CATEGORY	LEVEL	TERM	GOALS
Reading Bank	Elementary	Annual Goals	Student will improve his sight word vocabulary by identifying ____ number of words on __ out of ___ trials.
Reading Bank	Elementary	Annual Goals	Student will improve the following phonetic analysis skills as measured by the mastery of the following objectives at the designated levels.
Reading Bank	Elementary	Annual Goals	Student will demonstrate improvement in reading comprehension skills by mastering the following objectives at the designated level by June of ___.
Reading Bank	Elementary	Annual Goals	Student will master the following 1st grade reading skills as measured by the designated accuracy level.
Reading Bank	Elementary	Annual Goals	Student will improve encoding and decoding skills as measured by the mastery of objectives at the designated levels.
Reading Bank	Elementary	Annual Goals	Student will improve word recognition skills as measured by the mastery of objectives at the designated levels.
Reading Bank	Elementary	Annual Goals	Student will increase his independent reading grade level at least one year as measured by the WIAT/Woodcock-Johnson.
Reading Bank	Elementary	Annual Goals	Student will demonstrate reading skills at a 3rd grade level by successful completion of the following objectives.
Reading Bank	Elementary	Annual Goals	Student will demonstrate at least 4 months growth in the area of reading on the Woodcock Johnson Test.
Reading Bank	Elementary	Annual Goals	Student will demonstrate reading skills at a 4th grade level as measured (by the Basic Reading Inventory or another form of measurement.
Reading Readiness	Elementary	Annual Goals	Given the alphabet, student will identify and reproduce letter and sounds in isolations.
Reading-Sight Words	Elementary	Annual Goals	Given the ___ work list the student will orally read ___ sight words with ___ accuracy by the end of the 4th quarter on 4 out of 5 occasions as evaluated by utilizing oral responses on ___ of ___ occasions by the special eduction teacher.
Reading Fluency	Elementary	Annual Goals	Given the passage written at the ___grade level, the student will fluently read passage with appropriate pausing and inflection on 8 of 10 texts by the end of the 4th quarter as evaluated by utilizing oral responses on ___of ___ occasions by the special education teacher.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given the consonants b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, and z, student will be able to reproduce the consonant sounds in isolation with 100%  accuracy on 5 out of 5 trials.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read digraphs ck, ch, th, sh, wh, qu in isolation with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read short vowels a, e, i, o, u in isolation with __% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	State with ___% accuracy, the closed syllable rule (ends in a consonant and only has one vowel, the vowel in a closed syllable is short).
Reading Bank-Decoding	Elementary	Short-term Objectives	Read words with three sounds with short vowels with __% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	The student will understand the concept of a base word and suffix with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read with ___% accuracy words with four sounds in which one is the suffix /s/.
Reading Bank-Decoding	Elementary	Short-term Objectives	Identify with ___% accuracy the bonus letters found in a one-syllable word (ll, ff, ss, as in kiss, huff, and bill.)
Reading Bank-Decoding	Elementary	Short-term Objectives	Recite with ___% accuracy the two sounds the letter /s/ makes (/s/ as in snake,  and /z/ as in bugs).
Reading Bank-Decoding	Elementary	Short-term Objectives	Read in isolation with ___% accuracy the welded sounds (an, am, all, ong, onk, ink, ing, unk, ung, ank, and ang.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read words with the welded sounds (man, ham, ball, song, honk, pink, sing, bunk, hung, bank, and fang) with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read in isolation with ___% accuracy the exceptions to the closed syllable rule (welded sound: ild, old, ost, ind, olt, as in mild, hold, most, kind, and jolt.)
Reading Bank-Decoding	Elementary	Short-term Objectives	The student will be able to read words with the exception closed syllable rule (mild, mold, hold, colt, and kind) with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	The student will be able to recite the definition of a syllable with __% accuracy (each part of a word has one push of breath).
Reading Bank-Decoding	Elementary	Short-term Objectives	The student will be able to state the difference between a digraph and a blend with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	The student will be able to recognize the difference between a digraph and a blend with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Identify a three-letter blend with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read a closed one-syllable word with up to four sounds with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read a closed one-syllable word with up to five sounds with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read a closed one-syllable word with up to six sounds with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	The student will identify one-syllable words that follow the vowel-consonant-e rule with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Read v-e vowels a, e, i, o, u in isolation with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	State with ___% accuracy, the v-e syllable rule (e is silent and its job is to tell the vowel before it to say its name.)
Reading Bank-Decoding	Elementary	Short-term Objectives	Read words with three sounds with v-e syllable with ___% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Student will be able to decode (one/multiple) syllable words using the following syllable types: c-v-c (closed syllables, e.g. can, bet, pig); c-v (open syllables, e.g. be, me, hi, go); v-c-e (e.g. make, bike, date); r controlled (e.g. hurt, bird, card); v-v (e.g. rain, road, beat); l-e (e.g. tickle, double, angle)
Reading Bank-Decoding	Elementary	Short-term Objectives	Student will read word families presented in the 1st grade reading and spelling programs with 80% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given either the Wilson Language Program or Explode the Code, student will increase his knowledge of short vowel sounds by achieving an 80% average on tests and worksheets.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given either the Wilson Language Program or Explode the Code, student will increase his knowledge of long vowel sounds by achieving an 80% average on tests and worksheets.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given either Wilson Language Program or Explode the Code, student will increase his knowledge of initial consonant sounds by achieving an 80% average on tests and worksheets.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given either Wilson Language Program or Explode the Code, student will increase his knowledge of final consonant sounds by achieving an 80% average on tests and worksheets.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given either Wilson Language Program or Explode the Code, student will increase his knowledge of initial consonant blends by achieving an 80% average on tests and worksheets.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given a list of multi-syllable words, student will be able to segment them with 100% accuracy on 5 out of 5 trials.
Reading Bank-Decoding	Elementary	Short-term Objectives	Given pictures symbolizing one syllable words, student will be able to group the pictures under the appropriate short vowel with 100% accuracy on 5 out of 5  trials.
Reading Bank-Decoding	Elementary	Short-term Objectives	Student will read multi syllable words combining syllables that he has mastered with 80% accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Student will identify -ed and -ing endings in words with ____ % accuracy.
Reading Bank-Decoding	Elementary	Short-term Objectives	Student will use phonetic analysis and/or context clues to read unfamiliar words with at least 75% accuracy.
Reading Bank-Decoding	Elementary	Annual Goals	Given text written at the  ___ level, the student will decode unfamiliar words, with ___ accuracy by the end of the 4th quarter as evaluated by utilizing written and oral responses and observation on ___ of ___ occasions by the special education teacher.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Student will read _____ sight words from the Dolch Word List with 80% accuracy.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Given the _____sight word program, student will increase his sight word vocabulary from _____ words to 220 words.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	.Student will read 90% of Dolch 110 words when they are presented in meaningful text using the IRI or other form of measurement.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Given a list of 25 functional sight words for the first quarter, student will be able to identify the words in context and in isolation with 92% accuracy on 5 consecutive trials.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Given a new list of 25 functional sight words for the second quarter, student will be able to identify the words in context and in isolation with 92% accuracy on 5 consecutive trials.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Given a new list of 25 functional sight words for the third quarter, student will be able to identify the words in context and in isolation with 92% accuracy on 5 consecutive trials.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Given a new list of 25 functional sight words for the fourth quarter student will be able to identify the words in context and in isolation with 92% accuracy on 5 consecutive trials.
Reading Bank-Word Recognition	Elementary	Short-term Objectives	Given the entire list of 100 functional sight words for the fourth quarter, student will be able to identify the words in context and in isolation with 75% accuracy on 5 consecutive trials. (This could be an annual goal also.)
Reading Bank-Oral Reading Fluence	Elementary	Short-term Objectives	Given a passage written on a fourth grade level, the student will fluently read passages remembering to pause appropriately at punctuation marks on 8 out of 10 pieces without reminders.
Reading Bank-Oral Reading Fluence	Elementary	Short-term Objectives	Student will read fluently at the second grade level with ___% accuracy and with appropriate inflection.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given stories from the 1st grade reading program, student will answer literal who, when, and where questions (on __ out of ___ trials or with ____% accuracy.)
Reading Bank-Comprehension	Elementary	Short-term Objectives	Upon completion of the Barnell Loft program and given trade books at student’s instructional level, student will increase his sight word vocabulary to 400 words as measured by the list of the 400 most common sight words.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given stories from the 1st grade reading program, student will retell the events of the story correctly (on ___ out of ____ trials or with ____ % accuracy.)
Reading Bank-Comprehension	Elementary	Short-term Objectives	Student will read a story written at an early 1st grade level and retell it in her own words on 9 out of 10 occasions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Student will read a story at an early 1st grade level and tell about the characters in her own words on 9 out of 10 occasions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Student will read a story written at an early 1st grade level and describe the setting of the story in her own words on 9 out of 10 occasions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given stories from the 1st grade reading program, student will summarize the main idea correctly (on ___ out of ___ trials or with ___% accuracy.)
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given trade books at student’s instructional level that he reads aloud, student will be able to answer factual questions with 75% accuracy in 3 out of 4 consecutive trials.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given trade books at student’s instructional level that he reads aloud, student will be able to answer questions about the following with 75% accuracy in 3 out of 4 consecutive trials: A. setting B. main characters C. sequence D. plot.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a passage of 100 words written on a 2.5 grade level, student will read and comprehend it as indicated by correctly responding to 4 out of 5 literal comprehension questions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a passage of 100 words written on a 2.5 grade level, student will read and comprehend it as indicated by correctly responding to 4 out of 5 inferential comprehension questions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a short story written on a 2.5 grade level, student will read and comprehend it as indicated by correctly responding to 4 out of 5 literal, inferential comprehension questions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a short story written on a 2.5 grade level, student will read and comprehend it as indicated by correctly responding to 4 out of 5  inferential comprehension questions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Student will demonstrate comprehension at a mid-3rd grade level by doing one or more of the following with ___% accuracy. A. stating the main idea B. listing important details C. listing a sequence of events D. retelling the story E. stating character traits F. identifying setting G. identifying theme H. drawing conclusions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Student will expand his vocabulary by learning three new content vocabulary words each week and using them correctly when writing or speaking on ___ out of ___ occasions or with ___% accuracy.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Student will demonstrate inferential comprehension at a third grade level by identifying the following with 60% accuracy:  A. cause and effect  B. draw conclusions
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a passage written on a fourth grade level and adult support, the student will identify the theme and author’s purpose for writing the piece with 70% accuracy.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a passage written on a fourth grade level and adult support, the student will relate the information in the passage to previously learned information by stating at least one common fact or trait on 3 out of 4 occasions.
Reading Bank-Comprehension	Elementary	Short-term Objectives	Given a new vocabulary word used in a content area passage, the student will determine if the meaning of the word is given in the text with ___% accuracy.
Reading - Literal Comprehension	Elementary	Annual Goals	Given text written at a ___ level that the student has read, the student will answer literal questions with ___ accuracy by the end of the 4th quarter as evaluated by utilizing written and oral responses and observation on ___ of ___ occasions by the special education teacher.
Reading - Literal Comprehension	Elementary	Annual Goals	Given a text written at a ___  level, the student will read and retell it in his/her own words with ___% accuracy by the end of the 4th quarter as evaluated by utilizing oral responses, written responses, and observations on __ of ___ occasions by the special education teacher.
Reading -Inferential Comprehension	Elementary	Annual Goals	Given text written at a ___ level that the student has read, the student will answer inferential questions with ___%  accuracy by the end of the 4th quarter as evaluated by utilizing written and oral responses and observation on ___ of ___ occasions by the special education teacher.
Reading - Listening	Elementary	Annual Goals	Given text written at a ___ level that has been read aloud to the student, the student will answer literal questions with ___ accuracy by the end of the 4th quarter as evaluated by utilizing written and oral responses and observations on ___ of ___ occasions by the special education teacher.
Reading - Listening	Elementary	Annual Goals	Given text written at a ___ level that has been read aloud to the student , the student will answer inferential questions with ___ accuracy by the end of the 4th quarter as evaluated by utilizing written and oral responses and observation on ___ of ___ occasions by the special education teacher.
Listening Bank	Elementary	Annual Goals	Student will improve his phonemic awareness skills by successful completion of the following objectives at stated accuracy levels.
Listening Bank	Elementary	Annual Goals	Student will demonstrate improvement in listening skills by completing the following objectives at stated accuracy levels.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Given a consonant sound, student will identify the correct letter on __ out of ___ trials.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Given a word or group of words, student will listen and identify the initial and final consonant consonant sounds in the word with ___ % accuracy.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	When presented with words containing consonant blends or consonant digraphs, student will listen to the word and identify the correct letter combinations with ____% accuracy.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	When orally presented with closed syllables or one-syllable words, student will identify the medial short vowel on ___ out of ___ trials.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Orally presented with words containing vowel digraphs or vowel diphthongs, student will identify the correct vowel letters on ____ out of ___ occasions.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Given a list of words read two at a time, student will be able to indicate which words rhyme and which do not with ___%accuracy on ___ out of ___ trials.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Given a list of closed one-syllable words, student will be able to segment them with ___% accuracy on __ out of __ trials.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Given words orally, student will be able to segment the words into syllables for the purpose of spelling words with at least ____% accuracy.
Listening Bank-Listening Skills	Elementary	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 Bank-Listening Skills	Elementary	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 events D. plot
Listening Bank-Listening Skills	Elementary	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 Bank-Listening Skills	Elementary	Short-term Objectives	Given a reading material at students instructional listening level, he will be able to sequence events in the book using pictures with ___ % accuracy on __ out of ___ trials.
Listening Bank-Listening Skills	Elementary	Short-term Objectives	Student will correctly rephrase directions to adult before beginning an assignment.
Writing Bank	Elementary	Annual Goals	Student will improve writing skills as measured by the mastery of objectives at the designated level.
Writing Bank	Elementary	Annual Goals	The student will master the following written language goals with 80% accuracy.
Writing Bank	Elementary	Annual Goals	Student will demonstrate improvement in the following written language skills by completing the following objectives with 75% accuracy.
Writing Bank	Elementary	Annual Goals	Student will demonstrate improvement in written language skills by completing the following objectives at designated levels of accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write short vowels a, e, i, o, u in isolation with ___% accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write digraphs and consonants in isolation with ___% accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write words with the welded sounds (man, ham, ball, song, honk, pink, sing, bunk, hung, bank, and fang) with ___% accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Student will spell 80% of basic word families presented in the 1st grade reading program reading.
Wrtiting Bank	Elementary	Short-term Objectives	Given adult support, student will dictate a short story of ___ or more sentences with ___% accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Given a topic or picture student will dictate ___ or more sentences with ___% accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Using invented spelling, student will write 3 sentences about a topic.
Wrtiting Bank	Elementary	Short-term Objectives	Student will dictate or write a story with a beginning, a middle, and an ending on __ occasions by June of ___.
Wrtiting Bank	Elementary	Short-term Objectives	Student will correctly copy three or more sentences using correct letter formation and spacing on ___ out of ___ trials.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write a complete sentence with correct capitalization and punctuation.
Wrtiting Bank	Elementary	Short-term Objectives	Given a teacher selected topic, student will complete a story web or graphic organizer by dictating his ideas to a teacher for transcription.  Student will supply a minimum of 4 subtopics related to the idea.
Wrtiting Bank	Elementary	Short-term Objectives	Given a teacher selected topic and at least 4 related ideas supplied by student, student will develop a topic sentence related to his ideas and dictate the grammatically correct topic sentence to his teacher for transcription on 4 out of 5 trials.
Wrtiting Bank	Elementary	Short-term Objectives	Given a teacher selected topic and at least 4 related ideas supplied by student, student will develop 3 supporting sentences related to his ideas and dictate the grammatically correct supporting sentences to his teacher for transcription on 4 out of 5 trials.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write 3-5 sentences on a given topic with ____% accuracy on __ out of ___ trials.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write 3-5 sentences on a given topic on ___ out of ___ occasions.
Wrtiting Bank	Elementary	Short-term Objectives	Given support, student will prepare a pre writing planning device that appropriately addresses the topic accurately and completely on ___ out of ___ occasions.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write a paragraph with five sentences including a topic sentence and three supporting details ___% of times assigned.
Wrtiting Bank	Elementary	Short-term Objectives	Given a topic (and a planning device: model, writing frame, web, outline, etc.), student will write a well-sequenced paragraph of ___ words with appropriate topic sentence, details, and conclusion.
Wrtiting Bank	Elementary	Short-term Objectives	Given support, student will proofread for meaning and correct ideas that are out of order or off the topic on ___ out of ___ occasions.
Wrtiting Bank	Elementary	Short-term Objectives	Given support, student will proofread and edit errors in capitalization, reversals, punctuation, spelling, sentence structure, and grammar on ___ out of ___ occasions.
Wrtiting Bank	Elementary	Short-term Objectives	Given a written assignment that is to be handed in, the student will independently proofread for meaning and completeness of idea and attempt to correct problems on __% of assignments.
Wrtiting Bank	Elementary	Short-term Objectives	Given a written assignment, the student will apply decoding patterns, sight words, or a compensating strategy to improve spelling accuracy on 80% of assignments.
Wrtiting Bank	Elementary	Short-term Objectives	Given a written assignment, the student will (with adult support/independently) proofread and edit for capitalization, punctuation, spelling, and grammar skills that have been mastered on __% of assignments.
Wrtiting Bank	Elementary	Short-term Objectives	Given questions from reading, science or social studies, the student will locate the answers in the text, rephrase the question and include appropriate supporting details to completely answer the question with ___ % accuracy.
Wrtiting Bank	Elementary	Short-term Objectives	Student will write __ number of words and at least __ number of sentences ___number of paragraphs on a given topic with proper grammar and punctuation on __ out of __ trials.
Wrtiting Bank	Elementary	Short-term Objectives	Student will independently access word processing program to produce two writing samples by June of ___.
Writing Bank-Spelling	Elementary	Short-term Objectives	Student will spell a closed one-syllable word with up to four sounds with ___% accuracy.
Writing Bank-Spelling	Elementary	Short-term Objectives	Student will spell a closed one-syllable word with up to five sounds with ___% accuracy.
Writing Bank-Spelling	Elementary	Short-term Objectives	Given a spelling book for lower grades and ___ words to learn each week, the student will say and write the words with ___% accuracy.
Writing Bank-Spelling	Elementary	Short-term Objectives	Given written assignments with the use of a computer, student will access spell check to correctly spell __% of the words.
Writing Bank-Spelling	Elementary	Short-term Objectives	Given the 2nd grade dictation list, student will spell each word with 70% accuracy and record no reversals, and leave 1” between each word.
Writing Bank-Spelling	Elementary	Short-term Objectives	Given a (modified/reduced) ___ grade spelling list, student will achieve an average of __% or better on weekly spelling tests.
Writing Bank-Spelling	Elementary	Short-term Objectives	Given an alternate spelling list at the __grade level, student will achieve an average of ___% or better on weekly spelling tests.
Writing Bank-Spelling	Elementary	Short-term Objectives	Given an alternate spelling test of no more than ___ words at a ___ grade reading level, student will achieve an average of ___% or better on ___ out of ___ weekly tests.
Writing Bank-Spelling	Elementary	Short-term Objectives	Student will apply decoding patterns, sight words, or a compensating strategy to spell with ___% accuracy on a written assignment
Writing Readiness	Elementary	Annual Goals	Student will correctly copy (…) using correct letter formation, sizing and spacing.
Writing Readiness	Elementary	Annual Goals	Using inventive spelling student will write ___ sentences about a topic.
Writing Readiness	Elementary	Annual Goals	Given a topic or picture student will dictate ___ sentences about a topic.
Writing	Elementary	Annual Goals	Given a topic and a planning device, student will write 1, 2, 3 sentence paragraphs, that accurately and completely fulfull the assignment.
Writing	Elementary	Annual Goals	Given support, student will proofread and edit writing for errors in capilization, punctuation and spelling.
Work Habits	Elementary	Annual Goals	The student will demonstrate work habits appropriate to the grade level.
Math Bank	Elementary	Annual Goals	Student will master __% of ___ grade math objectives.
Math Bank	Elementary	Annual Goals	Student will improve math skills as measured by completion of the following objectives with 80% accuracy.
Math Bank	Elementary	Annual Goals	Student will improve his ability to problem solve in Math by completion of the following objectives with ___% accuracy.
Math Bank	Elementary	Annual Goals	Student will master the following functional math skills with ___% accuracy.
Math Bank	Elementary	Annual Goals	Student will achieve  ___% or better on the District End of the Year Math Survey Test.
Math Bank	Elementary	Annual Goals	Student will improve his/her math skills as indicated by at least ___ months improvement on ____ annual end of the year test.
Math Bank-Readiness	Elementary	Short-term Objectives	Given 5 objects, student will correctly respond to the direction “Give me (1, 2, 3, 4, or 5)” on ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Given 2 stimuli, student will sort objects into the correct category in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Given two sets of objects, student will identify which set is more/less in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Given three digits (or nouns), student will verbally repeat in correct order the stimuli in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will count by rote to at least 3, but may count higher in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will give “BOTH” of two objects when asked in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Given 2 objects, student will compare _______ to ________ on ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will point to an indicated shape when shown a group of circles, triangles, squares, rectangles, in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will identify their first name in various settings in ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will be able to count objects to (___) with ___% accuracy.
Math Bank-Readiness	Elementary	Short-term Objectives	Using groups of objects up to (___), student will be able to demonstrate one-to-one correspondence with ___% accuracy.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will be able to identify numbers to (___) on ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will be able to compare sets using terms “more” and “less” with ___% accuracy.
Math Bank-Readiness	Elementary	Short-term Objectives	Given two sets of manipulatives, student will be able to combine and tell how many in all on ___ out of ___ trials.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will be able to identify shapes: circle, square, triangle, rectangle with ___% accuracy.
Math Bank-Readiness	Elementary	Short-term Objectives	Student will be able to give the names of ____ days of the week on ___ out of ___ trials.
Math Bank-Readiness	Elementary	Annual Goals	Given two sets of objects, student will identify which set is more/less in ___ out of ___ trials by the end of the 4th quarter by utilizing written and/or oral responses and/or observation on ___ of ____ occasions by the special education teacher.
Math Bank-Readiness	Elementary	Annual Goals	Students will be able to identify numbers ____with ____% accuracy by the end of the 4th quarter by utilizing written and/or oral responses and/or observation on ___ of ___ occasions by the special education teacher.
Math Bank-Readiness	Elementary	Annual Goals	Using groups of objects up to (___), student will be able to demonstrate one-to-one correspondence with ___% accuracy, by the end of the 4th quarter by utilizing written and/or oral responses and/or observation on ___ of ___ occasions by the special education teacher.
Math Bank-Primary	Elementary	Short-term Objectives	Using manipulatives, student will be able to demonstrate the concepts of addition and subtraction with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Given support and the use of manipulatives, student will write and solve number sentences to go with simple addition problems.
Math Bank-Primary	Elementary	Short-term Objectives	Given support and manipulatives, student will write and solve number sentences to go with simple subtraction problems on ___ out of ___ trials.
Math Bank-Primary	Elementary	Short-term Objectives	Given manipulatives, number line, calculator, math matrix) student will be able to add and subtract numbers up to (9, 12, etc.) with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to memorize ( number) addition facts (and/or subtraction facts) with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to identify place value to the ____’s place with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be read, write, and compare numbers up to ____ places with ___ % accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to skip count by (1s, 2s, 5s, 10s) with ____% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to identify fractional parts up to 1. (1/2, 1/3, 1/4, 1/8) on ___  out of ___ trials.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to add and subtract ___ digit numbers (with/without) regrouping with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to find 2 facts from a graph, table, or chart on ___ out of ___ trials.
Math Bank-Primary	Elementary	Short-term Objectives	Using manipulatives , student will be able to demonstrate the concepts of multiplication and division with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to memorize (___) multiplication (division) facts with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to identify the following: penny, nickel, dime, quarter, dollar on ___ out of ___ trials.
Math Bank-Primary	Elementary	Short-term Objectives	Student will identify the value for the following with at least ____% accuracy: penny, nickel, dime, quarter, dollar
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to count coins to ($1.00) on ___ out of ___ trials.
Math Bank-Primary	Elementary	Short-term Objectives	Student will tell time to the nearest (hour, half hour, quarter hour, and/or minute) with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to compare two numbers using <, >, =, to ___ places with ___% accuracy.
Math Bank-Primary	Elementary	Short-term Objectives	Student will correctly identify grade level math vocabulary (e.g. digit, place, sum, difference, etc.) on ___ out of ___ occasions.
Math Bank-Primary	Elementary	Short-term Objectives	Student will be able to read (with or without assistance) a one-step word problem,  isolate the important information, and correctly solve using addition, subtraction, multiplication, or division with ____ % accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Using a basic facts chart, number line, calculator, student will correctly solve computational problems presented in the ___ grade program involving ___ number places with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to add and subtract multi-digit numbers (with/without) regrouping (and/or decimals) with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will read, write and compare numerals up to 9 places with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to multiply and divide multi-digit numbers (with/without) decimals with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will multiply by up to ___ numbers with decimals on ___ out of ___ occasions.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will divide ____ digit numbers by ___ digit number(s) (with/without) decimals with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Using the four basic operations, student will be able to calculate (fractions/mixed numbers) with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will read, write, and compare decimals through (tenths, hundredths, thousandths, ...) place with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will take information from charts, graphs, and tables to solve word problems with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to describe, identify, and name various types of polygons, angles with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to calculate perimeter, area, and volume with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to demonstrate understanding of probability or the relationship between ratios, fractions, percents, and decimals with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will define what the following measuring devices would be used for:  ruler, yard stick, scale, liquid measuring cups, measuring spoons with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will accurately give examples of items measured by the following:  inch, foot, yard, mile, pound, ton, cup, gallon, and liter with ___% accuracy
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to measure an object using the appropriate units with  ____% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to calculate problems related to time and measurement with at least ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	.  Student will be able to determine the correct order of operation or strategy necessary to solve a word problem on ___ out of ___ trials.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will read one-step problems involving all four operations with whole numbers, isolate the important information and compute problems with ___% accuracy.
Math Bank-Intermediate	Elementary	Short-term Objectives	Given a word problem in math and a teacher generated strategy, student will apply the strategy step-by-step in writing until he has an answer without asking for additional assistance or quitting on 4 out of 5 occasions.
Math Bank-Intermediate	Elementary	Short-term Objectives	Student will be able to solve a ____-step word problem on ___ out of ___ occasions.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Student will complete simple addition (subtraction) examples that go along with daily life by using a number line or manipulatives with ___% accuracy.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Student will follow his/her own schedule by telling time to the hour and the half hour with ___% accuracy.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Student will tell time to the nearest (quarter hour, half hour...) with ___% accuracy.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Student will give examples of events with durations of minutes, hours, days, weeks, years, with ___% accuracy.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Student will count sums of money using selected combinations of coins and bills up to ___ dollars, with ___% accuracy.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Given a one-step problem based upon an everyday situation, student will use a number line or a calculator to add (subtract) numbers with up to ___  places with ___ accuracy.
Math Bank-Functional Math Skills	Elementary	Short-term Objectives	Given a schedule that is readily available, student will independently tell time and decide where she needs to be on ___ out of ___ occasions.
Math - Computation	Elementary	Annual Goals	Given manipulatives, a number line, facts charts and/or calculator the student will correctly solve computational problems involving (operations) (with/without trading up to ___ places) with ___ accuracy by the end of the 4th quarter as evaluated by utilizing written and/or oral responses and/or observation on ___ of ___ occasions by the special education teacher.
Math - Problem Solving	Elementary	Annual Goals	Given charts, graphs, and/or tables, the student will isolate the important information and correctly solve problems using (operations)
Math - Problem Solving	Elementary	Annual Goals	Given a word involving operations, the student will write a number sentence to go with the problem with ___ accuracy by the end of the 4th quarter as measured by utilizing oral and/or written responses and/or observations on ___ of ___ occasions by the special education teacher.
Math - Number Concepts	Elementary	Annual Goals	Student will skip count by 2's, 3's… by the end of the 4th quarter as measured by utilizing oral responses and/or written responses and/or observation on ___ of ___ occasions by the special education teacher.
Math - Number Concepts	Elementary	Annual Goals	Student will read, write, and compare numbers with ___ places with ___ acuracy by the end of the 4th quarter as evaluated by utilizing oral responses, written responses, and/or observation on ___ of ___ occassions by the special education teacher.
Math Facts	Elementary	Annual Goals	Student will give the answer to a basic math fact (addition, subtraction, multiplication and/or division) with ___ accuracy by the end of the 4th quarter as evaluated by utilizing oral responses, written responses, and/or observation on ___ or ___ occasions by the special education teacher.
Math Vocabuly	Elementary	Annual Goals	Given math vocabulary at the ___ grade level, the student will identify/define math vocabulary with ___ accuracy by the end of the 4th quarter as measured by utilizing oral responses, written responses and/or observation on ___ of ___ occasions by the special education teacher.
Math - Time	Elementary	Annual Goals	Student will tell time to the ___ with ___ accuracy by the end of the 4th quarter, as measured by utilizing oral responses and/or teacher observation on  ___ of ___ occasions by the special education teacher.
Math-Problem Solving	Elementary	Annual Goals	Given a  ___-step word problem the student will isolate the important information and correctly solve using operation(s) with ___ accuracy by the end of the 4th quarter as evaluated by utilizing written responses and observations on ___ of ___ occasions by the special education teacher.
Math - Money	Elementary	Annual Goals	Given the sum of money (coins to $1.00, bills) the student will count money with ____ accuracy by the end of the 4th quarter as measured by oral and/or written responses and/or observations on ___ of ___ occasions by the special education teacher.
Organizational/Study Skills/Work Habits Bank	Elementary	Annual Goals	Student will develop the work habits essential to school success as measured by completion of the following objectives with designated level of mastery.
Organizational/Study Skills/Work Habits Bank	Elementary	Annual Goals	Given an academic assignment, student will remain engaged in a task for at least 10 minutes with 0 verbal/physical prompts.
Organizational/Study Skills/Work Habits Bank	Elementary	Annual Goals	The student will demonstrate the following appropriate work habits on 80% of occasions.
Organizational/Study Skills/Work Habits Bank	Elementary	Annual Goals	The student will improve the ability to handle the academic demands of the school routine ___% of the time.
Organizational/Study Skills/Work Habits Bank	Elementary	Annual Goals	Student will remain focused and on task relative to classroom assignments for a class period with no more than ___ prompts ___ out of ___ days.
Organizational/Study Skills/Work Habits Bank	Elementary	Annual Goals	The student will address the following organizational and study skills with ___% accuracy.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given an academic task, student will remain engaged for at least 5 minutes  without/no more than prompts and complete the designated assignment ___ out of ___ times.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	With adult support and extended time, student will accurately complete selected assignments for the 4th grade classes ___ out of ___ times.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Student will accurately and neatly complete specified homework assignments.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given notice of an upcoming test, the student will bring home appropriate materials, text, notes, etc. to study at home ___ of ___ times.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given an assignment, student will read directions and accurately verbalize his interpretation before beginning ___ of ___ times.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given modifications in classroom work and assignments, student will complete ___% of classroom assignments (reading, writing, etc. independently  or with assistance.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given modifications in classroom work and assignments, student will complete ___% of homework assignments and return them to class on due date.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given modifications in classroom work and assignments, student will  write down assignments in his daily planner and check them off as they are completed ___% of the time.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Student will put all work in appropriate folders/locations with 80% accuracy.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Student will complete homework and submit on time, 90% of the time.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given an assignment, student will ask for support if he is unsure of how to proceed on ___ out of ___ occasions.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Student will daily enter selected assignments in a planner, get required signatures, and return required assignments and notices to appropriate person ___ out of ___ occasions.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Given a study guide, student will take the guide home, study for an appropriate length of time and return guide signed by appropriate person ___ out of ___ times.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Student will organize and be able to find appropriate materials, assignments, and texts and be ready to begin within ___seconds of teacher prompt to begin on ___ out of ___ classes.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Upon completion of a task, student will begin a new task independently or by seeking teacher direction on ___ out of ___ occasions.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	While working on an assigned task, student will continue to work without support for at least ____ minutes on ___ out of ___ occasions.
Organizational/Study Skills/Work Habits Bank	Elementary	Short-term Objectives	Student will remain engaged in class activity throughout a class period with no more than ___ prompts on ___ out of ___ occasions.
Academic Bank	Elementary	Annual Goals	Given ___ grade level science curriculum, student will improve his knowledge of science by obtaining  ___ % on the end of the year exam.
Academic Bank	Elementary	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 Bank	Elementary	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 Bank	Elementary	Annual Goals	Student will maintain a ___(grade) or better on ___(grade level) social studies, science curriculum as measured by report card grades.
Academic Bank	Elementary	Short-term Objectives	Student will achieve ___% on ___ out of ___ tests/quizzes.
Academic Bank	Elementary	Short-term Objectives	Student will participate in ___% of cooperative learning groups.
Academic Bank	Elementary	Short-term Objectives	Student will complete ___% of projects.
Academic Bank	Elementary	Short-term Objectives	Student will complete ___% of written/class assignments.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will demonstrate his ability to handle the behavioral aspects of the school day on 80% of occasions according to individual behavior plan.
Social/Emotional/Behavioral Bank	Elementary	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 Bank	Elementary	Annual Goals	Student will engage in an academic or social task without indicating frustration, fear, and/or anger __%  of the time.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will comply with the following expected classroom/school behaviors ___% of the time.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will meet the following social and behavioral expectations ___% of the time.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will abide by stated rules in each class as determined by classroom teacher on all occasions.
Social/Emotional/Behavioral Bank	Elementary	Short-term Objectives	With adult support, student will succcessfully join classroom activities, e.g.. sitting on the rug, sitting at his desk, lining up ___of ___ times.
Social/Emotional/Behavioral Bank	Elementary	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 Bank	Elementary	Short-term Objectives	With adult monitoring, student will respect his peers’ physical space by keeping an appropriate distance ___% of the time.
Social/Emotional/Behavioral Bank	Elementary	Short-term Objectives	With adult monitoring, student will refrain from touching others ___% of the time.
Social/Emotional/Behavioral Bank	Elementary	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 Bank	Elementary	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 Bank	Elementary	Short-term Objectives	Student will listen to directions before beginning a task ___% of the time.
Social/Emotional/Behavioral Bank	Elementary	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 Bank	Elementary	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 Bank	Elementary	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 Bank	Elementary	Short-term Objectives	Student will use appropriate words to express his frustration or displeasure on 80% of occasions.
Social/Emotional/Behavioral Bank	Elementary	Short-term Objectives	Given bus arrival and bus departure, student will independently walk from the bus to his classroom (and from his classroom to the bus) without frustration, anger and/or fear on 4 out of 5 days.
Social/Emotional/Behavioral Bank	Elementary	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 Bank	Elementary	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 Bank	Elementary	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 Bank	Elementary	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 teacher and the aide/intern.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will initiate play with one or more peers in _____ out of ______ situations in the classroom and/or playground and/or throughout the school setting with ___ or fewer prompts as evaluated through (evaluation method) __________ on the following schedule by June
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will participate in parallel play schema in the classroom and/or playground and/or throughout the school setting on ____ out of _____ trials with _____ or fewer prompts as evaluated through (evaluation method)  _________  over a _________ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will participate in cooperative play schema in the classroom and/or playground and/or throughout the school setting on ____ out of _____ trials with _____ or fewer prompts as evaluated through (evaluation method) _________  over a _________ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will respond appropriately, verbal or nonverbal, to a greeting on _____ out of _____occasions with _______ or fewer prompts as evaluated through (evaluation method)  _______ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will wait for a turn in 1:1/small group/large group settings in _____ out of _______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will sit and attend to a task in 1:1/small group/large group setting for _____ minutes on ____ out of _____ opportunities/days  with ______ or fewer prompts as evaluated through/by (evaluation method) ______ over a (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will ask permission to use and item already being used by another person in _____ out of _______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will follow daily school routines in _____ out of _______ opportunities/days with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will join and/or participate in class activities throughout the school setting on _____ out of ______ occasions with _________ or fewer prompts as evaluated through/by (evaluation method) ____ over a ________ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will respect the physical space of others by keeping an appropriate distance ______ % of the time as evaluated through/by (evaluation method) ______ over a ________ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will refrain from touching others   in _____ out of _______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will respect the materials of others by using them only upon direct invitation to do so in _____ out of _______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will refrain from interrupting and/or calling out without first being called on in a group activity throughout the school setting on _____ out of ______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method) ________ over a ______ period of time by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will listen to directions before beginning a task on _____ out of ______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method) ________ over a ______ period of time by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Given a game in PE/on the playground/in the classroom student will accept the natural consequences of the game, even when they are disappointing (eg being it, getting out, getting caught, losing) _____ % of times with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will use the appropriate voice level/body control needed for an activity in _____ out of _______ opportunities with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will comply with adult directions ______% of times with _______ or fewer prompts as evaluated through/by (evaluation method) ______ over a _______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	Student will use socially acceptable/appropriate words to express his/her frustration or displeasure ____ % of times with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	When student is frustrated, he/she will identify the concern and select a solution from choices provided/independently ____ % of times with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Social/Emotional/Behavioral Bank	Elementary	Annual Goals	The students will demonstrate age appropriate social and emotional behaviors.
Daily Living Skills	Elementary	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	Elementary	Annual Goals	Student will participate in an integrated setting (as health allows) for  ____ hours/periods per day/week.
Daily Living Skills	Elementary	Annual Goals	Student will increase independence in daily living/self care skills by participating in the ASC/ Food Processing programs daily.
Daily Living Skills	Elementary	Annual Goals	Student will increase independence in daily living / self care skills by participating in daily living activities in the ASC.
Daily Living Skills	Elementary	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	Elementary	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	Elementary	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	Elementary	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.
Daily Living Skills	Elementary	Short-term Objectives	Student will follow directions given verbally in all situations 4/5 times after initial request.
Daily Living Skills	Elementary	Short-term Objectives	Student will read a simple recipe and determine what items need to be gathered with ___% accuracy.
Daily Living Skills	Elementary	Short-term Objectives	Student will find ways to access ingredients, asking for support when necessary on ___ out of ___ occasions.
Daily Living Skills	Elementary	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	Elementary	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	Elementary	Short-term Objectives	Given full time support, student will follow his schedule which involves special activities, therapies, and medical routines daily.
Daily Living Skills	Elementary	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	Elementary	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	Elementary	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	Elementary	Short-term Objectives	The student will accept physical assistance with grasping, releasing, and holding a tooth brush on ___ out of ___ trials.
Daily Living Skills	Elementary	Short-term Objectives	The student will tolerate and/ or accept hand over hand physical assistance when applying the tooth paste on the tooth brush for ___ out of ___ trials.
Daily Living Skills	Elementary	Short-term Objectives	The student will turn on the water with hand over hand assistance at least ___ times a week.
Daily Living Skills	Elementary	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	Elementary	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	Elementary	Short-term Objectives	Student will go from _____ (room) to ______(room) independently on a daily basis.
Daily Living Skills	Elementary	Short-term Objectives	Student will use (walker, wheelchair) independently to go to various parts of the building on a daily schedule.
Daily Living Skills	Elementary	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	Elementary	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	Elementary	Short-term Objectives	Student will use bathroom key or elevator key independently on ___ out of ___ times a week.
Daily Living Skills	Elementary	Annual Goals	Student will gather equipment needed for a lesson (augmentative communication devices, eyeglasses, OT equipment, etc.) ____ % of times with ______ or fewer prompts as evaluated through/by (evaluation method)  ____ over a ______ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will follow a simple recipe and determine what items need to be gathered on ________ out of _________ opportunities with _____ or fewer prompts as evaluated through/by (evaluation method) _________ over a ________ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will sequentially follow steps of preparing a simple recipe on ________ out of _________ opportunities with _____ or fewer prompts as evaluated through/by (evaluation method) _________ over a ________ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will find ways to access ingredients, asking for support when necessary on ________ out of _________ opportunities with _____ or fewer prompts as evaluated through/by (evaluation method) _________ over a ________ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will follow his/her schedule daily on ____ out of ______ days with ______ or fewer prompts as evaluated through/by (evaluation method) ________ over a _______ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will use a toothbrush appropriately on ________ out of _________ opportunities with _____ or fewer prompts (moving from physical prompts to verbal prompts to independence) on ________ out of _________ opportunities with _____ or fewer prompts as evaluated through/by (evaluation method) _________ over a ________ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will travel independently throughout school setting/to&from bus  on _____ % of times with ________ or fewer prompts as evaluated through/by (evaluation method) ________ over a __________ (period of time) by June.
Daily Living Skills	Elementary	Annual Goals	Student will correctly follow sequence of steps to wash face/hands on __________out of ________ opportunities with _______ or fewer prompts as evaluated through/by (evaluation method) _______ over a _________ (period of time) by June.