Writing IEP Goals

Conditions	Direction of change	Performance Criteria	Evaluation Procedure	Behavior
In a small group Independently In the gifted class In a team At the mentor site With the mentor When doing homework When involved in______ When presented with In Socratic discussions During structured activities In public speaking In mock activities In simulations In competitions In problem-solving In role-playing situations	Will….. Increase Maintain Demonstrate growth Accelerate grade level	___% above baseline ___% above goal with a grade of _____level (on a rubric) will meet personal goal by timeline at the ___grade level at the ___benchmark on __separate occasions with ___% independently with ____% participation in structured activities Task competition within acceptable level of performance as set by teacher, student, mentor, or combination	Test scores Observation with data collection Pre-and post-assessment Rubric Student journal Mentor evaluation Grades Documentation: Teacher checklist Anecdotal records Student self-evaluation Oral performance Work samples Pre-post conference Peer evaluation Checklist Feedback from audience Results from competitions Products Teacher/student conference Parental input	Analyze Synthesize Evaluate Judge Discuss Generalize Develop criteria Solve problems Demonstrate use of knowledge Construct Utilize Interpret Compare/Contrast Will accelerate Comprehend concepts Apply ideas and concepts Support inferences Formulate questions Create and present Interpret Demonstrate leadership Establish evaluation criteria Research Construct Implement strategies Propose goals/objectives Clarify Illustrate data Accept responsibility Take another perspective Compromise/Negotiate Empathize Reflect

In the gifted class, Jerry will demonstrate growth from novice to the proficient level on a rubric in comparing and contrasting literary elements in pieces of literature by September, 2006.