GOAL BANK

HOUSEKEEPING RULES:
- Please put the goal under the appropriate category
- If you copy paste make sure you redact the student name! Also don’t forget to replace
any “he/she” verbiage to make it applicable
- If you think it’s not applicable for your content area or doesn’t follow the curriculum -
DELETE IT or MODIFY IT.
- Keep in mind this is a “jumping off point” - be mindful of whether or not it’s applicable and
or appropriate for the student.
If you TAKE a goal… LEAVE a goal… this will help all of us to build the goal bank :)

LANGUAGE ARTS:
ENGLISH 9:

Given a text at his instructional level, XX will read the text and summarize, verbally or written,
what happened in the story with 80% accuracy on four out of five documented opportunities by
05/17/2023.

STO: XX will accurately identify the main idea of the story when given multiple choice
options with no more than three choices.

STO: XX will use a flowchart to identify events in the story that occur first, next and last,
verbally or in writing.

Given grade level reading passages XXX will making connections between information in
different parts of a passage by answering comprehension questions with 80% accuracy on 4 out
of 5 documented opportunities by

Given grade level reading texts XXX will use context clues to determine the meaning of
unfamiliar words in reading materials as measured by answering reading comprehension
questions correctly with 80% accuracy on 4 out of 5 documented opportunities by

Given exercises with key ideas and details XXX will refer to details and examples in a text when
explaining what the text says explicitly by drawing inferences from the text with 80% accuracy
on 4 out of 5 documented opportunities by

Given grade level texts XXX will use context clues in order to answer comprehension questions
with 80% accuracy on 4 out of 5 documented opportunities by
Given grade level literary texts XXX will identify and analyze elements of dramatic literature to
include exposition/initiating events, rising actions, conflict of the story, climax, falling action, and
resolution with 80% accuracy on 4 out of 5 documented opportunities. by

ENGLISH 10:

When given a topic, XXX will organize the information to support the purpose of the
writing 4/ 5 times with 80% accuracy

Given exercises with key ideas and details XXX will refer to details and examples in a text when
explaining what the text says explicitly by drawing inferences from the text with with 80%
accuracy on 4 out of 5 documented opportunities by

Given a grade - level reading passage XXX will answer comprehension questions by utilizing
context clues (main idea, details, foreshadowing, etc.) in regards to a fiction and nonfiction text
with 80% accuracy on 4 out of 5 documented opportunities by

ENGLISH 11:

ENGLISH 12:

WRITING / WRITTEN LANGUAGE:

Given a main idea, XX will write five complete sentences about a given topic with 75% accuracy
on three out of four documented opportunities by 05/17/2023.

STO: Given a main idea, XX will brainstorm at least 5 relevant key points pertaining to a given
topic with 75% accuracy on 3 out of 4 documented opportunities.

STO: Given a main idea, XX will write three complete sentences about the idea and check for
completion using a self-check chart (i.e. punctuation, spaces bet ween words, etc.)

Given grade level prompts XXX will increase his writing skills in the areas of organization,
spelling, word choice and sentence fluency with 75% accuracy on 3 out of 4 written
assignments.

Given a writing topic XXX will write a hook, thesis, background, and at least 2 body paragraphs
elaborating the papers claim with 80% accuracy on 4 out of 5 documented opportunities by

Given a rubric and or graphic organizer XXX will revise and or edit his writing to include correct
grammar, punctuation, and sentence clarity with 80% accuracy on 4 out of 5 documented
opportunities by
 MATHEMATICS:
GEOMETRY PART 1 & 2:

Given a multi - step equation XXX will solve for the value of a variable with 80% accuracy on 4
out of 5 documented opportunities by

Given common geometric shapes (triangle, square, parallelogram) XXX will be able to solve for
the missing angles by applying knowledge and shape rules (congruency, supplementary, Big 5
Properties) with 80% accuracy on 4 out of 5 documented opportunities by

Given mathematical equations XXX will identify definition of Supplementary and Complementary
angles, perpendicular line, parallel line, or line segment with 80% accuracy on 4 out of 5
documented opportunities by

Given grade level problems XXX will solve multi step practical problems that include algebraic
expressions with 80% accuracy on 4 out of 5 documented opportunities by

Student will be able to solve for the missing angles and sides of commonly used polygons with
80% accuracy on 4 out of 5 of documented opportunities by XX

AFDA:

Given a math assignment, student will investigate and analyze linear, quadratic, exponential and
logarithmic function families and their characteristics with XXX% accuracy

Given a math assignment, student will increase the ability to select and apply various
mathematical strategies for math computations in a variety of contexts with XXX% accuracy.

ALGEBRA 1:

XXXX will represent verbal quantitative situations algebraically and

evaluate algebraic expressions for given replacement values of the variables with 80% accuracy
in 3 of 4 documented opportunities by XXXXX

ALGEBRA II:

Similar to AFDA goal

 STUDY SKILLS/
ORGANIZATIONAL/ADVOCACY:
Given class periods during the school day XXX will increase his ability to self advocate for
himself during class time by utilizing various strategies of his choosing (i.e. Card to flash
teachers, sticky note method on his desk, attending allocated class times to meet with teachers)
to indicate that he needs assistance on assignments with 100% accuracy on 5 out of 5
observed opportunities per semester by 1

Given instruction on self -regulatory routines XXX will utilize a monitoring task, such as a to - do
- list to monitor and identify academic tasks (i.e classwork, homework, upcoming tests) as
documented by James turning in assignments on time with 80% accuracy on 4 out of 5
documented opportunities by

Given direct instruction XXX will develop and carry out multi - step tasks (completing classwork,
writing essays, projects, studying for tests) in a timely manner with 80% accuracy on 4 out of 5
observed opportunities by

Given opportunities in two core courses XXX will independently turn in classwork and or
homework assignments on time as measured by passing grades in the identified courses with
100% accuracy per nine weeks/quarter by

SOCIAL SKILLS/ BEHAVIOR:

Given no more than one adult prompt XXX will manage conflicts between peers and or adults by
talking through the problem in a calm manner while also coming to a resolution without
tonal/verbal escalation with 100% accuracy on 5 out of 5 observed opportunities by

Given social situations XXX will engage, and sustain conversation with her peers by asking
follow up questions with 100% accuracy on 5 out of 5 observed opportunities by

Given times during class where XXX feels overstimulated Student will request (using her
preferred communication method) and take a break when she needs one, and return back to a
task after independently with 80% accuracy on 4 out of 5 observed opportunities by

Given a class period XXX will attend to a non-preferred, small-group activity and/or
independent assignment, and remain on task with no task avoidance (bathroom, getting a
jacket, phone/Chromebook, sharpening a pencil, etc.) for a 20 minute duration with 100%
accuracy on 5 out of 5 observed opportunities by
Student will utilize self-advocacy strategies to maintain academic success on 90% of
documented opportunities as measured by teacher checklists by January 2021.

Student will request clarification when needed in the classroom setting on 90% of
documented opportunities.

Student will request assistance from teachers as needed in the classroom setting on
90% of documented opportunities.

Student will identify strengths and weaknesses and request assistance based on those
strengths and weaknesses on 90% of documented opportunities

When angry, anxious, or frustrated, _________ will use a learned strategy to

demonstrate self-control and problem solve with 3 verbal prompts from an adult in the
school with 75% accuracy on documented opportunities by March 28, 2018.

______ will accept redirection by the teacher to return to his seat or a time out area of
the classroom with 75% accuracy on documented opportunities

When given feedback about an inappropriate behavior, ______ will provide an

appropriate response to the behavior as evidenced by attempting to change the
behavior, in 75% of documented opportunities.

_____ will use appropriate work habits to enhance performance with an average
accuracy of 75% on documented opportunities by March 28, 2018.

___ will sit during class discussions, experiments and/or activities with 75% accuracy of
documented opportunities.

______ will raise his hand to get the teacher's attention with 75% accuracy on
documented opportunities.
______ will remain on task for individual assignments with 75% accuracy on
documented opportunities.

______ will use appropriate skills to ask for a break when having trouble concentrating
in the classroom with 75% accuracy on documented opportunities.

______ will return to classwork with no more than 3 verbal prompts after a timed break
in 75% of documented opportunities.
______ will complete a non-preferred task with no more than 3 verbal prompts in 75%
of documented opportunities by March 28, 2018.

______ will begin an assignment without arguing with adults, with no more than 3 verbal
prompts, 75% of documented opportunities.

If ______ becomes upset before or while completing an assignment he will use verbal
or nonverbal signals to request a timed break in 75% of documented opportunities.

Coping —- When _____ becomes upset, frustrated, or angry, he will use a

self-regulation/coping strategy (movement break, deep breathing, quiet space break,
deep pressure/heavy work activity, etc.) to avoid engaging in an unexpected behavior,
with one reminder, on 4 out of 5 opportunities, as measured by observations and
documentation.

ADAPTIVE P. E.