“Cheat Sheet” for IEP Development
Measurable Annual Goal Development Guide
|OBSERVABLE BEHAVIOR |CRITERIA |
|The student will … | |Performance criteria |
|Add/Subtract |Compare |End point |
|Answer |Complete |How often |
|Articulate |Construct | |
|Calculate |Define | |
|Copy |Describe |% of time |
|Count |Edit |______ out of ______ |
|Discriminate |Evaluate |3:4 |
|Explain, Tell |Order |Scoring at a level of 3 on a 4 point rubric (attach to IEP) |
|Identify |Organize |______ times or less in ______ minutes |
|List |Predict |For ______ consecutive minutes |
|Manipulate |Raise hand |______ times per day ______ words correct per minute |
|Outline |Recall |______ digits correct per minute |
|Participate |Sing |______ sounds correct per minute |
|Produce |Sit |With _____ or fewer errors |
|Read |Solve |No more than ______ occurrences of … |
|Recite |Spell | |
|Redact |Summarize | |
|Retell |Verbalize | |
|Select |Wait | |
|Sort |Write 3 sentences | |
|State |Write a paragraph of 4 or more | |
|Walk |sentences |3 random trials |
| | |3 consecutive trials |
| | |4 out of 5 trials |
| | |By ______ (date) |
| | | |
| | | |
| | |Daily (seldom used for progress monitoring because instruction needs to occur between monitoring opportunities) |
| | |2 times per week |
| | |Weekly |
| | |Every Friday |
| | |Biweekly |
| | |Tri-weekly |
| | | |
| | | |
Measurable Annual Goal Development Guide
| |CONDITIONS | |
|Materials |Time |Place |
|Given a ______ grade level passage |at lunch, snack time |in _________ classe(s) |
|When using a dry erase board |during math, science, … |In the cafeteria |
|Given a worksheet |given _____ minutes |At the lockers/in the locker room |
|Using a mirror |in a conversational setting |In the ______ classroom (math, science, …) |
|When playing a game |during transitions (entering, leaving …) |In the resource room |
|When working on the computer |during free time/unstructured time |In a large/small group setting |
|When using a calculator |when doing seatwork |On field trips (Community-based instruction experiences) |
|When using a pencil, pen, crayon, paint… |upon entering the classroom |In the auditorium, gym, library, etc. |
|Using a highlighter marker |during circle time |In the hallway/commons area |
|Working with a clip board |during breaks |In a quiet area |
|Given manipulatives |during SSR |In the restroom |
|(wikki stix, sand, jello, shaving cream, pudding, counters, markers) |during work/job time |In the science lab |
|When using a ruler, number line, ABC strip, etc. |during “specials” (art, music, p.e., etc.) |In the speech room |
|When listening to a book on tape |when waiting in line |At his/her desk/seat |
|When writing on transparencies |arrival or dismissal time | |
|Using index cards |during homeroom period | |
|Using a geo-board |during reading center time | |
|Using a dictionary, thesaurus, etc. |In assemblies | |
| |During testing | |
|Activities |Supports |
|Working with partner or peer helper |visual or verbal prompts |graphic organizer |hand-over-hand assistance |
|In a mock interview |manipulatives |assignment |book marker |
|During science lab activity |pictures (PECs) |touch points |study carrel |
|Given a real or hypothetical example |given a fact sheet |book |overlay |
|In adventure-based activities |timer |mirror |outline |
|Working independently |calculator |word wall |adult assistance/proximity |
|When playing a game |slant board |tape recorder |study guide |
|When in a small group discussion |spell checker |one-on-one assistance |pencil gripper |
|When playing with peers at recess |easy reader |enlarged print |agenda |
|When communicating with peers |flash cards |books on tape |visual schedule |
|During team time ◦ Journaling |number line |special scissors (describe) |with a cane |
|During a class party |alphabet time |“fat” pencil |using a walker |
|When studying |special paper |assistive device (describe) |personal word book |
|During testing ◦ In mock |using a stress ball/band |skill checklist (describe) |with a student mentor |
|In a role play situation interview | | | |
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