Condition Student Clearly Defined Performance Performance Performance Criteria Part 3 Name Behavior Criteria Part 1 Criteria Part 2 Describe the situation in which Describe behavior The the NUMBER OF EVALUATION SCHEDULE the student will perform the in measurable, student must Needed to How often will student be behavior. observable terms. demonstrate for demonstrate assessed? Use action verbs. mastery: mastery: Materials, settings, Examples: accommodations? What will s/he How well? How consistently Daily actually do? will the student Weekly need to perform the Monthly Examples: Examples: skill before Bi-weekly Given visual cues… Examples: % of the considered Bi-monthly Locate time During independent mastered? Quarterly Name # times out practice in math… Bi-quarterly of # trials active response Separate With # or % Examples: checks… Rank accuracy 5 out of 6 Using a self monitoring Choose or better consecutive What will be the method of “X” checklist… on a rubric trails evaluation? Using passages from or checklist 8 Remember content area classes… – consecutive Academic Given a writing days Standards, Big prompt… 4 out of 5 Ideas, Concepts, Using a checklist of consecutive Competencies or tasks on the job sites… weeks Assessment Anchors from the SAS provide the content for goals.
Condition Student Name Clearly Defined Behavior Performance Criteria Part 1 Performance Criteria Part 2 Performance Criteria Part 3 Describe the situation in which the student will perform the behavior. Materials, settings, accommodations? Examples: Given visual cues… During independent practice in math… active response checks… Using a self monitoring checklist… Using passages from content area classes… Given a writing prompt… Using a checklist of tasks on the job sites… Describe behavior in measurable, observable terms. Use action verbs. What will s/he actually do? Examples: Locate Name Separate Rank Choose Remember – Academic Standards, Big Ideas, Concepts, Competencies or Assessment Anchors from the SAS provide the content for goals. The the student must demonstrate for mastery: How well? Examples: % of the time # times out of # trials With # or % accuracy “X” or better on a rubric or checklist NUMBER OF Needed to demonstrate mastery: How consistently will the student need to perform the skill before considered mastered? Examples: 5 out of 6 consecutive trails 8 consecutive days 4 out of 5 consecutive weeks EVALUATION SCHEDULE How often will student be assessed? Examples: Daily Weekly Monthly Bi-weekly Bi-monthly Quarterly Bi-quarterly What will be the method of evaluation?
writing_measurable_annual_goals_at_a_glance.docx