of ___ occasions. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will bring the necessary materials, i.e.: books, notebooks, pens, pencils, and homework to each class on a daily basis ___ out of ___ days per week. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will complete and submit all class, long and short-term assignments and homework assignments on time ___ out of ___ days a week. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will complete classroom assignments. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will complete unit ___ in review book (Global History, Science, U.S. History, Biology, Economics, Participation in Government) with __% accuracy. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will dedicate at least one hour, at home per day, to homework on ___ out of ___ occasions. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will devote at least one hour at home and 1/2 hour after school ___ days per week to homework and long or short-term assignments and submit assignments __% of time. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will maintain a separate notebook and folder for each class __% of the time. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will organize handouts, notes, and materials according to classroom criteria on all occasions. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will prepare and use a study guide for grade/class/level exams ___ of ___ times. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will remain focused and on task as per teacher directive on all class work assignments for ___ minutes. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will seek out after school assistance for the duration of long term projects or to make up assignments when needed on ___ out of ___ occasions. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student will take organized notes from an auditory presentation. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Student
will write: 1. Daily assignments 2. Test dates 3. Project dates 4. Check off assignments as they are completed in a planner/agenda book, at least __% of the time. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | Upon completion of a task, student will begin a new task independently or by seeking teacher direction. |
| Organizational/Study Skills/Work Habits | High School | Short-term Objectives | While working on an assigned task, student will continue to work without support for at least 15 minutes. |
| Reading | High School | Annual Goals | To increase scores on the ___ test by ___ months during the school year. |
| Reading | High School | Short-term Objectives | Given a content area reading passage, student will identify the significant data and answer correctly at least 7 out of 10 (or __% of) inferential comprehension questions. |
| Reading | High School | Short-term Objectives | Given a content area reading passage, student will identify the significant data and answer correctly at least 7 out of 10 literal comprehension questions. |
| Reading | High School | Short-term Objectives | Given
a content reading passage, student will make appropriate use of strategies to
construct meaning from the print by using one or more of the following and
achieve an average grade of 70% on related activities: A. activating prior knowledge B. us |
| Reading | High School | Short-term Objectives | Given
a content reading passage, student will select appropriate strategies to
construct meaning from the print by using one or more of the following (on __
out of __ trials or with __% accuracy): A. Activating prior knowledge B. Using context c |
| Reading | High School | Short-term Objectives | Given a content reading passage, student will select information from that passage and be able to relate it to other tests as demonstrated by the ability to compare and contrast information with __% accuracy. |
| Reading | High School | Short-term Objectives | Given content area vocabulary terms, student will correctly utilize words on tests and assignments with an average accuracy rate of __%. |
| Reading | High School | Short-term Objectives | Student will be able to identify and store poisons, medicines, and cleaning supplies in appropriate places with __% accuracy. |
| Reading | High School | Short-term Objectives | Student
will demonstrate comprehension for each assigned novel by doing the following
with at least __% accuracy: A. Identifying a theme B. Listing important details C. Listing a stated sequence D. Stating character traits E. Iden |
| Reading | High School | Short-term Objectives | Student will earn a grade of 65% on quizzes and tests that focus on reading to ensure comprehension. |
| Reading | High School | Short-term Objectives | Student will master 80% of the vocabulary on the content area units. |
| Science | High School | Annual Goals | Given the IRP (1, 2, 3, 4)) science curriculum, student will earn a grade of at least __% by June _____. |
| Science | High School | Short-term Objectives | Student
will earn a grade of at least __% on quizzes and tests that address the
following science concepts: A. Daily life B. Kingdoms/Classifications C. Cell/Microscopes D. Reproduction E. Nutrition/Digestion |
| Science | High School | Short-term Objectives | Student will take notes during the science portion of the IRP and include all necessary facts and concepts on ___ out of ___ occasions. (The intern/CT will monitor student progress daily. The intern/CT will check his/her notebook each day and determine |
| Science | High School | Short-term Objectives | The
student will earn at least a grade of __% on quizzes and tests that address
the following science concepts: A. First 10 Weeks: Scientific Method, Earth's Movement in Space, Climate (factors and weather maps), Weather, Landscapes (erosion, weather |
| Social/Emotional/Behavioral | High School | Annual Goals | Student will abide by stated rules in each class as determined by classroom teacher on all occasions. |
| Social/Emotional/Behavioral | High School | Annual Goals | Student will comply with the following expected classroom/school behaviors __% of the time. |
| Social/Emotional/Behavioral | High School | Annual Goals | Student will demonstrate his/her ability to handle the behavioral aspects of the school day on 80% of occasions according to individual behavior plan. |
| Social/Emotional/Behavioral | High School | Annual Goals | Student will develop the social/behavioral/emotional control essential to school success as measured by completion of the following objectives by June of _____. |
| Social/Emotional/Behavioral | High School | Annual Goals | Student will engage in an academic or social task without indicating frustration, fear, and/or anger ___% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | After being preset for an activity, student will determine the appropriate voice level and body control needed for the activity on 8 out of 10 occasions. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | After being preset for special activities (e.g. assemblies, class performances), student will participate in the entire activity ___ of ___ times. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | During
a group, social, or class activity, student will: 1. Wait his turn 2. Refrain from interrupting 3. Refrain from calling out without first being called on by the teacher __% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | During class/group activities, student will try to choose an appropriate place to sit which will improve his chances for success __% of times. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Given (English, Math, Science, Social Studies, Foreign Language, Special Area) class, student will maintain an acceptable level of behavior to attend class and earn quality points on a daily basis as measured by the classroom teacher, special education t |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Given a clear, concise message by an adult, student will comply on 90% of occasions with no more than ___ cues or prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Given a game in PE or on the playground, student will accept the natural consequences of the game, even when they are disappointing; e.g. being it, getting out, getting caught __% of times. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Given an academic assignment or social situation, when student is frustrated, he will identify the concern and select a solution from three choices 70% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Given bus arrival and bus departure, student will independently walk from the bus to his/her classroom (and from his/her classroom to the bus) without frustration, anger and/or fear on 4 out of 5 days. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Given input from adults on how to improve his performance, student will react with a positive comment and attempt to apply the suggestion __% of times. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will arrive to each class by complying with the school schedule on __% of occasions. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will ask permission to use an item already being used by a peer in ___ out of ___ situations, with ___ or less prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will differentiate among various relationships (family, friends, teachers, boss, co-worker) __% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will follow daily school wide routines with ___ or less prompts in ___ out of ___ situations. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will initiate play with one or more peers in ___ out of ___ situations with ___ or less prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will listen to directions before beginning a task __% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will met or exceed the attendance policy set forth by Shaker High School with 100% accuracy (no more that 14 days absent for 1/2 year courses or no more than 29 days absent for a full year course.) |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will participate in cooperative play schema in the classroom and/or on the playground in ___ out of ___ trials, with ___ or less prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will participate in parallel play schema in the classroom and/or on the playground on ___ out of ___ trials, with ___ or less prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will respect school and others' personal property on __% of occasions. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will respond appropriately, verbal or non-verbal, to a greeting on ___ out of ___ occasions with ___ or less prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student
will respond to peers and adults on __% of occasions using: 1. An appropriate tone of voice 2. Appropriate language 3. Appropriate conversation in group activities during class time |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will seek out assistance when having difficulty with an assignment on __% of occasions. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will sit and attend to a task in a small group setting for ___ minutes on ___ out of ___ days per week, with ___ or less prompts. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will understand and exhibit appropriate school behavior as explained in student handbook and will accept the consequences received due to his/her behavior __% of times. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will use appropriate words to express his frustration or displeasure on 80% of occasions. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | Student will wait for a turn on small group settings with ___ or less prompts ___ out of ___ trials. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | With adult monitoring, student will refrain from touching others __% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | With adult monitoring, student will respect his peers' physical space by keeping an appropriate distance __% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | With adult monitoring, student will respect the materials of others by using them only upon direct invitation to do so __% of the time. |
| Social/Emotional/Behavioral | High School | Short-term Objectives | With adult support, student will successfully join classroom activities, e.g. sitting on the rug, sitting at his desk, lining up ___ of ___ times. |
| Speech-Articulation | High School | Short-term Objectives | In structured speaking situations student will speak slowly enough to include all syllables in two and three syllables in 4 out of 5 trials. |
| Speech-Articulation | High School | Short-term Objectives | Student will identify correct/incorrect productions of target sounds presented orally with 90% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will identify same/different for minimal pairs of /*/ sound presented orally in words with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will identify the absence/presence of /*/ sound presented orally in words with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will identify the position of /*/ sound in words presented orally with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in all position of words during conversational speech/oral reading with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in consonant blends with 80% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in final position of words in phrases/sentences with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in final position of words with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in initial position of words in phrases/sentences with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in initial position of words with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in isolation/syllables with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in medical position of words in phrases/sentences with 100% accuracy. |
| Speech-Articulation | High School | Short-term Objectives | Student will produce the /*/ sound in medical position of words with 100% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Given pictures of minimally different word pairs (CV and CVC), student will correctly produce the difference with 80% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Student will discriminate between CV and CVC words with 80% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Student will eliminate the use of final consonant deletion in conversational speech with 80% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Student will eliminate the use of stopping to allow him/her to produce continuant fricative sounds /*/ in connected speech with 80% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Student will reduce the phonological process of "stopping" on words beginning with /*/ on imitation with 80% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Student will reduce the use of consonant cluster reduction to enable to produce both members of /*/ blends in words in structured sentences with 80% accuracy. |
| Speech-Articulation Phonological | High School | Short-term Objectives | Students will produce initial clusters including the /*/ sound at the word level with 80% accuracy. |
| Speech-Articulation Phonology/Speech Delivery | High School | Annual Goals | Student will reduce the number of articulation errors from 5 to 2 as measured by the Goldman Fristoe Test of Articulation. |
| Speech-Articulation Phonology/Speech Delivery | High School | Annual Goals | Student will reduce the severity rating from 80% to 8% as measured by the Arizona Test of Articulation. |
| Speech-Articulation Phonology/Speech Delivery | High School | Annual Goals | Student will reduce the use of simplified developmental processes for speech sound production by 6 months of present level of functioning as measured by _____. |
| Speech-Articulation Phonology/Speech Delivery | High School | Annual Goals | Student will reduce the use of the phonological processes as measured by the Khan Lewis from ___ to ___. |
| Speech-Articulation Speech Delivery | High School | Short-term Objectives | Student will maintain appropriate loudness while speaking during structured speaking activities 80% of the time. |
| Speech-Articulation Speech Delivery | High School | Short-term Objectives | Student will maintain appropriate rate of speech during structured speaking activities in 4 out of 5 opportunities. |
| Speech-Articulation Speech Delivery | High School | Short-term Objectives | Student will recognize occasions of excess saliva accumulation during structured speaking activities in 4 out of 5 opportunities. |
| Speech-Articulation Speech Delivery | High School | Short-term Objectives | Student will self correct sound errors during structured speaking activities 80% of the time. |
| Speech-Articulation Speech Delivery | High School | Short-term Objectives | Student will use adequate mouth opening to maximize oral resonance during structured speaking activities in 4 out of 5 opportunities. |
| Speech-Auditory Processing | High School | Annual Goals | Student will increase auditory processing by 6 months as measured by the CELF-R. |
| Speech-Auditory Processing | High School | Annual Goals | Student will increase auditory processing of information as evidenced by a 6 month growth on the Listening Test. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will answer questions about a short story presented orally with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will follow 4 out of 5, one-step oral directions involving basic descriptive concepts relating to time, location and quantity. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will identify same/different for minimal pairs with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will identify the main event of the beginning, middle, and end of orally presented stories with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will identify the main idea of a short story read orally in 4 out of 5 passages. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will identify/recall words that rhyme with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will infer information not directly stated in response to questions about orally presented paragraphs and stories with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will label 8 out of 10 pictures correctly in 10 seconds with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will repeat verbatim 8-10 word sentences presented orally with 80% accuracy. |
| Speech-Auditory Processing | High School | Short-term Objectives | Student will select 4 out of 5 theme-related vocabulary items from each new subject, unit presented in classroom activities. |
| Speech-Augment/Alt Communication | High School | Annual Goals | Student will increase his/her expressive language through the use of augmentative communication devices, given age appropriate social situations, in 4 out of 5 times. |
| Speech-Augment/Alt Communication | High School | Annual Goals | Student will respond to peer/adult using augmentative/alternative communication means, within one minute of presentation of item/question in 4 out of 5 opportunities. |
| Speech-Augment/Alt Communication | High School | Short-term Objectives | Given a choice of events, student will eye gaze at a picture icon to indicate his/her choice within a minute of presentation in 4 out of 5 opportunities. |
| Speech-Augment/Alt Communication | High School | Short-term Objectives | Given a choice of two items/pictures, student will activate a switch or eye gaze at one of the two items/pictures to indicate his/her choice within a minute of presentation in 4 out of 5 opportunities. |
| Speech-Augment/Alt Communication | High School | Short-term Objectives | Given a yes/no question related to his/her needs/wants, student will eye gaze at yes/no icons to indicate his/her response within one minute in 4 out of 5 opportunities. |
| Speech-Augment/Alt Communication | High School | Short-term Objectives | Given opportunities student will use various communication devices (on loan from other people or companies) in order to further his/her expressive language until he/she is successful utilizing a particular device. |
| Speech-Augment/Alt Communication | High School | Short-term Objectives | School staff will investigate the forms of adaptive equipment that will enable the student to become more independent in the home (phone for calling 911, employer, parents) until he/she is successful using a device. |
| Speech-Augment/Alt Communication | High School | Short-term Objectives | Student, along with the speech therapist and teacher will investigate adaptive equipment that will enable the student to be more independent in communicating his/her wants/needs at home and/or in school until he/she is successful in using a device. |
| Speech-Expressive Language | High School | Annual Goals | Student will increase expressive language scores 6 months beyond present level of functioning as measured by the expressive language section of the CELF-R. |
| Speech-Expressive Language | High School | Annual Goals | Student will increase expressive language scores by 6 months as measured by (EVT, TOLD-2, CELF-R, Language Processing Test.) |
| Speech-Expressive Language | High School | Annual Goals | Student will increase expressive language skills daily, by participating in class and school activities in 4 out of 5 given opportunities. |
| Speech-Expressive Language | High School | Annual Goals | Student will increase verbal imitation skills, indicated by his/her ability to perform the following skills 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | After hearing a two-syllable word, student will imitate the whole word using ending sound with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | After hearing a two-word (CVC+CVC) phrase, student will imitate the whole phrase using ending sound with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | After hearing a word at a low, mid or high pitch, student will imitate the pitch heard with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | After hearing a word at a quiet, moderate, or loud volume, student will imitate the volume heard with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Following oral presentation of a paragraph-length story accompanied by pictures, student will respond to "who", "where", "why", and "when" questions about the story in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Given a category, student will name 6 items that belong, within 60 seconds, with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Given an age-appropriate social story, student will identify the cause/effect of people statements/actions in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Given an age-appropriate social story, student will sequence the events of the story correctly in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Given five words, student will retain them and tell which two go together and why within 30 seconds, with 80% accuracy in 10 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Given three related objects or events, student will name the appropriate category in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will answer questions and participate in classroom discussion in an organized, age-appropriate manner 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will ask for help/assistance on assignments, projects, etc., when having trouble comprehending the material 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will ask teacher or peer to compare notes after lecture-type class to check on accuracy of information particularly before tests in 4 out of 5 incidences. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will choose synonyms for words provided orally with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will construct a complete question in written form correctly 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will construct a complete question verbally 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will construct a complete sentence (8 word length) given a stimulus word, with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will construct a complete sentence in written form correctly 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will construct a complete sentence verbally 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will correctly produce word endings and understand how they affect the meaning of the words in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will correctly use the pronouns "he", "she", "we", "you", "I", "they", and "us" in structured speaking situations in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will expand mean length of utterance to 7 words in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will identify a similarity/difference between given pairs of objects/events in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will label objects and actions of daily living including: foods, clothing, animals, people, and household items with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will name four items of a given category and likewise name the category of four given items in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will recognize and sign five new pictures/signs for needs (give examples) when appropriate, (independently/with prompting) 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will respond to greeting, (good morning, how are you?) from staff or student at least 1 time daily. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will respond to questions or greetings after an initial request, using sign/verbalization at least 4 times per week. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will respond to questions using appropriate loudness and clear articulation within 30 seconds in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will use adjectives and adverbs in written and oral sentences, in structured situations, 3 times per week with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will use four new words correctly in structured settings 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will use subjective, possessive, and objective pronouns at the sentence level in 4 out of 5 opportunities, during spontaneous speech. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will use the grammatical markers for plurality(s) and present/past verb tense, with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will verbalize an alternate sentence that expresses the same meaning as a sentence presented by the clinician with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will verbally construct simple sentences to explain pictured situations with correct grammar in 4 out of 5 trials. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will verbally express basic concepts related to object, location and descriptive qualities with 80% accuracy. |
| Speech-Expressive Language | High School | Short-term Objectives | Student will verbally sequence 4 events of a story correctly 80% of the time. |
| Speech-Expressive Language | High School | Short-term Objectives | Students will construct grammatically and meaningfully correct sentences given one curriculum/based target word with 80% accuracy. |
| Speech-Fluency | High School | Annual Goals | Student will decrease the number of dysfluencies per minute from 10 to 5 in conversational speech. |
| Speech-Fluency | High School | Short-term Objectives | Student will demonstrate 80% fluency during conversational speech over a 30 minute opportunity. |
| Speech-Fluency | High School | Short-term Objectives | Student will demonstrate 80% fluency during oral reading opportunities. |
| Speech-Fluency | High School | Short-term Objectives | Student will demonstrate 80% fluency in the classroom during a thirty minute period. |
| Speech-Fluency | High School | Short-term Objectives | Student will demonstrate 80% fluency when talking on the telephone for 20 minutes. |
| Speech-Fluency | High School | Short-term Objectives | Student will demonstrate 80% fluency when talking with peers for twenty minutes. |
| Speech-Fluency | High School | Short-term Objectives | Student will discuss his/her speech difficulties openly and freely with the therapist 80% of the time. |
| Speech-Fluency | High School | Short-term Objectives | Student will eliminate secondary behaviors (i.e. eye twitching, grimacing, throat clearing, head shakes, etc.) associated with the dysfluency, 80% of the time. |
| Speech-Fluency | High School | Short-term Objectives | Student will maintain a positive self-image and attitude 80% of the time. |
| Speech-Fluency | High School | Short-term Objectives | Student will recognize and acknowledge that a fluency problem exists in 4 out of 5 opportunities. |
| Speech-Oral Motor/Feeding | High School | Annual Goals | Student will increase oral motor proficiency as indicated by completion of 4 out of 5 oral motor exercises. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Following olfactory stimulation, student will swallow in 4 out of 5 trials. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Following stimulation to each side of the facial arches, student will swallow 4 out of 5 times on ach side. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Following stimulation to the tongue tip, student will point his/her tongue tip more so as judged by the clinician in 4 out of 5 trials. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Following tactile stimulation to the lateral boarders of the tongue, student will move his/her tongue toward the stimulated side in 4 out of 5 trials on each side. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Student will alternately retract and pucker his/her lips in sequence in 4 out of 5 trials. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Student will decrease tongue protrusion while drinking by using a Nosey cup at snack time 4 out of 5 days per week. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Student will lateralize his/her tongue alternately to both left and right with similar speed, strength, accuracy, and rhythm on both sides given 4 out of 5 opportunities over 5 consecutive days. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Student will perform a sequence of bilabial closure exercises to include a variety of CV, CVCV, CVCVC combinations on 4 out of 5 trials. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | Student will perform tongue-tip elevation exercises, independent of jaw movement in 4 out of 5 repetitions. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | To increase speech production/to improve nutritional intake, student will differentiate oral movements indicated by the ability to move his/her lips, tongue, jaw in isolation given 4 out of 5 opportunities over 5 consecutive sessions. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | To increase speech production/to improve nutritional intake, student will increase awareness of the oral mechanism indicated by the ability to locate/touch/move articulations given 4 out of 5 opportunities over 5 consecutive sessions. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | To increase speech production/to improve nutritional intake, student will learn normal movement patterns indicated by the ability to follow 5 oral motoric movements given 4 out of 5 opportunities over 5 consecutive sessions. |
| Speech-Oral Motor/Feeding | High School | Short-term Objectives | To increase speech production/to improve nutritional intake, student will normalize oral/tactile sensitivity indicated by the ability to accept/respond to 5 textures given 4 out of 5 opportunities over 5 consecutive sessions. |
| Speech-PECS | High School | Annual Goals | Student will increase his ability to comment indicated by his ability to perform the following functions 90% of the time over 3 consecutive weeks. |
| Speech-PECS | High School | Annual Goals | Student will increase his/her functional use of language from one language function to five language functions as measured by the Functional Communication Checklist. |
| Speech-PECS | High School | Annual Goals | Student will increase his/her functional vocabulary by 20 words as measured by the Functional Communication Checklist. |
| Speech-PECS | High School | Short-term Objectives | Given 15 action pictures, student will orthographically/verbally express "agent + action" in response to "What is he/she doing?" with 80% accuracy. |
| Speech-PECS | High School | Short-term Objectives | Given familiar object/pictures within his/her environment, student will orthographically/verbally express "I see + noun" given a nonverbal prompt with 80% accuracy. |
| Speech-PECS | High School | Short-term Objectives | Student will express yes/no orthographically/verbally given a visual stimulus and a question "Is this _____?" with 80% accuracy. |
| Speech-PECS | High School | Short-term Objectives | Student will orthographically/verbally comment on environmental stimuli given a verbal prompt with 80% accuracy. |
| Speech-PECS | High School | Short-term Objectives | Student will orthographically/verbally express "all/some + noun" to clarify his/her request given opportunity in 4 out of 5 trials. |
| Speech-PECS | High School | Short-term Objectives | Student will orthographically/verbally express "big/little + noun" to clarify his/her request given opportunity in 4 out of 5 trials. |
| Speech-PECS | High School | Short-term Objectives | Student will orthographically/verbally express "I see + noun" in response to "What do you see?" with 80% accuracy. |
| Speech-PECS | High School | Short-term Objectives | Student will request information indicated by his/her ability to orthographically/verbally express "What's that?" in 4 out of 5 opportunities. |
| Speech-PECS | High School | Short-term Objectives | Student will request permission indicated by his/her ability to orthographically/verbally express "Can I have + noun?" in 4 out of 5 opportunities. |
| Speech-Pragmatics | High School | Annual Goals | Student will demonstrate targeted social communication skills in 5 out of 6 appropriate social and teaching opportunities. |
| Speech-Pragmatics | High School | Annual Goals | Student will increase "employment skills" by participating in the community job site program through the ASC class. |
| Speech-Pragmatics | High School | Short-term Objectives | During a small group activity, student will respond appropriately to "no", "stop", or correction by an authority figure in 3 out of 4 opportunities. |
| Speech-Pragmatics | High School | Short-term Objectives | Given a game or on the playground, student will accept the natural consequences of the game, even when they are disappointing (i.e. getting out, being tagged, being it), in 4 out of 5 opportunities. |
| Speech-Pragmatics | High School | Short-term Objectives | Given a picture story or a role play about a social problem, student will state the apparent cause of the problem and provide a reasonable solution in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | Given an age appropriate social story, student will identify the cause/effect of people's statements and actions with 80% accuracy. |
| Speech-Pragmatics | High School | Short-term Objectives | Given opportunities in interact with peers, student will increase number of peers he/she will interact with on a regular basis 80% of the time. |
| Speech-Pragmatics | High School | Short-term Objectives | Given pictures of simple, concrete situations, student will identify a reasonable cause and effect for each, in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will begin conversation appropriately during structured speech activities in/classroom in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will eliminate inappropriate behavior during structured speech activities/classroom activities 80% of the time. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will end conversation appropriately during structured speech activities in/classroom in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will learn to interrupt in a socially acceptable manner and do so 80% of the time. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will maintain appropriate eye contact wile listening, while speaking, in structured speech activities in/classroom in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will request repetition/clarification of directions/information during structured speech activities/in classroom with 80% accuracy. |
| Speech-Pragmatics | High School | Short-term Objectives | He/she will take turns appropriately as speaker/listener in structured speaking activities in/classroom in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | In a group situation, student will refrain from calling out an answer without the teacher first calling on him, in 4 out of 5 opportunities. |
| Speech-Pragmatics | High School | Short-term Objectives | In a structured setting, student will interrupt politely using "excuse me", and appropriate wait time in 4 out of 5 opportunities. |
| Speech-Pragmatics | High School | Short-term Objectives | Student questions/statements will be relevant to the current topic in 4 out of 5 trials during structured speaking activities. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will actively join in all classroom activities (i.e. rug time, sitting at desk, lining up), with adult support in 4 out of 5 opportunities. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will answer questions with an on-topic response in 4 out of 5 questions. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will become more aware of the "time" for work, break, bus by having his/her watch set for the appropriate times, repetition of the routine. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will consult a simple schedule to independently keep track of his/her day in 7 out of 10 opportunities in school. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will correctly infer information not directly presented by the clinician or a picture illustration in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will decrease inappropriate and/or preservative comments or questions to 1 per session. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will give directions clearly and concisely in structured speech activities/classroom activities in 4 out of 5 opportunities. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will identify another's perspective and respond appropriately, given a variety of age appropriate social situations in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will indicate wants and needs verbally in structured setting 80% of the time. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will indicate/get listener's permission for topic change on 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will initiate and maintain appropriate conversation with peers in 4 out of 5 age appropriate social situations. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will maintain appropriate speaking/listening distance in all settings 80% of the time. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will participate in the community placements to build skills for future employment daily for two-three periods. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will read and meaningfully use gestures and facial expressions during structured conversation in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will tell/talk to adult/peers of their limitations due to their disability with 80% accuracy. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will use and respond appropriately to: compliments, apologies, criticism and disagreements 80% of the time. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will verbally label own feeling and feelings of others given a variety of age appropriate social situations in 4 out of 5 trials. |
| Speech-Pragmatics | High School | Short-term Objectives | Student will write on time cards the time worked at a site with staff assistance daily. |
| Speech-Pragmatics | High School | Short-term Objectives | Without prompting, student will appropriately initiate/respond to greetings and farewells by familiar students and teachers in 4 out of 5 opportunities. |
| Speech-Receptive Language | High School | Annual Goals | Student will increase receptive language scores by 6 months as measured by (CELF-R, PPVT-III, TACL-R, Language Processing Test, TOLD-2, Preschool Language Scale-III.) |
| Speech-Receptive Language | High School | Annual Goals | Student will increase receptive language skills 6 months beyond present level of functioning as measured by the receptive language section of the CELF-R. |
| Speech-Receptive Language | High School | Short-term Objectives | Given a direction to get an item, student will locate and get the item with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Given a question or oral direction, student will wait until the question/direction is completed before responding/acting in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Given a teacher's/peer's name, student will locate/give item to that person with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Given a three-four element picture sequence story, student will indicate which events occurred before or after a given event in the story, in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Given a three-six element picture sequence story, student will identify the first, middle and last action of the story in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Given a three-step oral direction, student will follow the whole direction, asking for needed repetition or clarification, in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Given four choices, student will select two pictures associated by similarity, opposition, time or space with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Given oral directions with cued signs, student will complete tasks with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Given oral presentations of sentences/phrases containing regular past, present, and future verbs, student will select the action picture (out of 3) that matches the stated verb tense in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Given picture sequences of familiar activities, student will indicate which actions occur before and after other actions in the sequence in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will compare common objects and state semantic relationships between them within 30 seconds with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will demonstrate comprehension at a second grade level by identifying a stated main idea, important details, a stated sequence of events, retell, identify cause and effect, making inferences with 80% accuracy on 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will demonstrate comprehension of concepts related to time (before/after, days/months/seasons), quantity, inclusion (neither/nor, except), by following one-step directions with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will generate a list of five-eight ideas given a topic, when planning a written paragraph in response to read information with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will identify the meaning of four new words per week with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will independently follow four-step directions in the therapy room/classroom with 80% accuracy. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will indicate which of three action pictures depicts a given sentence describing a past, present, or future event (e.g.: the dog ate, the dog is eating, the dog will eat) in 4 out of 5 trials. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will recognize incongruity in a paragraph 80% of the time. |
| Speech-Receptive Language | High School | Short-term Objectives | Student will recognize incongruity in a sentence 80% of the time. |
| Speech-Voice | High School | Annual Goals | Student will increase vocal quality as measured by an ENT evaluation. |
| Speech-Voice | High School | Short-term Objectives | Student will control vocal abuse at home, as noted by parents in 4 out of 5 trials. |
| Speech-Voice | High School | Short-term Objectives | Student will count, on one inhalation, for 10 seconds in 4 out of 5 trials. |
| Speech-Voice | High School | Short-term Objectives | Student will eliminate/control vocal abuse during classroom activities as noted by teacher with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will eliminate/control vocal abuse during Physical Education as noted by instructor with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will identify appropriate/inappropriate vocal production of his/her own and others' speech (including loudness levels, methods of glottal attack, vocal inflection, and quality), with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will identify instances of vocal abuse with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will identify optimal pitch with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will identify oral versus nasal sound production with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will maintain new voice at sentence level with 80% accuracy |
| Speech-Voice | High School | Short-term Objectives | Student will maintain new voice at words level with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will maintain new voice during conversational speech with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will maintain new voice during oral reading with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will maintain new voice during structured speaking activities with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will produce minimal pair contrasts for oral versus nasal syllables/words with 80% accuracy. |
| Speech-Voice | High School | Short-term Objectives | Student will recite alphabet on one inhalation, for 10 seconds, in 4 out of 5 trials. |
| Speech-Voice | High School | Short-term Objectives | Student will sustain voiceless/voiced sounds for 10 seconds, in 4 out of 5 trials. |
| Speech-Voice | High School | Short-term Objectives | Student will sustain vowel sounds for 10 seconds in 4 out of 5 trials. |
| Vocational Skills | High School | Annual Goals | Given a variety of job placements, student will work independently for ___ (amount of time) once directions/tasks are explained. |
| Vocational Skills | High School | Annual Goals | Given knowledge of CDTA bus routes, student will independently chart a trip from one point to another point with 100% accuracy. |
| Vocational Skills | High School | Annual Goals | Given the food processing program, student will independently prepare a simple recipe. |
| Vocational Skills | High School | Annual Goals | Student will increase employment skills by participating in community job site program through the ASC program. |
| Vocational Skills | High School | Annual Goals | Student will locate job placements they enjoy and would like to pursue, given a choice of opportunities and follow up discussions by staff. |
| Vocational Skills | High School | Short-term Objectives | At the beginning of the school year, with staff assistance, student will obtain and fill in an application for a CDTA bus pass. |
| Vocational Skills | High School | Short-term Objectives | Given break time/lunch time, student will close what to do, where to go and with whom, daily and return within designated time. |
| Vocational Skills | High School | Short-term Objectives | Given phone numbers and a contact person, student will call in in case of absence or unable to work at the job site. |
| Vocational Skills | High School | Short-term Objectives | Student will accept constructive criticism from others and try to understand and change when necessary without resistance. |
| Vocational Skills | High School | Short-term Objectives | Student
will address skills in the food processing class with __% accuracy. A. Safety rules and procedures B. Sanitary precautions (handing food, wearing gloves, apron) C. Simple housekeeping D. Use of appliances E. Use of measuring to |
| Vocational Skills | High School | Short-term Objectives | Student will be able to make realistic career goals by taking into consideration abilities, interests, and limitations. |
| Vocational Skills | High School | Short-term Objectives | Student will become aware of CDTA bus routes by reading maps and schedules daily. |
| Vocational Skills | High School | Short-term Objectives | Student will begin to explore possible career opportunities for future employment by filing in interest surveys and discussion with guidance counselor at least twice a year. |
| Vocational Skills | High School | Short-term Objectives | Student will discuss his/her performance on the job with staff and determine need for change or for help in job situations/tasks ___ out of ___ times a week. |
| Vocational Skills | High School | Short-term Objectives | Student will discuss limitations as well as abilities to teachers, employers, or staff when entering a new situation. |
| Vocational Skills | High School | Short-term Objectives | Student will discuss with staff/teachers concerns of job site (likes & dislikes) abilities, and tasks completed on a daily basis. |
| Vocational Skills | High School | Short-term Objectives | Student will experience job placement sites 2/3 times per week for at least one hour with (constant direction/supervision). |
| Vocational Skills | High School | Short-term Objectives | Student will fill in job applications for jobs in the community with staff assistant on ___ out of ___ times |
| Vocational Skills | High School | Short-term Objectives | Student will fill in personal information card/emergency card and carry it with them at all times; to be used for an emergency and/or to fill in applications, etc. |
| Vocational Skills | High School | Short-term Objectives | Student will fill in time cards daily to designate the time worked at a site as well as break/lunch time. |
| Vocational Skills | High School | Short-term Objectives | Student will independently count out money needed for a bus ride (amount) at least one time a week. |
| Vocational Skills | High School | Short-term Objectives | Student will independently go to work station once on site ___ of ___ times. |
| Vocational Skills | High School | Short-term Objectives | Student will learn bus routes from SUNY, home, mall, job, friend's house, using a bus schedule and maps. |
| Vocational Skills | High School | Short-term Objectives | Student will locate area in the campus center or mail where the maps and schedules are located for weekly use. |
| Vocational Skills | High School | Short-term Objectives | Student will participate verbally and physically in daily class activities ___ out of ___ times. |
| Vocational Skills | High School | Short-term Objectives | Student will plan a bus ride to the mall or other place and go with staff member 1x each week. |
| Vocational Skills | High School | Short-term Objectives | Student
will use a daily planner and journal to: A. Write job responsibilities B. Jobs done that day C. Plans for the next day. |
| Vocational Skills | High School | Short-term Objectives | Student will use daily planner to write in the schedule of the day, responsibilities, clothing for the job, tasks. |
| Vocational Skills | High School | Short-term Objectives | Through repetition of the routine, student will become aware of "time" for (work, break, bus) by having his/her watch set for the appropriate times. |
| Vocational Skills | High School | Short-term Objectives | Using
checklists or task analysis, student will practice skills in areas of: A. Laundry B. Self-care C. Purchasing D. Safety E. Housekeeping F. Use of telephone to converse with employer G. Knowing whom to report to and where t |
| Writing | High School | Annual Goals | Student will demonstrate at least a six month gain in written expression on the ____ Test. |
| Writing | High School | Short-term Objectives | For writing assignments, student will apply decoding patterns, sight words or other strategies to spell 70% of words correctly. |
| Writing | High School | Short-term Objectives | Given a content area essay assignment, student will complete the essay using proper sentence structure, capitalization and punctuation to earn an average grade of C. |
| Writing | High School | Short-term Objectives | Given a content area essay assignment, student will edit with adult assistance __% of the time to ensure acceptable sentence structure, capitalization, and punctuation. |
| Writing | High School | Short-term Objectives | Given a content area writing assignment, student will proofread his/her rough draft and identify and correct content on ___ out of ___ trials or __% of the time. |
| Writing | High School | Short-term Objectives | Given
a content area written assignment that is to be handed in, with/without
assistance, student will proofread for the following and correct problems,
with __% accuracy: A. Meaning B. Completeness of idea C. Factual information D. Correc |
| Writing | High School | Short-term Objectives | Given a modified/reduced spelling list, student will achieve an average of 70% or better on weekly spelling tests. |
| Writing | High School | Short-term Objectives | Given a specific topic, student will use manipulatives on poster board to plan and organize thoughts for ___ paragraph (s) written assignment to achieve a grade of at least ___. |
| Writing | High School | Short-term Objectives | Given
a topic and sources, the student will write a 5 paragraph essay which
includes an introduction paragraph, a body of three paragraphs and a
conclusion paragraph with at least __% accuracy. Each paragraph will contain: A. Proper punctuation B. |
| Writing | High School | Short-term Objectives | Given a topic, student will use pre writing strategies (outlining, webbing, and/or a graphic organizer) to develop an essay on all occasions with __% accuracy. |
| Writing | High School | Short-term Objectives | Given a topic, student will use source(s) and pre writing strategies to write a four-paragraph essay which includes an introduction paragraph, body paragraphs, and a conclusion paragraph on ___ out of ___ occasions. |
| Writing | High School | Short-term Objectives | Given content area essay assignment, student will complete the essay using proper sentence structure, capitalization and punctuation to earn an average grade of C. |
| Writing | High School | Short-term Objectives | Given content area essay assignment, student will edit with adult assistance __% of the time to ensure acceptable sentence structure, capitalization, and punctuation. |
| Writing | High School | Short-term Objectives | Given the definition of a new vocabulary word, the student will be able to correctly use the new term in written examples with ___% accuracy. |
| Writing | High School | Short-term Objectives | Given written assignments and projects, the student will be able to synthesize reading material and produce a written document that meets classroom criteria with a minimum of __% accuracy on all occasions. |
| Writing | High School | Short-term Objectives | Student will present information clearly in a variety of written forms such as summaries, paraphrases, brief reports, stories, posters, and charts with __% accuracy. |
| Writing | High School | Short-term Objectives | Student will use details and/or examples to clarify information when given a short writing assignment with __% accuracy. |
| Writing | High School | Short-term Objectives | Student will write 3-5 sentences on a given topic, 80% of the times assigned. |
| Writing | High School | Short-term Objectives | Student will write a paragraph with 5 sentences including a topic sentence and three supporting details 80% of the times assigned. |