Goals and Objectives for the Unit Plan

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Goals and Objectives for the Unit Plan
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Quick Assessment

• Goals objectives should contain
• Clear Conditions
• Observable Behavior
• Measurable Criteria
• Using your pre-test, practice writing a goal
  using these three parts.
• How confident are you that your goals include
  these parts?

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Your Unit Plan begins with an observable
measureable objective

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Goals ------------------?Objectivesgo
fromGeneral ------- to ------? Specific
State Standards
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson Objectives
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Example IEP Goal

• After reading narrative or expository texts
  written at the fourth grade instructional level,
  Jane will accurately write the answers to 8 of 10
  literal and / inferential comprehension questions
  by day/month/year.

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Example IEP Short term objective

• Given a narrative text written at the fourth
  grade instructional level, Jane will correctly
  write the answers to 8 of 10 literal and
  inferential comprehension questions about the
  text.

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Example Unit Objective

• Given a narrative text (written at the fourth
  grade instructional level), Jane will correctly
  write answers to literal comprehension questions
  focused upon story elements (e.g. character,
  setting, sequence of 3 main events) with 80
  accuracy by November 24, 20--.

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Example Unit Objective

• Given a 3rd grade expository textbook the
  students will open the book to requested text
  features (e.g. title page, table of contents,
  glossary, index) and correctly write answers to
  questions derived from each feature with 80
  accuracy by March 14, 20--.

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Goals Objectives

• Purpose
• tell what students will know or do
• Key question
• What do we want students to know or do?

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Objectives are meaningful outcomes.

• Will others recognize it as an
• indicator of skill attainment?
• Outcomes v. activities

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Objectives are meaningful outcomes.

• Outcomes or activities?
• a. Students will highlight the vocabulary words
  in their text.
• b. Students will be pretested on new vocabulary
  words and their meanings.
• c. Students will read the word and give a
  synonym or simple definition.
• d. Students will practice words and definitions
  with their partners.

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Your unit may have one or more desired
outcomes.Example
Learn the steps of the strategy When asked by the teacher at the beginning of the lesson, students will say the 3 steps of the paragraph shrinking strategy correctly for 3 consecutive days.
Identify the main idea in a paragraph. After reading an expository paragraph at the 4th grade level, students will use the paragraph shrinking strategy to correctly tell the main idea in 4 out of 5 paragraphs.
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Your unit may have one or more desired
outcomes.Example
Read the new words in isolation When presented a list of 20 high frequency words from the Kucera-Francis 3rd grade list, the students will read at least 90 of them correctly.
Read the new words in context When presented with text at the 3rd grade level containing 20 high frequency words from the Kucera-Francis list, each student will read them with 95 accuracy.
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Your unit may have one or more desired
outcomes.Example
Verbally identify five story elements After reading a short story from the 5th grade anthology, students will verbally identify at least 4 of the 5 story elements (characters, setting, problem, actions, and ending).
Write five story elements on a story map After discussing the short story in class, students will summarize the story by writing 5 story elements on a story map and writing a descriptive phrase about each one.
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Write in terms of outcome performance

• Not too specific and not too global.
• For a 6 to 12 lesson unit.
• Example
• When given 10 new vocabulary words from the unit
  on old growth forests, the students will write
  three words they associate with each target word
  (category, synonym, antonym or example) with at
  least 90 of the words being relevant and
  appropriate.

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Write in terms of outcome performance

• Nonexample
• When the teacher shows the word canopy, the
  students will correctly say the definition.
• Nonexample
• When given classroom reading assignments,
  students will show an increase in their overall
  vocabulary recognition of at least 50 words.

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Behavior

• The behavior identified in the goal needs to be
  clearly defined and directly observable and
  measurable
• Examples of clear observable behavior
• Points, reads, writes, types, says, raises hand
  appropriately, etc.
• Non-examples
• Knows, discovers, recognizes, understands, etc.
• Be able to (we want to know what the student
  actually does not what we think they are or
  arent able to do)
• we cannot directly observe these behaviors,
  therefore we cannot be sure of student progress.

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The behavior

• Stated in observable, unambiguous terms
• will understand
• will demonstrate their ability to
• will know

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The behavior

• Think SAY WRITE DO
• say write point to
• read aloud print hold up
• state type underline
• name trace circle
• match
• touch

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• The conditions
• Make clear to the reader how the performance will
  be evaluated
• Include important information
• How many?
• What kind?
• How given?
• include when accommodations or modified settings
  are used
• Any assistance or accommodation provided during,
  or immediately before the assessment
• Description of the evaluation setting

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Example objective

• By July 20, Zara will place pictures of the story
  events in sequential order, when given a story
  worksheet with pictures of five story events in
  random order with partial physical prompting with
  100 accuracy on 4/5 opportunities as measured by
  daily end of lesson probes.

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The conditions

• Example When given a story worksheet with
  pictures of five key story events in random order
  with full physical prompting,
• how many what kind how given

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The conditions

• Example When given a story worksheet with five
  key story events in random order with partial
  physical prompting,
• how many what kind how given

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The conditions

• Example When given a story worksheet with five
  key story events in random order with verbal
  prompting,
• how many what kind how given

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The conditions

• Example When given a story worksheet with five
  key story events in random order,
• how many what kind how given

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Condition Examples Find How many, what kind,
how given

• Reading
• Given a timed 1 minute DIBELS Oral Reading
  Fluency Probe at a 2nd grade level with use of a
  bookmark to aid in following along, Jaime
  will (Note the Accommodation)
• Given the beginning phonics skills test that
  includes all the most common sounds of the 26
  letters of the alphabet Susan will
• Given the primary phonics skills test that
  contains 62 words with the most common digraphs,
  VCe rules and word endings, Juan Carlos will
• Given a story read aloud to the student and 5
  literal and inferential questions asked by the
  teacher Taniqua will

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What is wrong with the following Condition?

• Given a 2-minute timed reading sample
• What grade level is the passage from?
• What genres are the reading samples from?
• Content area? Narrative/Expository?
• Because difficulty of passages can vary depending
  on the source of the passages its important to
  specify where the passages are from
• For a fair evaluation of student progress its
  important to keep the difficulty level of the
  passages consistent

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Your turn

• Write the condition for your objective make
  sure to include
• How many
• What kind
• How given

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The criterion

• Can be stated in a variety of ways
• Examples "...with 100 accuracy."
• "...correctly in 5 trials out of 6."
• "...capitalizing each proper noun in each
• sentence."
• "...including all 5 parts of the text
  structure."
• "...at a rate of 50 correct words per minute."
• "...with no more than 2 errors.
• "...for three consecutive days.
• "...with 80 accuracy for three consecutive
  days.
• This depends on the learner. Key question
• Are you convinced the learner has mastered the
  skill?

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The criterion

• Must make sense.
• Nonexample
• solving all 10 problems with at
• least 95 correctness.

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The criterion

• Use OBSERVABLE, MEASUREABLE terms
• Dont use ambiguous terms.
• Nonexample
• 80 of the time as determined by
• teacher observation.

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Your turn

• Write the criterion
• Does it make sense?
• Is it ambitious?
• Is it reasonable?
• Does it catch the student up?

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What would you change about the following goal?

• Given instructional level text the student will
  read and comprehend the information based on
  teacher judgment.
• Change to a correctly written goal
• __________________________________
  __________________________________________________
  _________________

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YOUR TURN

• Behavior Students will read the word and give a
  synonym or simple definition
• Conditions ______________________________________
  _________________________________
• Criterion _______________________________
• ________________________________________
• How might a teacher measure / assess student
  learning (the outcome of this objective)?

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YOUR TURN

• Behavior Students will state the main idea and
  tell two important details
• Conditions _______________________________
• ________________________________________
• Criterion _______________________________
• _______________________________________
• How might a teacher measure / assess student
  learning (the outcome of this objective)?

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B. Rationale for Objective

• Assessments data
• All three students scored low in the reading
  comprehension segment of the reading inventory.
• Linked to Oregon or district standards
• Word recognition, as part of fluent text
  reading, is an Oregon benchmark skill.
• IEP goals
• Since Kevin and Talia have word recognition
  objectives on their IEPs

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Discussion

• Begin to brainstorm (write drafts)
• Focus of your work sample
• What skills and strategies do you hope to
  address?
• What is your rationale for working on this focus?
• Rationale
• Direct link to IEP goal / objective
• Direct link to Oregon Benchmark Standard
• Direct link to Assessment Data

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Rubric Goals Objectives

• To meet criteria, the unit objective(s) must
• ? be related to district or state literacy
  standards,
• ? stated as learning outcomes (not activities),
  and contain
• ? conditions related to important instructional
  factors,
• ? an observable, verifiable behavior, and
• ? a measurable criterion.
• The rationale must
• ? make a clear link between the unit objective(s)
  and students IEP goals and objectives and/or
  recent assessment data.