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Example of an IEP Goal and Objective/Benchmark Mix and Match

 

  1. Present level of performance – Baseline:

Currently Mary knows and understands whole number place value. When given decimals, Mary can inconsistently identify the value of tenths only.

  1. Identify the standard:

Fourth grade – Mathematics –Number sense: place value 4*.1.2

Order and compare whole numbers and decimals to two decimal places.

*The Goals and Objectives Handbook uses the beginning of the selected standard (i.e., 4.2.4 to designate the grade level standard of the fourth grade).

  1. Develop the goal:

By April 12, 2007, when given a list of five mixed whole numbers and decimals, Mary will order/compare these numbers to two decimal places with 90 percent accuracy in five consecutive trials as measured by student work samples.

1. Mix and Match Sample of a Goal and Objective Benchmark
Who will perform:
Mary
Does what:

Will order/compare

these numbers to two decimal places
When: By April 12, 2007
Given what: When given a list of five mixed whole numbers
How much: 90 percent accuracy in five consecutive trials
How will it be measured: As measured by student work samples

 

2. Mix and Match Sample of a Goal and Objective Benchmark
When:

By April 12, 2007
Who will perform: Mary
Does what: Will order/compare these numbers to two decimal places
How much: With 90 percent accuracy in five consecutive trials
How will it be measured: As measured by student work samples
Given what: When given a list of five whole numbers


Checklists

 
Checklist for Goals Yes No

1. Are the goals clear and understandable?

    
2. Are the goals stated in positive terms?    
3. Is there at least one goal for each area of need?    
4. Are the goals based upon the present levels of performance statements?    
5. Are the goals practical and relevant when the student’s academic, social, and vocational needs are considered?    
6. Are the goals measurable?    
7. Do the goals describe what the student can reasonably be expected to accomplish within one year?    
8. Are the goals and objectives/benchmarks aligned with state and district standards?    
9. Are transition goals based on student preferences and desires?    


Checklist for IEP Objectives/Benchmarks Yes No
1. Do the short-term objectives/benchmarks represent a task analysis of the annual goals?    
2. Does each objective/benchmark describe the observable behavior the learner is expected to do?    

3. Does each objective/benchmark specify the level of performance that will be accepted as successful achievement of the objective/benchmark?

    
4. Does each objective/benchmark indicate the conditions under which you expect the performance to occur?    

5. Are the objectives/benchmarks measurable and in logical sequence?

    
6. Are the objectives/benchmarks positive, specific and realistic?    

7. Have the general education standards been used as appropriate when developing the short-term objectives/benchmarks

    
8. Are the objectives/benchmarks aligned with state or district standards?    

9. Do the transition objective/benchmarks represent a coordinated set of activities?

    

 

 

Proceed to Lesson 6 Review