The measurable short term objectives and/or benchmarks should be directly related to the measurable annual goal. They can represent either sub-skills or components of the annual goal, or specific targets along the way toward achievement of the annual goal. For example, if the goal was related to a general outcome measure, such as reads 120 words correctly per minute using 4th grade level passages, the short term objectives might specify the specific sub-areas of reading fluency that must be addressed within the child’s interventions, such as sight word recognition and phonic skills. A different approach might be for the team to choose specific points along the way toward 120 words per minute, such as:
Since either the short term objectives or the benchmarks indicate intermediate steps between the present level of performance and the annual goal, there should be more than one benchmark or objective written for each goal statement. They should be written in terms of the child and should contain the following components:
Condition: Given word problems
Learner: Student
Behavior: will use models to demonstrate conceptual understanding of decimals and fractions
Criteria: at 75% accuracy.
The short term objectives should be aligned to the student’s personal literacy plan (PLP) and/or individual learning plan (ILP) where applicable. There should be a minimum of two objectives per goal.
(http://www.ride.ri.gov/StudentsFamilies/SpecialEducation/IEPIndividualEducationProgram.aspx#15741-iep-forms)
- By November, given a passage written at the 4th grade level, the student will read 90 words correctly per minute.
- By January, given a passage written at the 4th grade level, the student will read 100 words correctly per minute.
- By April, given a passage written at the 4th grade level, the student will read 110 words correctly per minute.
- By June, given a passage written at the 4th grade level, the student will read 120 words correctly per minute.
Since either the short term objectives or the benchmarks indicate intermediate steps between the present level of performance and the annual goal, there should be more than one benchmark or objective written for each goal statement. They should be written in terms of the child and should contain the following components:
Condition: Given word problems
Learner: Student
Behavior: will use models to demonstrate conceptual understanding of decimals and fractions
Criteria: at 75% accuracy.
The short term objectives should be aligned to the student’s personal literacy plan (PLP) and/or individual learning plan (ILP) where applicable. There should be a minimum of two objectives per goal.
(http://www.ride.ri.gov/StudentsFamilies/SpecialEducation/IEPIndividualEducationProgram.aspx#15741-iep-forms)