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Disk7Goals&Benchmarks

By Loretta Woods,2014-04-03 17:01
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Disk7Goals&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

     1

    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.

     2

    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

     3

    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

     4

    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”

     5

    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

     6

    Early Literacy Skills

    Book 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

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

     7

    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

     8

    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

     9

    Fine Motor Skills

    (see also Pre-writing Skills)

     Student will build a tower with _____ large blocks 1 ?”

     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

     10

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