GOALBOOK
Published on Nov 20, 2015
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PRESENTATION OUTLINE
GOALBOOK
EMPOWERING TEACHERS TO UNIVERSALLY ADAPT INSTRUCTION SO THAT ALL STUDENTS SUCCEED
Standards-based Goal
- Align IEPs to the Common Core with Ease Previous
- Personalize to the Needs of Your Students
- We Help you Write Goals AND Achieve Them
- Discover the Right Goal, Fast
Every goal we write is adapted for THREE different levels of support
- Mild, Moderate, and Intense Every goal we write is adapted for THREE different levels of support Mild goals incorporate accommodations and scaffolding. Moderate goals incorporate modifications to the learning task. Intense goals reimagine the learning task for students who may be taking alternate assessment, while still providing access to the grade-level Common Core standard. Adapted goals often incorporate specific adaptation strategies and are indicated by a highlighted embedded link. Hover over them to learn more about the strategy.
- Moderate goals incorporate modifications to the learning task.
- Intense goals reimagine the learning task for students who may be taking alternate assessment, while still providing access to the grade-level Common Core standard.
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EXAMPLE: READING INFORMATIONAL TEXT - GRADE 3
3.RI.3 Key Ideas and Details Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Example: IEP Goal at Grade-level Expectation
CONNECT EVENTS BY TIME & CAUSE/EFFECT (GRADE 3) BY (DATE), AFTER READING A HISTORICAL GRADE LEVEL TEXT, (NAME) WILL ANSWER (4 OUT OF 5) SHORT-ANSWER COMPREHENSION QUESTIONS IN (2-3 SENTENCES) THAT REQUIRE AN UNDERSTANDING OF HOW EVENTS ARE CONNECTED IN TIME OR BY CAUSE/EFFECT (E.G. "WHAT EFFECT DID THE ARRIVAL OF THE PILGRIMS HAVE ON THE NATIVE AMERICAN POPULATION?", "WHAT WAS THE CAUSE OF HALF OF THE PILGRIMS TO DIE IN THE FIRST YEAR OF SETTLEMENT?") FOR (3 OUT OF 4) PASSAGES.
Example: Staircase for Standard 3.RI.3
- Grade 2 Describe Connections in Historical Events By (date), when given a historical grade level text, (name) will answer (4 out of 5) short-answer comprehension questions in (2-3 sentences) that require an understanding of the connection between two different events in the text (e.g. "What caused _________ ?", What was the effect of ________?", Which event happened first: ____________ ?") for (3 out of 4) texts.
- CONNECT EVENTS BY TIME & CAUSE/EFFECT (GRADE 3) BY (DATE), AFTER READING A HISTORICAL GRADE LEVEL TEXT, (NAME) WILL ANSWER (4 OUT OF 5) SHORT-ANSWER COMPREHENSION QUESTIONS IN (2-3 SENTENCES) THAT REQUIRE AN UNDERSTANDING OF HOW EVENTS ARE CONNECTED IN TIME OR BY CAUSE/EFFECT (E.G. "WHAT EFFECT DID THE ARRIVAL OF THE PILGRIMS HAVE ON THE NATIVE AMERICAN POPULATION?", "WHAT WAS THE CAUSE OF HALF OF THE PILGRIMS TO DIE IN THE FIRST YEAR OF SETTLEMENT?") FOR (3 OUT OF 4) PASSAGES.
- After reading a grade level historical text, when given two significant individuals from the text, (name) will describe their relationship in a single paragraph that mentions at least (3) pieces of specific information from the text for (2 out of 3) texts.
ONSITE PROFESSIONAL DEVELOPMENT
- Course 1: Writing Measurable Goals Aligned to the Common Core
- 2a: Identifying Strategic Goals based on Present Levels for Reading
- 2b: Identifying Strategic Goals based on Present Levels for Math
- 2c: Identifying Strategic Goals based on Present Levels for Writing
- Course 3: Designing Effective Instruction Using UDL
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