Sample Goals
After the desired skill, include the criteria for mastery and duration.
Examples of criteria for mastery:

TSW do something with 80% accuracy 80% of the time

TSW do something with an average of 80%

TSW do something with 80% accuracy 4 out of 5 trials or opportunities
Examples of duration:

. . .for two consecutive 9 week data collection periods. (meaning that the student’s progress
updates for 2 nine week periods show mastery of the criteria)

. . .for 18 consecutive weeks

Taking reading goal #1, this is how it could be put all together:
Given information, TSW recall the information and arrange events in sequence 4 of 5
opportunities with 80% accuracy for two consecutive 9 week data collection periods.
Desired Reading Skills

Given information, TSW recall the information and arrange events in sequence

The student will correctly answer implicit and explicit questions

Given a variety of presentations, TSW interpret the information presented by answering
comprehension questions

Given a graph or map, TSW locate necessary information to solve problems or answer questions

Given information, the student will analyze and make comparisons

Based on presented data, TSW determine reasonable conclusions

Given information, TSW collect, organize, and record data using appropriate tools and methods

Discriminate between fact and fiction

Predict what happens next in a story

Identify sequence of events, main ideas, and details or facts in literary and informational text

Identify and use reference materials and nonfiction sources

Use newspapers and magazines as sources of information for research

Identify similarities and differences among various genre, (e.g., mystery, fantasy, historical fiction,
science fiction, etc)

Identify similarities and differences between two genre

Identify the social and historical context and point of view in pieces of literature

Will increase reading accuracy and fluency to wpm.

Review text to locate information and clarify meaning by skimming, scanning, reading carefully,
and using other reading strategies

Return to text to locate information, support conclusions, and answer questions

Use information from illustrations, table of contents, glossaries, indexes, headings, graphs,
charts, diagrams, and/or tables to assist in comprehension of text

Identify sequence of events, main ideas, and details or facts in literary and informational text

Restate, paraphrase, and summarize what is read to monitor understanding when reading or
listening to others read in a variety of texts

Form and support opinions and conclusions with specific evidence from the text

Choose to read for enjoyment and/or information
Desired Writing Goals

Given a grade level writing task, TSW clearly state a fully developed main idea and include
supporting details

Given a graphic organizer, the student will complete it as part of the writing process in literature
class

Student will write sentences with correct grammar, capitalization, and punctuation

Student will write sentences with a subject and verb

Given a grade level writing activity, TSW edit for punctuation, capitalization and spelling errors

Research and write to convey understanding of a topic using at least one resource

Write clear, focused ideas and supporting details on a topic

Write a multi-paragraph passage to develop a topic using details, examples, and/or illustrations

Demonstration organization by developing an introduction, body of text, and conclusion with clear
sequencing of ideas and use of transitional words and phrases

Edit writing to use correct capitalization and ending punctuation

Correct grammar errors in context of writing, using a variety of sources (e.g., peers, adults, other
written materials, etc)

Edit writing to correct punctuation, grammar, and subject-verb agreement

Demonstrate correct use of grammar and punctuation in writing

Recognize and demonstrate control over conventions of written English (e.g., capitalization,
spelling, grammar, punctuation, and paragraphs)

Use a variety of written forms (e.g., journals, essays, poems) to express ideas
Desired Skills for Math

TSW solve equations by selecting appropriate strategies, tools, and formulas

Given a calculator, TSW solve equations that relate to real life situations

Given a calculator, TSW independently solve simple equations

Given a calculator, TSW solve multi-step equations

Give a formula, TSW use the formula to solve problems

Use patterns, functions, and algebraic operations to represent and solve problems

Model situations and solve problems using linear, quadratic and exponential functions

Use and analyze simple relationships shown on graphs and tables

Recognize and use relationships and logical thinking skills to make predictions and solve
problems

Represent mathematical relationships using tables, graphs, patterns, generalizations, variables,
and equations

TSW increase the ability to reason about geometric figures and properties and use models,
coordinates, and transformational geometry to solve problems

TSW increase ability to design, use, and communicate a variety of mathematical strategies to
solve problems

Review solutions to see if they are accurate and reasonable

Accurately compute and/or apply models to solve problems

Solve one step/multiple step word problems

Compute with whole numbers, fractions, decimals, and integers using paper and pencil,
calculators, and computers

Select and use appropriate operations such as addition, subtraction, multiplication, and division to
solve problems of rational numbers

Know when and how to use calculators to solve problems

TSW increase the ability to collect, organize, display, interpret, and analyze facts, figures, and
other data

Create charts, tables, graphs, and use statistics to summarize data, draw inferences, and make
predictions

Collect, record, organize, interpret, display, and describe data using number lines, bar graphs,
line graphs, circle graphs, and picture graphs

Construct, interpret, and analyze displays summarizing collected data in tables, graphs, and plots
(include: number lines, bar graphs, circle graphs, stem, and plots)
Desired Skills for Social/Emotional/Study Skills Goals

(When writing social/emotional/study skill goals, keep in mind that interventions must be in place
to help the student master the goal)

Example: For a student that has a homework goal, what is being done to help him get
assignments completed and turned in on time? (positive reinforcement, communication with
parents, tutoring) It’s not enough to identify a weakness, write a goal, and expect that a student
will make progress on his own. Intervention is the key!

Given a multi-step direction, TSW follow directions in the proper sequence

TSW complete an assigned task within the specified amount of the time

Given a homework assignment, TSW complete the task and submit it by the due date

During transition and unstructured school times, TSW respond appropriately to inappropriate
behaviors of other students

In all school settings, TSW follow staff directions

Given a conflict situation, TSW respond appropriately to staff directions

Given the expectation, TSW arrive where scheduled at the designated time

Given course work, TSW organize materials in a self-selected system

Given an organized lecture, TSW take and organize accurate notes

Given course work, TSW complete reading/study guides accurately

Given missed or unacceptable assignments, TSW redo the task and submit work by the due date

Given difficulty on a class assignment, TSW request and/or accept assistance in an appropriate
manner

TSW attend to a classroom speaker and/or activity

In the classroom and during transitions, TSW use appropriate language

Given the opportunity, TSW engage in appropriate interactions with peers

Identify situations that may lead to conflict (e.g., hurtful teasing, name calling)

Constructively deal with situations that may lead to conflict

Identify appropriate ways of dealing with conflict

Ignore classroom conflict by remaining in seat, not getting verbally involved, and practicing selfmanagement

Adapt effectively to change (e.g., assemblies, fire drills, schedule changes, seat assignments,
new students, or exiting students)

Keep accurate record of classroom and homework assignments in a self-selected system of
organization

Follow directions promptly without the need for verbal reminders

Comply with teacher requests within reasonable time span

Ignore distractions in environment by continuing to focus on own work

Attend to lectures and discussions using eye contact, head nodding, hand raising, and/or verbal
participation

Attempt to independently resolve problems with an assignment before asking for help

Participate in a discussion led by the teacher by listening, raising hand, and waiting to be
recognized

Express anger appropriately by using words to state feelings

Name alternative, appropriate ways to express emotions (pleasure, anger, and/or frustration)

Act respectfully toward an individual with different qualities and characteristics (i.e., accepting the
person without derogatory comment, hurtful teasing or actions)

Identify appropriate means to gain attention or affection

Read and follow directions for completing assignments