Behavior
Accepting feedback
Goal
_______will demonstrate improvement in the skill Accepting Feedback and Decisions of
Authority from consistently arguing, negotiating or ignoring to listening calmly to the adult,
verbalizing his point of view appropriately and accepting adults decisions in all academic and
social interactions with a low level of assistance/adult intervention (e.g. verbal redirection,
modeling, practicing skill, etc.).
Short Term Objectives or Benchmarks:
Through direct teaching, role-playing and practiced modeling, ________ will verbally identify
the behaviors needed to demonstrate the skill of Accepting Feedback and Decisions of Authority
appropriately with 80% accuracy as measured by daily logs by___________.
Given a verbal reminder or redirection to show the skill of Accepting Feedback and Decisions of
Authority, ______ will listen to the adult until they are finished, then either ask to explain their
view or accept the adult's decision without the need for intervention in 80% of situations as
measured by teacher logs by___________.
When assigned consequences or a restitution plan as a result of a poor behavioral choice,
______ will accept the consequence or plan 80% of the time without arguing or redirecting as
measured by behavioral logs by___________.
_________ will accept corrective feedback or decisions from all adult authority figures in the
school environment in 80% of situations presented as measured by behavioral logs
by___________.
Self- Control/Anger
Goal
________ will increase compliance of established guidelines and authoritative directions from
noncompliance to complying with guidelines and directions 90% of the time.
Short Term Objectives or Benchmarks:
Given an authoritative direction, _________ will comply with the direction the first time, 90% of
the time during the duration of this IEP as recorded by special education teacher, staff logs, or
random observations by___________.
When encountering challenging or irritating situations with peers or teachers, _______ will
demonstrate behavior that is appropriate to the school setting, having no more than 2 out of 5
incidences requiring adult intervention during the duration of this IEP as recorded by special
education teacher, staff logs, or random observations by___________.
Goal
_______ will increase behavioral self-control from not maintaining verbal and physical control
when angry to doing so with a minimal level of verbal assistance.
Short Term Objectives or Benchmarks:
When assigned daily tasks requiring wait time, _______will maintain verbal and physical selfcontrol through completion of assigned tasks at least __ % of the time as measured by behavioral
logs.
During daily activities, ______will maintain verbal and physical control at least 4 of 5 days over
a ten week period as measured by data collected from staff and behavioral logs.
During daily activities, _______ will maintain appropriate social physical boundaries with peers
and staff at least 4 of 5 days over a _____ week period as measured by data collected from staff
and behavioral logs by _______.
When asked to work cooperatively with another peer or program adult, ______ will be able to
interact with that person using socially appropriate verbal and non-verbal communication skills
through task completion ____% of the time as measured by data collected from staff and
behavioral logs by___________.
Goal
The student will demonstrate improvement in handling anger within the classroom from
struggling at times to avoid conflict with peers to maintaining physical and verbal control all the
time with minimal level of assistance or adult intervention.
Short Term Objectives or Benchmarks:
Given a verbal reminder or redirection, the student will respond by remaining calm and
verbalizing a plan to remain safe without the need for further intervention at least 90% of the
time as measured by behavioral logs by___________.
In social situations, David will use the skill of Handling Anger to verbalize feelings, resolve
conflicts or choose safe alternatives without the need for direct adult intervention at least 90% of
the situations presented as measured by behavioral logs by___________.
On Task
Goal
__________ will demonstrate the skill of ignoring distractions, correcting mistakes and reducing
frustrations in all academic and social interaction tasks from needing frequent redirection each
work period to needing a minimal level of assistance.
Short Term Objectives or Benchmarks:
When presented with internal or external distractions, ________ will attempt to remain on task
by ignoring the distractions, asking for adult assistance, or moving to another area in at least 80%
of opportunities presented as measured by daily logs by___________.
________ will consistently complete at least 80% of daily assigned work tasks within the allotted
time allowed over a two-week period as measured by teacher logs by___________.
When asked to review and correct mistakes on assigned work, ________ will continue to use the
skill of being on task and follow through with corrections at least 80% of the time as measured
by teacher logs by___________.
When _______requires separation from the learning environment due to escalation resulting
from frustration related to off-task behaviors, ________ will be able to verbalize and
demonstrate the skill steps to Being On Task without further behavioral escalation at least 100%
of the time by___________.
Goal
_________ will increase the ability to complete assignments in a timely manner from not
immediately starting, completing, and turning in assignments, to starting, completing and turning
in assignments.
Short Term Objectives or Benchmarks:
Following instruction, ________ will begin an assigned task within 1 minute or raise a hand for
assistance for 4 or 5 opportunities over a class period , as measured by data collected from staff
logs, random observations by___________.
When given an assigned task, _________will independently complete it within the allotted time
frame for 4 of 5 opportunities over a class period as measured by data collected from staff logs,
random observations by___________.
________ will turn in an assigned task that has been completed in class upon task completion or
when asked to do so for 4 of 5 opportunities as measured by data collected from staff logs,
random observations by___________.
When a task is assigned as homework, ________will pace the work, complete it and turn it in 4
out of 5 opportunities as measured by data collected from staff logs, random observations
by___________.
Goal
__________will decrease the number of staff prompts given to remind him/her to attend to his
task from a current level of ___ per day, to ___ or less per day.
Short Term Objectives or Benchmarks:
When given an assignment, ________will increase on task behaviors requiring __or less staff
prompts to stay on task as measured by point sheets and grades by___________.
When given an assignment, ______will increase on task behaviors requiring ____ or less staff
prompts to stay on task as measured by point sheets and grades by___________.
Goal
______will demonstrate increase on-task behaviors from shutting down, and putting head down
to asking for assistance when she is confused about expectations 95% of the time.
Short Term Objectives or Benchmarks:
_______ will increase on-task behavior from being off task (putting head down/shutting down)
to being on-task 4 out of the 5 opportunities as measured by teacher observation
by___________.
When _______ is confused about expectations she will ask for teacher assistance 4 out of 5
opportunities as measured by teacher observation by___________.
Goal
The student will demonstrate the skill of being on task by having materials accessible and ready,
understanding expectations and working through task completion in all academic tasks from doing so
20% or less to successfully doing so 50% of the time as observed by classroom teacher and completion of
task.
Short Term Objectives or Benchmarks
When redirected to demonstrate the skill of Being on Task, _______will respond by being in the
assigned areas, getting out appropriate materials, and working through completion without
resistance or further reminders at least 50% of the time as measured by daily logs and teacher
observation by___________.
Upon completion of instruction, _______ will get out appropriate materials and begin assigned
tasks within five minutes without redirection/reminders at least 50% of the time by___________.
Goal
______ will increase the ability to read/understand social cues and thus complete assignments in
a timely manner from currently needing multiple adult prompts to a level of starting, completing
and turning in assignments with a minimal level of assistance.
Short Term Objectives or Benchmarks
Following instruction, the student will read social cues, ask for clarification if needed and then
begin an assigned task within 1 minute or raise a hand for further assistance for 4 or 5
opportunities as measured by data collected from staff logs, random observations
by___________.
When given an assigned task, no more than two adult prompts per task, ________ will
independently complete it within the allotted time frame for 4 of 5 opportunities as measured by
data collected from staff logs, random observations by___________.
The student will turn in an assigned task that has been completed in class upon task completion
or when asked to do so for 4 of 5 opportunities over a four week period, as measured by data
collected from staff logs, random observations by___________.
When a task is assigned as homework__________ will pace the work, complete it and turn it in
within expected time guidelines, 4/5 trials, as measured by data collected from staff logs, random
observations by___________.
Peer Interactions/Social Skills
Goal
________ will demonstrate improvement in the skill of Respectful Peer Interactions from
initiating teasing, put downs and inappropriate conversation to using polite communication skills
and cooperative social communication.
Short Term Objectives or Benchmarks
When complimented or praised during a social conversation, ________ will acknowledge the
comment by saying "thank-you" and/or smiling for 4 of 5 opportunities as measured by data
collected from staff logs, and teacher observations by___________.
When a communicative partner has contributed to a social conversation, _______ will give
him/her an appropriate compliment/praise 4 of 5 opportunities over a one week period as
measured by data collected from staff logs and teacher observations by___________.
When a communicative partner has given non-verbal cues that they have stopped listening
during a social conversation, ________will stop talking for 4 of 5 opportunities over a one week
period as measured by data collected from staff logs and teacher observations by___________.
When engaged in a social conversation,________ will listen to another's comments or opinions
without obscenities, put downs, sexual remarks, or gang talk for 4 of 5 opportunities over a one
week period as measured by data collected from staff logs and teacher observations
by___________.
Goal
_______ will improve social interaction and conflict resolution skills, moving from a level of
peer/staff difficulties occurring several times per week to no more than 1 per month.
Short Term Objectives or Benchmarks
Across school and community settings, _______ will accept feedback from peers and/or staff
without anger or inappropriate comments, in at least 9 out of 10 opportunities presented as
measured by staff observation by___________.
In 9 out of 10 opportunities, _______ will resolve conflict peacefully with those involved by
discussing feelings appropriately, acknowledging his/her own part in such conflicts, and by
suggesting options and strategies, as measured by staff observation by___________.
When frustrated or angered by a situation with peers or adults, and as an alternative to verbal
outbursts, _______ will ignore the upsetting behavior or will physically distance him/herself
from these situations, in at least 9 out of 10 episodes, as measured by staff observations
by___________.
Following Directions/Compliance
Goal
Given the behavioral expectations of the classroom, ___________ needs to increase his skills in
the area of compliance, going from his present level of ____% of the time to _____% of the time.
Short Term Objectives or Benchmarks:
________ will increase his ability and willingness to follow all general classroom expectations
as posted in the classroom, going from his present level of ______% of the time to ______% of
the time as monitored by school staff by___________.
When upset about a directive or a situation in class, ________ will react responsibly with
positive, pro-social behaviors, going from his present level of ___% of the time to ____% of the
time as monitored by school staff by___________.
Goal
_______will demonstrate improvement in following instructions from adults by doing what is
asked of her without argument, avoidance or resistant behavior from needing multiple adult
reminders and prompts to a level of increased independence.
Short Term Objectives or Benchmarks
When redirected to follow adult directives, ______ will respond without argument, resistance or
further behavioral escalation at least ___% of the time as measured by random observation and
daily behavioral logs by___________.
When confused about an academic instruction or social expectation, _____will seek clarification
by raising her hand and talking with an adult using a calm voice to ask for help with no more
than one verbal prompt at least _____% of the time as measured by behavioral logs
by___________.
When _____ becomes upset or frustrated she will be able to remove herself from the immediate
environment to a pre-determined location with minimal adult prompting and without verbal
escalation at least ______% of the time as measured by behavioral logs by___________.
Goal
_________will increase his level of cooperation from a level of sometimes cooperating with staff
direction and classroom expectations to a level of often cooperating with directions and
classroom expectations.
Short Term Objectives or Benchmarks
When provided with direct instruction, role modeling, and practice in the area of being on task,
_______ will improve his ability to remain on task from ____% of the time to _____% of the
time in daily activities as measured by staff observations and behavior logs by___________.
When provided with direct instruction, role modeling and practice in the area of participation,
_______ will improve in his ability to participate from _____% to ____% of the time as
measured by staff observations and behavior logs by___________.
Boundaries
Goal
________will decrease the amount of staff prompts given in order for him to maintain proper
physical and verbal boundaries with peers and adults from an average of _____staff prompts to
an average of _____ staff prompts .
Short Term Objectives or Benchmarks
_________ will decrease staff prompts needed to maintain staying in personal space and not
touching peers to 1 per day or less measured by staff logs by___________.
________ will decrease staff prompts needed to remind him to respond appropriately to peers
and adults to 1 per day or less measured by staff logs by___________.
Listening
Goal
______ will increase the ability to use effective listening skills from a listening comprehension at
his current instructional level to orienting, attending, and establishing interaction with a moderate
level of assistance by.
Short Term Objectives or Benchmarks
When listening to a peer or adult, _______ will look in the direction of the person to whom he is
listening in 4 of 5 opportunities over a 2 week period, as measured by data collected from staff
logs, random observations by___________.
When listening to a peer or adult, _______ will demonstrate active listening skills by
establishing eye contact, nodding head making comments in 4 of 5 opportunities over a 2 week
period, as measured by data collected from staff logs, random observations by___________.
When listening to a peer or adult, _______will ask clarifying questions or ask for help regarding
content they do not understand in 4 out of 5 opportunities over a 2 week period, as measured by
data collected from staff logs, random observations by___________.
When listening to a peer or adult,_______ will demonstrate understanding of non-verbal
communication cues by appropriate response (ex: looking where speaker points, etc.) in 4 of 5
opportunities over a 2 week period, as measured by data collected from staff logs, random
observations by___________.
When listening to a peer or adult, the_______ will demonstrate understanding of content by
repeating, summarizing or note taking the key points, in 4 of 5 opportunities over a 2 week
period, as measured by data collected from staff logs, random observations by___________.