My Education BC Student service Goal Bank (V2.0)

[Pages:50]MY EDUCATION BC STUDENT SERVICE GOAL BANK (V2.0)

Chilliwack School District's My Education BC Special Education Goal Bank

Identifier

Category

ACADEMIC/INTELLECTUAL

ACA-BEH-U002 Academic/Intellectual

ACA-BEH-U004 Academic/Intellectual

ACA-BEH-U005 Academic/Intellectual

ACA-BEH-U007 Academic/Intellectual

ACA-BEH-U009 Academic/Intellectual

ACA-BEH-U011 Academic/Intellectual ACA-BEH-U013 Academic/Intellectual

ACA-BEH-U015 Academic/Intellectual ACA-BEH-U017 Academic/Intellectual

ACA-BEH-U019 Academic/Intellectual ACA-EXE-U003 Academic/Intellectual

ACA-EXE-U006 Academic/Intellectual

ACA-EXE-U008 Academic/Intellectual ACA-EXE-U012 Academic/Intellectual

ACA-EXE-U015 Academic/Intellectual

Subcategory

Goal

Behaviour_ Behaviour_ Behaviour_ Behaviour_

Behaviour_

Behaviour_

Behaviour_

Behaviour_ Behaviour_

Behaviour_ Executive Functioning

Executive Functioning

Executive Functioning Executive Functioning

Executive Functioning

[student] will improve the organization of [his] work.

[student] will work towards becoming an autonomous learner

[student] will extend learning beyond the curriculum when appropriate.

[student] will have opportunity to participate in enrichment activities and cognitive challenges. [student] will complete grade level work successfully with opportunities for enrichment. [student] will participate fully in school life (intellectually, socially, physically) with opportunities for enrichment. [student] continue to meet the learning outcomes of all academic classes while considering the enrichment programs available at the school. [student] will develop ability to read and interpret materials beyond grade level.

[student] will have opportunities to extend his/her learning and participate in enrichment when appropriate. [student] will improve [his] basic learning behaviour skills.

[student] will plan and organize to prioritize information and resources in order to reach a goal in an efficient manner.

[student] will improve [his] ability to temporarily hold information or draw on past experiences in order to complete a task. [student] will sustain attention even when distracted, tired or bored.

[student] will demonstrate flexible thinking to prioritize information and resources in order to reach a goal in an efficient manner. [student] will demonstrate initiation by beginning a task and mobilizing resources without procrastination.

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Chilliwack School District's My Education BC Special Education Goal Bank

Identifier ACA-EXE-U020

ACA-EXE-U022 ACA-EXE-U025

ACA-LIT-U003 ACA-LIT-U004 ACA-LIT-U008 ACA-LIT-U010 ACA-LIT-U012

Category Academic/Intellectual

Academic/Intellectual Academic/Intellectual

Academic/Intellectual Academic/Intellectual Academic/Intellectual Academic/Intellectual Academic/Intellectual

Subcategory Executive Functioning

Executive Functioning Executive Functioning

Literacy Literacy Literacy Literacy Literacy

Goal [student] will self-monitor by continuously monitoring [his] behaviour and the environment to evaluate [his] progress towards a goal. [student] will demonstrate inhibition to effectively control impulses. [student] will demonstrate emotional regulation to manage emotions in order to direct behaviour towards a goal. [student] will communicate in print. [student] will create stories. [student] will be a reader. [student] will develop skills to enhance [his] listening and speaking. [student] will use strategies to make sense of what [he] hears, reads, and views.

ACA-LIT-U014 Academic/Intellectual Literacy ACA-LIT-U016 Academic/Intellectual Literacy ACA-LIT-U017 Academic/Intellectual Literacy ACA-LIT-U019 Academic/Intellectual Literacy ACA-LIT-U021 Academic/Intellectual Literacy ACA-LIT-U024 Academic/Intellectual Literacy ACA-LIT-U026 Academic/Intellectual Literacy ACA-LIT-U027 Academic/Intellectual Literacy ACA-LIT-U029 Academic/Intellectual Literacy ACA-LIT-U030 Academic/Intellectual Literacy

[student] will use listening and speaking skill to explore, share, and develop [his] ideas. [student] will explore texts and stories to understand [himself] and make connections to others. [student] will develop listening skills to help [himself] learn.

[student] will synthesize meaning from various texts to create new understandings. [student] will explore texts, and stories to develop an understanding about [himself] and others. [student] will develop an awareness of how exploring and sharing multiple perspectives enhances [his] thinking. [student] will develop an understanding of how language works and use it purposefully. [student] will understand that texts are created for different purposes and audiences. [student] will develop literacy skills.

[student] will improve [his] basic literacy skills.

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Chilliwack School District's My Education BC Special Education Goal Bank

Identifier ACA-NUM-U004 ACA-NUM-U006 ACA-NUM-U016

Category Academic/Intellectual Academic/Intellectual Academic/Intellectual

Subcategory Numeracy Numeracy Numeracy

ACA-NUM-U018 ACA-NUM-U021 ACA-NUM-U022 ACA-SEL-U001

Academic/Intellectual Academic/Intellectual Academic/Intellectual Academic/Intellectual

Numeracy Numeracy Numeracy Self Advocacy

COMMUNICATION

COM-EXP-U003 Communication COM-EXP-U006 Communication COM-EXP-U008 Communication COM-EXP-U009 Communication COM-EXP-U010 Communication COM-EXP-U012 Communication COM-EXP-U015 Communication COM-EXP-U019 Communication COM-EXP-U021 Communication COM-EXP-U023 Communication COM-EXP-U024 Communication

Expressive Expressive Expressive Expressive Expressive Expressive Expressive Expressive Expressive Expressive Expressive

COM-REC-U001 Communication

PHYSICAL FUNCTIONING

PHY-GRO-U004 Physical Functioning PHY-GRO-U007 Physical Functioning

Receptive

Gross/Fine Motor Gross/Fine Motor

Goal [student] will represent quantities to (20, 100, 1000). [student] will use patterns to represent and to form generalizations. [student] will develop and apply computational fluency when working with numbers. [student] will develop functional math skills. [student] will develop financial literacy. [student] will improve [his] basic numeracy skills. [student] will improve self-advocacy skills and demonstrate greater confidence in [his] abilities.

[student] will comprehend, communicate, and connect with others. [student] will show an increase in expressive vocabulary. [student] will improve [his] language processing skills. [student] will demonstrate an increase in concept knowledge. [student] will show an increase in expressive vocabulary. [student]'s speech will be better understood by adults and peers. [student] will use appropriate grammatical structures when speaking. [student] will acquire, interpret, and present information. [student] will work together to plan and accomplish group tasks. [student] will reflect and share accomplishments, as well as what was learned. [student] will develop skills in friendship making and conversing with peers effectively. [student] will demonstrate an increase in following directions.

[student] will participate in physical activity to help develop movement skills. [student] will participate in daily physical activity.

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Chilliwack School District's My Education BC Special Education Goal Bank

Identifier PHY-GRO-U009 PHY-GRO-U010 PHY-GRO-U014

Category Physical Functioning Physical Functioning Physical Functioning

Subcategory Gross/Fine Motor Gross/Fine Motor Gross/Fine Motor

PHY-GRO-U016 Physical Functioning Gross/Fine Motor

PHY-GRO-U018 Physical Functioning Gross/Fine Motor

PHY-PER-U001 Physical Functioning Personal Safety

PHY-PER-U002 Physical Functioning Personal Safety

SELF DETERMINATION/INDEPENDENCE

SEL-BEH-U003 Self

Behaviour_

Determ./Independence

SEL-PER-U003 Self

Personal Safety

Determ./Independence

SEL-PER-U005 Self

Personal Safety

Determ./Independence

SEL-PER-U006 Self

Personal Safety

Determ./Independence

SEL-PER-U007 Self

Personal Safety

Determ./Independence

SEL-PER-U010 Self

Personal Safety

Determ./Independence

SEL-SEL-U001 Self

Self Advocacy

Determ./Independence

SOCIAL EMOTIONAL

SOC-BEH-U003 Social Emotional

Behaviour_

Goal [student] will develop an appropriate level of core strength. [student] will develop ball skills. [student] will participate independently/with support in leisure and recreational interests of [his] choice. [student] will improve work behaviour for greater task orientation in the classroom. [student] will improve motor skills to enhance quality of movement and efficiently organize self for participation in school activities. [student] will remain safe at school. [student] will develop an appropriate level of balance.

[student] will act with a sense of integrity in interactions, including online.

[student] will interact appropriately with other students.

[student] will become more independent with [his] mobility device.

[student] will understand graphic symbols.

[student] will comprehend typical verbal communications.

[student] will improve self-care skills for greater independence in school.

[student] will express [his] needs and seek help when [he] needs it.

[student] will take responsibility for [his] own choices and actions.

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Chilliwack School District's My Education BC Special Education Goal Bank

Identifier

Category

SOC-BEH-U008 Social Emotional

SOC-BEH-U012 Social Emotional

SOC-BEH-U016 SOC-BEH-U018 SOC-BEH-U022 SOC-BEH-U025 SOC-BEH-U027 SOC-BEH-U029 SOC-BEH-U031 SOC-BEH-U033 SOC-BEH-U044

Social Emotional Social Emotional Social Emotional Social Emotional Social Emotional Social Emotional Social Emotional Social Emotional Social Emotional

SOC-BEH-U047 Social Emotional SOC-MEN-U004 Social Emotional

SOC-MEN-U006 Social Emotional

SOC-MEN-U011 Social Emotional

SOC-MEN-U017 Social Emotional SOC-MEN-U019 Social Emotional SOC-MEN-U021 Social Emotional

SOC-PER-U003 Social Emotional

Subcategory Behaviour_

Behaviour_

Behaviour_ Behaviour_ Behaviour_ Behaviour_ Behaviour_ Behaviour_ Behaviour_ Behaviour_ Behaviour_

Behaviour_ Mental Health

Mental Health

Mental Health

Mental Health Mental Health Mental Health

Personal Safety

Goal [student] will demonstrate responsibility over [his] actions and be a contributing member of the school community. [student] will demonstrate respect for different perspectives and solve problems in peaceful ways. [student] will develop and maintain positive peer and adult relationships. [student] will care for school/other students' property in a responsible manner. [student] will develop control over [his] own behaviour. [student] will demonstrate appropriate interaction skills. [student] will develop and maintain positive relationships in a variety of contexts [student] will generate, use and evaluate strategies to resolve problems. [student] will develop a positive attitude and caring behaviour. [student] will develop a sense of personal space in interactions with other people [student] will increasingly follow the __ Elementary school and classroom expectations. [student] will improve peer/adult interaction. [student] will recognize how [his] decisions and actions will affect [his] well -being and take responsibility for caring for [himself]. [student] will make choices that contribute to [his] safety in [his] classroom, school, community, and online interactions. [student] will make healthy choices that positively influence [his] social-emotional and mental well-being. [student] will develop control over [his] own behaviour. [student] will understand that mental well-being is connected to good health. [student] will gain confidence and be able to participate in the regular classroom program. [student] will engage in appropriate behaviour to keep [himself] and others safe at school.

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Chilliwack School District's My Education BC Special Education Goal Bank

Identifier SOC-PER-U006 SOC-SEL-U005

Category Social Emotional Social Emotional

TRANSITION

TRA-IN-U003 Transition

TRA-IN-U005 TRA-IN-U006 TRA-OUT-U002

Transition Transition Transition

TRA-OUT-U005 TRA-OUT-U006 TRA-OUT-U008 TRA-OUT-U010

Transition Transition Transition Transition

TRA-PER-U002 TRA-PER-U005 TRA-PER-U007 TRA-PER-U008 TRA-SEL-U004

Transition Transition Transition Transition Transition

Subcategory Personal Safety Self Advocacy

In School

In School In School Out of School

Out of School Out of School Out of School Out of School

Personal Safety Personal Safety Personal Safety Personal Safety Self Advocacy

Goal [student] will interact appropriately with teachers. [student] will demonstrate a sense of personal efficacy and growing confidence in [his] ability to advocate for [himself].

[student] will self-advocate for and utilize appropriate adaptations/adjudications to increase comprehension in academic courses. [student] will develop self-determination skills. [student] will develop skills for dealing with change effectively. [student] will engage with the community and opportunities outside of the secondary school. [student] will develop self-determination skills. [student] will develop skills for independent living. [student] will begin developing workplace skills. [student] will maintain a sense of personal health and well-being through weight training and exercise offered through the school and the community. [student] will take the necessary steps to prevent illness. [student] will increase [his] ability to care for personal needs. [student] will demonstrate problem-solving skills in typical situations. [student] will ask for assistance when appropriate. [student] will develop self-determination skills.

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ACADEMIC/INTELLECTUAL

ACA-BEH-U002 Goal Objective 1

2

Academic/Intellectual Behaviour_ [student] will improve the organization of [his] work.

[student] will increase [his] ability to organize [his] work assignments, classroom work and homework with support/independently _ out of _ times. [student] will take [his] planner home to share with [his] parents with support/independently _ out of _ times.

ACA-BEH-U004 Goal Objective 1 2 3 4 5

6 7 8

9

Academic/Intellectual Behaviour_ [student] will work towards becoming an autonomous learner.

[student] will participate in __ out of __ district gifted activity events. [student] will participate in project-based learning in the classroom in consultation with teacher. [student] will demonstrate learning through __ number of independent projects by June. [student] will pursue a topic of interest and work with partner to complete a project by June. [student] will self-advocate by asking teacher for more challenging material when [he] has already mastered concept __% of the time. [student] will accept imperfection and learn how to accept occasional failure as a challenge to be met and overcome by June. [student] will learn to view mistakes as a challenge to be met and solved with continued effort by June. [student] will have opportunity to choose higher level novels to read and then complete activity of [his] choice on that nove l by June. [student] will engage in an independent study of [his] area of interest using variety of available technology by June.

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