Disk7/Goals&Benchmarks
Miami-Dade County Public Schools
Prekindergarten Programs for Children with Disabilities
Suggested Measurable Goals and Benchmarks
TABLE OF CONTENTS
Communication Skills
Receptive-Expressive Language Skills Pages 3-5
• Following Directions
• Choice Making
• Picture Symbol Discrimination
• Communicating Simple Messages
• Conversational Language
• Verbal Behavior
o Receptive
o Expressive
Conforming Behavior Skills / Transitioning / Frustration Tolerance Page 6
• Performing tasks
• Transitioning and Use of Schedules
• Expressing feelings and dealing with frustration
Early Literacy Skills Pages 7-8
• Book Skills
• Oral Language
• Phonological Awareness
o Word awareness
o Rhyming
o Compound words
o Syllable awareness
o Alliteration
• Concepts of Print
• Comprehension
Fine Motor Skills Pages 9-10
• Sensory
• Cutting
• Manipulation
Gross Motor Skills Pages 11-12
On-Task Behavior Skills / Transitioning / Attentive Listening / Attending Pages 13-14
• Attentive Listening/Following Commands
• Attending
• Transitioning and Use of Schedules
• Individual Work Basket System
Play Skills Page 15
• Adapted Play
• Functional Play
Pre-academic Skills Pages 16-17
• Geometry and Spatial Sense
• Algebraic Thinking
• Number Sense and Operations
• Data Analysis and Probability
• Measurement
Pre-writing Skills Page 18
Self-Help Skills Page 19
• Feeding
• Toileting
• Dressing
Social Skills Pages 20-21
Acknowledgements
These goals and benchmarks were written and/or compiled by the following;
• Lourdes Murphy
• Paula Blair
• Laura Cawley
• Violet McNamara
• Sheila Miguel
• Claudia Monsalve
• Sandy Tables
• Kathy Velazquez
Some goals and ideas from TEAACH.
Communication Skills
Receptive-Expressive Language Skills
|Student will localize to sounds/voices |
| Alerts to sounds/voices |
| Turns eyes/head (to either side, up or down) to find sounds/voices |
|Student will vocalize pleasure sounds in response to voices |
| Smiles and looks at speaker |
| Coos open mouth sounds or babbles |
Following Directions
|Student will respond when name is called |
| Looks to speaker when name is called |
| Comes when name is called |
|Student will follow _____ (familiar/new) one step directions in context |
| Complies with direction with physical/gestural cue |
| Follows direction with picture cue |
|Student will follow _____ (familiar/new) two step directions in context |
| Complies with direction with physical/gestural cue |
| Follows direction with picture cue |
Choice Making
|Student will request recurrence of a simple activity (EX: clapping, rocking, I Love You Ritual) |
| Touches adult’s/peer’s hand to continue the activity |
| Makes a request to “do it again” or similar message (optional: using voice output) |
|Student will choose between 2 objects offered at planning time and use/play with it for _____ minutes |
| Chooses one of two objects offered |
| Plays with a chosen object |
note: (optional: substitute “pictures” for “objects”)
Picture Symbol Discrimination
|Student will purposefully choose an object/activity from an array of ____ pictures |
| Chooses a picture from array of preferred choices and neutral choice(s) |
| Avoids the neutral choice(s) consistently |
Communicating Simple Messages
|Student will direct the actions of an adult/peer during simple play (optional: using eye gaze, pictures, voice output) |
| Chooses an action to be performed with an object/toy |
| Makes a comment about the play activity |
|Student will greet peers/adults at arrival or greeting times (optional: using pictures, voice output) |
| Looks at peer/adult and respond with a greeting when greeted |
| Initiates a greeting |
Communication Skills
Receptive-Expressive Language Skills
Planning
|Student will make a plan for work time activities using _____ word phrases (optional: using pictures, voice output) |
| Names material(s) and preferred play area |
| Names an action(s) to be performed with the material(s) |
note: see more complex, but similar goal in “Conversational Language” below
Recalling
|Student will recall work time activities using _____ word phrases (optional: using pictures, voice output) |
| Names materials used and area played in |
| Names an action(s) performed |
note: see more complex, but similar goal in “Conversational Language” below
Conversational Language
Planning
|Student will make a plan for work time activities using at least ____ details in full sentences (optional: using pictures, voice output) |
| Tells what materials he/she will need and what he/she will do |
| Tells how he/she plans to do it |
Recalling
|Student will recall work time activities using at least _____ details in full sentences (optional: using pictures, voice output) |
| Tells what materials were used and what she/he did |
| Tells how she/he did it |
|Student will answer questions about play activities recently performed using _____ words (optional: using pictures, voice output) |
| Tells “what” she/he was doing (describing materials/actions used) |
| Tells “how” she/he did it |
|Student will label and objects and actions during play using _____ words (optional: using pictures, voice output) |
| Labels objects he/she is using |
| Uses action words/verb forms related to play |
|Student will initiate and maintain a conversational topic in play for at least _____ exchanges (optional: using pictures, voice output) |
| Gives or responds to a play idea |
| Expands on a play idea by commenting about on-going play/by asking or answering questions about play |
|Student will answer “wh” questions about a story with a complete sentence (optional: using pictures, voice output) |
| Tells “what” happened and “who” the story is about |
| Tells “where” the story takes place |
note: for a higher goal, “when”, “how” and/or “why” may be substituted for the benchmarks above
|Student will ask 2-3 questions (what, who, how, where) of an adult or a peer to gain information about new materials/activities (optional: using pictures, voice |
|output) |
| Answers questions about the new materials/activities |
| Asks questions about the new materials/activities |
Communication Skills
Receptive-Expressive Language Skills
Verbal Behavior
Receptive
|Student will identify objects and pictures named from an array of 3 when asked in a variety of ways (EX: “Touch the – “, “Show me the – “, “Find the – “, etc.) |
| Identifies an object named from an array of reinforcing/common objects |
| Identifies a picture named from an array of common items |
|Student will identify body parts named when asked in a variety of ways (EX: “Touch your – “, “Show me your – “, “Find your – “, etc.) |
| Follows directions to touch parts of own body |
| Follows directions to point to pictures of body parts of others |
|Student will follow 1 step functional classroom directions |
| Imitates actions when requested to “Do this” |
| Imitates actions with objects when requested to “Do this” (EX: roll car, bang drum, put block in cup, etc.) |
Expressive
|Student will ask for at least _____ items that he/she wants (reinforcers) |
| Asks for what he/she wants when the reinforcer is present |
| Asks for items that he/she wants with no reinforcer present |
|Student will label at least _____ (EX: 30, 50, etc.) pictures of common items in the classroom and community |
| Labels reinforcing/common objects found in his/her environment |
| Labels pictures of people in his/her environment |
|Student will label pictures of functional items in the classroom and community |
| Matches common objects/pictures of common objects |
| Labels common objects/pictures of common objects when asked “What is this?” |
|Student will answer questions about the feature, function, or class of common items in the classroom or community (EX: “What do you sleep in?”, “What do you |
|drink?”, etc. |
| Identifies pictures of common items using a feature or function of the item (EX: “Show me the one that has |
|feathers”, or “Show me the one you cut with”) |
| Identify the class of pictures of common items (EX: “Show me all the clothes”, or “Show me all the food” |
|Conforming Behavioral Skills / Frustration Tolerance |
Performing tasks
|Student will perform a non-preferred teacher chosen task for _____ minutes |
| Remains in designated area and attends for _____ minutes with minimal protest |
| Performs task for _____ minutes |
option: increasing increments of time for benchmarks
|Student will put toys and materials back into place at clean up time |
| Puts all items into bins |
| Puts items/bins on shelf |
|Student will work cooperatively with peers (EX: during small group, work time, etc.) |
| Takes turns with at least one other child |
| Asks for help from a peer in group play |
Transitioning
|Student will transition between classroom areas/activities using transition objects independently |
| Checks schedule and removes object from schedule |
| Goes to area/activity represented by object |
|Student will transition between classroom areas/activities using transition pictures (or picture schedule) independently |
| Checks schedule and removes picture from schedule |
| Goes to area/activity represented by picture |
Expressing feelings and dealing with frustration
|Student will ask a peer for help (optional: using pictures, voice output) |
| Seeks out adult when upset and asks for help |
| Seeks out peer when upset and asks for help |
|Student will state positive self accomplishment (optional: using pictures, voice output) |
| Demonstrates a work product or action to adult or peer and accepts encouraging statement |
| Says, “I did it” or similar message |
|Student will state feeling(s) and seek solution (optional: using pictures, voice output) |
| States feeling when asked by adult |
| Approaches adult, states feeling, and asks for help |
|Student will calm self when upset and returns to class activity |
| Seeks out comfort object or Safe Place and calms self |
| Returns to class activity |
|Student will resolve a conflict situation with peer(s) (optional: with adult guidance) |
| Identifies a problem, states how he/she feels and/or listens when peer states how he/she feels |
| Gives a resolution idea and/or accepts a resolution idea of a peer |
|Early Literacy Skills |
|Student will demonstrate interest and enjoyment in books |
| Requests to be read to using (words/gestures) |
| Points to pictures of interest for adult to name |
Book Skills
|Student will handle books appropriately |
| Keeps books intact while in use |
| Turns pages one at a time |
|Student will demonstrate understanding of basic patterns of book reading |
| Holds book right side up and turns pages in correct sequence front to back |
| Follows print left to right, top to bottom |
|Student will identify parts of a book when named by adult |
| Identifies title and title page |
| Identifies author and illustrator |
|Student will name parts of a book using (words/picture board/voice output) |
| Names title and title page |
| Names author and illustrator |
Oral Language
|Student will join in the repeated lines during story time (optional: using voice output) |
| Says repeated line upon reader’s expectant pause (optional: or upon presentation of device) |
| Says repeated line with the reader and other children |
|Student will point to _____ named pictures in a book |
| Looks at picture in book that adult names and points to |
| Points to picture in book that adult names |
|Student will name pictures in a book (optional: using voice output) |
| Repeats names of pictures in book |
| Names picture when requested by adult |
Phonological Awareness
Word awareness
|Student will demonstrate word awareness by clapping for each word in a rhyme |
| Claps to some or all of a nursery rhyme with others but not in time with each word |
| Claps for each word |
Rhyming (EX: Down By The Bay)
|Student will demonstrate awareness of rhyming words by rhyming one word with another or make up a phrase or sentence that includes a rhyme (optional: using voice |
|output) |
| Joins in saying or repeating a rhyme (optional: using voice output) |
| Recognizes a rhyming word when read or spoken |
|Early Literacy Skills |
Phonological Awareness (continued)
Compound words (EX: Little Boy Blue)
|Student will create compound words from two named words |
| Pulls pictures, links or blocks apart and says the two word parts of a compound word |
| Pushes pictures, links or blocks together and says the compound word from two words given |
Syllable awareness (EX: Hey Diddle Diddle)
|Student will segment words into two parts and blend the two parts to say the whole word |
| Pulls links or blocks apart and says the two parts of the words |
| Pushes the links or blocks together and says whole words |
Alliteration (EX: Miss Mary Mack)
|Student creates a pair or series of words that start with the same sound |
| Repeats words that have the same beginning sound |
| Listens to rhyme or story and says two or more words beginning with the same sound |
Concepts of Print
|Student will point to a word and a letter |
| Points to words in stories |
| Points to letters in stories |
Comprehension
|Student will repeat/retell story read by adult (optional: using picture boards, voice output) |
| Acts out story with others |
| Retells story when looking at pictures in the book (optional: using picture boards, voice output) |
|Student will comment on or ask a question when a story is being read (optional: using picture boards, voice output) |
| Responds with actions or words to a suggestion, request or question (optional: using picture boards, |
|voice output) |
| Listens to a story and anticipates and fills in a word or phrase (optional: using picture boards, voice |
|output) |
|Student demonstrates understanding of meaning in a story |
| Connects events in the story to real life experiences (optional: using picture boards, voice output) |
| Sequences or carries out steps of procedure outlined in the story |
|Fine Motor Skills |
|(see also Pre-writing Skills) |
Sensory
|Student will maintain open hands and move slightly to touch textures |
| Relaxes body and opens hands to stimulation |
| Opens hands and moves across textures |
|Student will explore sensory materials with a variety of hand movements |
| Pats or pokes sensory materials |
| Rubs sensory materials in circular, side to side, front to back motions |
Cutting
|Student will tear paper into pieces with fingertips |
| Tears a paper into two pieces with full hands |
| Pinches paper between thumb and forefinger and tears |
|Student will snip paper (optional: using adapted scissors) |
| Holds paper in one hand and scissors in the other |
| Squeezes scissors closed and pulls them open on paper |
|Student will cut across a piece of paper (optional: using adapted scissors) |
| Makes a full scissor blade cut |
| Uses continuous opening and closing of scissor blades |
|Student will cut on a straight line (optional: using adapted scissors) |
| Cuts out a shape but not on the line |
| Cuts on bold lines |
|Student will cut out a shape |
| Cuts a slight curve |
| Cuts a line with 90 to 45 degree angles |
Manipulation
|Student will grasp and shake a noise making toy |
| Reaches for toy and grasps it |
| Shakes toy |
|Student will put _____ small objects into a container |
| Reaches out and grasps small object |
| Releases object into container |
|Student will complete and inset puzzle of _____ pieces |
| Matches picture/pattern/shape of puzzle piece with the inset on puzzle board |
| Rotates puzzle piece to fall into place |
|Student will complete an interlocking puzzle of ______ pieces |
| Fits pieces together by shape |
| Adds pieces by picture |
|Fine Motor Skills |
|(see also Pre-writing Skills) |
| Student will build a tower with _____ large blocks – 1 ½” |
| |
| Stacks _____ large blocks |
| Stacks _____ large blocks |
note: increasing increments in benchmarks
|Student will build a tower with _____ small blocks – 1” |
| |
| Stacks _____ small blocks |
| Stacks _____ small blocks |
note: increasing increments in benchmarks
|Student will complete a string of _____ (small/large) beads |
| Pushes pipe cleaner through bead and pulls through other side |
| Puts string through beads and pulls through other side |
| |
|Gross Motor Skills |
|Student will roll from back to stomach to play with a toy |
| Rolls back to side to reach/see a toy |
| Rolls side to stomach to reach/see a toy |
|Student will tailor sit on the floor independently for ___ seconds/minutes |
| Prop sits on arms forward or to the side |
| Lifts arms from prop position and balances |
|Student will pick up object/toy without losing balance |
| Bends over while holding on to support to pick up object/toy |
| Bends knees and lets go of support to pick up object/toy |
|Student will cruise around furniture |
| Pulls to stand holding on for ____ minutes |
| Takes _____ steps while holding on |
|Student will take at least ____ steps independently across open space |
| Takes steps with hand/ hands held |
| Takes steps from one piece of furniture to another |
|Student will ambulate using (walker/gait trainer) around the classroom |
| Takes steps when adult pushes (walker/gait trainer) forward |
| Pushes (walker/gait trainer) and takes steps independently |
|Student will move around the (classroom/school) in wheelchair |
| Propels self forward ____ (feet/minutes) without tiring |
| Maneuvers around large obstacles |
|Student will carry materials using 2 hands in the (classroom/cafeteria/outside) while walking |
| Carries materials with physical assistance |
| Carries materials with verbal reminders |
|Student will climb stairs, two feet per step |
| Takes steps up with adult assistance |
| Takes steps holding on to handrail |
|Student will climb stairs with alternating feet |
| Takes alternating steps with adult assistance |
| Takes some alternating steps with verbal reminders |
|Student will ambulate around school environment without falling |
| Walks around obstacles/steps over low obstacles |
| Navigates over uneven surfaces |
|Student will kick a large rolling ball without falling |
| Walks up to a ball and kicks it |
| Stands and kicks a ball rolled by adult |
|Gross Motor Skills |
|Student will catch a (beanbag/small ball/large ball) thrown (underhand/overhand) |
| Catches with two hands against body |
| Catches with two hands in front |
|Student will ride a tricycle independently |
| Maintains feet on pedals and steers when being pushed |
| Pedals with rhythm |
|Student will slide down playground slide |
| Climbs (stairs/ramps/ladder), gets into position, and propels self forward |
| Lands with two feet |
|Student will swing on playground swing |
| Gets into swing and holds on while being pushed |
| Propels self by kicking legs |
| On-Task Behavioral Skills / Transitioning / Attentive Listening / Attending |
Attentive Listening/Following Commands
|Student will follow a (familiar/new) one step command consistently |
| Looks at speaker and moves to comply with command |
| Fully complies with command by completing task |
Attending
|Student will remain with the group for a teacher directed group activity (EX: small group, large group) |
| Remains in vicinity/area without protest |
| Remains in designated spot/seat |
|Student will attend to a designated task for _____ minutes |
| Begins a task and returns to it with redirection |
| Stays on task during entire activity |
|Student will attend to a easy/familiar task for _____ minutes |
| Attends for _____ minutes |
| Attends for _____ minutes |
note: increasing increments of time for each benchmark
|Student will attend to a difficult/novel task for _____ minutes |
| Attends for _____ minutes |
| Attends for _____ minutes |
note: increasing increments of time for each benchmark
|Student will complete a task (EX: in small group, work time, etc.) |
| Gathers and uses materials |
| Puts materials away |
|Student will complete a sequenced play activity (EX: during work time, small group, 3:1 time) |
| Uses representational toys /hands-on art materials |
| Plays simple games involving matching, putting things in/on or connecting/building |
Transitioning and Use of Schedules
|Student will transition between classroom areas/activities using transition objects independently |
| Checks schedule and removes object from schedule |
| Goes to area/activity represented by object |
|Student will transition between classroom areas/activities using transition pictures independently |
| Checks schedule and removes picture from schedule |
| Goes to area/activity represented by picture |
|Student will transition from one area of the classroom to another using an individual object schedule with at least _____ objects |
| Removes only 1 object at a time and in assigned sequence |
| Matches object in corresponding assigned location in classroom |
|Student will manipulate sequenced individual picture schedule |
| Removes only 1 picture symbol at a time and in assigned sequence |
| Matches picture symbol in corresponding assigned location in classroom |
| On-Task Behavioral Skills |
|Student will transition between classroom activities/areas independently |
| Responds to direction that it is time to finish activity by cleaning up materials with visual/verbal reminders |
| Checks schedule and moves to next activity with minimal re-direction |
Individual Work Basket System
|Student will begin and finish a sequence of 3 activities independently |
| Matches visual cues on strip to corresponding visuals on activity/task container |
| Takes materials out of container, completes task, and places completed task in finished basket |
|Play Skills |
Adapted Play
Direct Mode (For students using a switch with a toy or device)
|Student will activate simple cause/effect toy/computer activity for _____ minutes |
| Activates switch to turn on toy/computer and reacts |
| After toy/computer turns off, searches for switch to turn on toy/computer again |
Timed Mode (For students using a control unit or a switch latch and timer)
|Student will reactivate music/device with a switch when in timed mode at least _____ times in a row |
| Activates music/device and stops clicking switch to watch/listen |
| After music/device has stopped, touches switch and looks toward music/device in anticipation |
Single Switch Scanning
|Student will choose a song/activity from an array of 3 choice on the computer screen using single switch scanning |
| Visually tracks the highlighted items on the screen |
| Waits until the preferred song/activity is highlighted on the screen and clicks |
Functional Play
|Student will manipulate a toy for _____ minutes independently (EX: shake a rattle, roll a car, etc.) |
| Holds and explores toy with simple movements (optional: stabilized with Velcro, dycem, etc.) |
| Discovers movement which is appropriate to the toy |
|Student will play appropriately with at least _____ new toys |
| Imitates use of a toy |
| Uses familiar toys in different ways |
|Student will demonstrate _____ new play schemes (EX: push car, put block in bucket, feed baby, etc.) |
| Imitates adult play behavior |
| Acts out play behavior spontaneously |
|Student will use _____ new objects for the intended purpose (EX: paintbrush - paint, legos - stack, etc) |
| Uses object appropriately within structured activity with prompts |
| Uses object appropriately when encountered in unstructured play |
|Student will find a hidden object (optional: indicates location using eye gaze or reaching) |
| After watching adult partially hide object, reaches for object hidden by adult |
| Looks for and finds a hidden object |
| Pre-academic Skills |
Geometry and Spatial Sense
|Student will point to four basic shapes |
| Points to circle and square |
| Points to triangle and rectangle |
|Student will name four basic shapes |
| Names circle and square when presented with shape in environment |
| Names triangle and rectangle when presented with shape in environment |
|Student will demonstrate understanding of 4 spatial concepts |
| Given oral direction, puts item IN/OUT of a container |
| Given oral direction, places object OVER/UNDER ________ (specify location) |
Algebraic Thinking
|Student will point to eight basic named colors |
| Finds objects in environment that are red, yellow, orange, or blue |
| Finds objects in environment that are green, purple, black, or brown |
|Student will name eight basic colors |
| Finds and names red, yellow, orange, or blue objects during clean up time |
| Finds and names green, purple, black, or brown objects during clean up time |
|Student will sort toys/materials into appropriate bins at clean up time |
| Puts all toys of a certain type into the appropriate bin |
| Discriminates toys into separate labeled bins |
|Sorts objects by one attribute (specify one: size, color, shape, type) |
| Finds an object that is the same (size, color, shape, type) as model |
| Finds all objects that are the same (size, color, shape, type) from a group of objects |
|Sorts objects by two or more attributes (specify: size, color, shape, type) |
| Finds an object that is the same (size, color, shape, type) and (size, color, shape, type) as model |
| Finds all objects that have the same two attributes from a group of objects |
|Student will use concrete materials to represent a simple pattern |
| Alternates two colors to form simple pattern (red, blue, red, blue) |
| Forms simple pattern for at least three repetitions (red, blue, red, blue, red, blue) |
Number Sense and Operations
|Student will compare the size of groups of _____ objects (EX: up to 5 objects, 5 to 10 objects, etc.) |
| Compares groups of objects using “more” and “less” |
| Compares groups of objects using “the same” |
|Student will rote count up to _____ (EX: 5, 10, 20, etc.) |
| Imitates a sequence of numbers modeled by adult/peer |
| Recites numbers in order to _____ |
| Pre-academic Skills |
|Student will count objects up to (EX: 5, 10, 20, etc.) |
| Touches objects and recites numbers in order with each touch |
| Touches each object only once and recites numbers in order to _____ |
|Student will point to named numerals to 10 |
| Points to numerals 1-5 |
| Points to numerals 6-10 |
|Student will name printed numerals to 10 |
| Names printed numerals 1-5 |
| Names printed numerals 6-10 |
Data Analysis and Probability
|Student will interpret data from a bar chart |
| Points to bar chart category with the MOST and LEAST |
| Points to bar chart category with the SAME |
|Student will interpret and name data from a bar chart |
| Uses term MOST and LEAST when describing data from a bar chart |
| Uses term SAME when describing data from a bar chart |
Measurement
|Student will measure two objects to determine length |
| Comparing two objects, points to object that is shorter and longer |
| Comparing two objects, points to objects that are the same/equal |
|Student will measure two objects to name length |
| Comparing two objects, names object that is shorter and longer |
| Comparing two objects, names objects that are the same/equal |
|Student will measure two objects to determine height |
| Comparing two objects, points to object that is shorter and taller |
| Comparing two objects, points to objects that are the same/equal |
|Student will measure two objects to name height |
| Comparing two objects, names object that is shorter and taller |
| Comparing two objects, names objects that are the same/equal |
|Pre-writing Skills |
|Makes marks on paper with a variety of tools (optional: adapted grip, adapted tool, etc.) |
| Uses large arm movements and hand/wrist/finger movements in paint or other media |
| Grasps a writing/drawing tool and marks on paper |
|Student will imitate basic strokes (vertical, horizontal, circular, cross, H, V) |
| Imitates vertical, horizontal and circular strokes |
| Imitates a cross, H, and V |
|Student will copy basic strokes from a model (vertical, horizontal, circular, cross, H, V) |
| Copies vertical, horizontal and circular strokes |
| Copies a cross, H, and V |
| Student will draw basic shapes (circle, square, triangle) |
| Reproduces shapes using a template |
| Reproduces shapes with a visual model |
|Student will print first name |
| Prints _____ letters of name in capital letters |
| Prints first letter in capital, rest of name in lower case |
Self-Help Skills
Feeding
|Student will drink from a cup with minimal spilling |
| Drinks from cup/sip cup with handles |
| Drinks from a cup/sip cup without handles |
|Student will feed self with a spoon with minimal spilling |
| Brings spoon to mouth |
| Scoops some food from plate and bring food to mouth |
Toileting
|Student will indicate the need to go to the toilet |
| Uses toilet immediately after placed |
| Signals adult the need to use the toilet |
|Student will urinate in the toilet |
| Walks to the bathroom, pulls down pants, and urinates in toilet |
| Pulls up pants after urinating in toilet |
|Student will wash hands |
| Puts soap on from a dispenser and lathers hands |
| Puts soap on, lathers and rinses hands |
Dressing
|Student will pull on pants |
| Pulls pants from knees to waist |
| Puts both feet into pants and pulls pants up |
|Student will put socks on |
| Pulls socks up from heels |
| Pulls socks up from toes all the way up |
|Student will put shoes on |
| Slips toes into shoe |
| Pulls shoe over heel after pushing down toes into shoe |
|Student will tie shoes |
| Makes a knot and first and second loops of bow |
| Ties second knot after making loops of bow |
|Student will put on a pullover shirt |
| Puts arms in and pulls shirt down to waist |
| Puts shirt over her head, puts both arms in and pulls down to waist |
|Student will button a shirt |
| Inserts button halfway through buttonhole and pulls it through using both hands |
| Inserts button through buttonhole and pulls through button |
|Social Skills |
|Student will recognize and respond to a familiar adult |
| Makes eye contact |
| Smiles when approached by familiar adult |
|Student will engage in playful give and take with an adult (EX: peek-a-boo, I Love You Ritual, etc.) |
| Seeks out/Looks at or touches adult’s face |
| Participates in interactive activity with adult |
|Student will play alongside peer(s) for _____ minutes |
| Plays in same classroom area as another child/children |
| Goes to area where children are and plays |
|Student will greet peers/adults at arrival or greeting times (optional: using pictures, voice output) |
| Responds with a greeting when greeted |
| Initiates a greeting |
|Student will imitate peers during classroom play activities |
| Imitates use of object(s) during play |
| Imitates body movements during teacher-directed activity |
|Student will take turns with peers in a teacher-directed activity (optional: using pictures, voice output) |
| Asks for and waits for a turn |
| Offers a turn to peer |
Social Skills Curriculum (optional for all below: using pictures, voice output)
|Student will respond when peer gets his attention |
| Responds by turning his head when an adult gets his attention |
| Responds by turning head when peer gets his attention |
|Student will accept a toy from a peer |
| Looks at peer when peer taps her/him on the shoulder and says her/his name |
| Puts hand out and accepts toy when peer gets his/her attention and says, “Here.” |
|Student will get a peer’s attention |
| Taps peer on the shoulder |
| Looks at peer and says her/his name |
|Student will give a toy to a peer(s) |
| Gets a peer’s attention by: tapping her/him on the shoulder, looking at her/him and saying her/his name |
| Offers a toy and says, “Here.” |
|Student will enter ongoing play with peer(s) |
| Gets a peer’s attention by: tapping her/him on the shoulder, saying her/his name, looking at her/him |
|and saying “Can I play?” |
| Gives a play idea and joins in |
|Social Skills |
|Student will share an item and a play idea with a peer |
| Gets a peer’s attention by tapping her/him on the shoulder, saying her/his name, looking at her/him |
|and giving an item |
| Accepts an item and a play idea |
|Student will ask a peer for help |
| Gets a peer’s attention by tapping her/him on the shoulder, saying her/his name, looking at her/him |
|and saying “Help me, please” or similar message |
| Accepts help from peer |
|Student will identify a classmate as a friend |
| Initiates contact with a child by calling his/her name |
| Talks about other children using their names |
|Student will work with other children to solve a problem |
| Gets a peer’s attention by tapping her/him on the shoulder, saying her/his name, looking at her/him |
|and gives an idea for the solution |
| Accepts an idea for the solution from a peer |
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