Sample+Measurable+Goals

**__SAMPLE MEASURABLE GOALS__** - 11/2/08
Here are some examples of measurable goals using the revised format from the SRBI Documentation Form. Read orally, "words correct per minute" (WCPM) at independent reading level (currently not meeting grade level benchmark) using an increasingly more difficult text in order to reach grade level benchmark. (Using baseline Reading A-Z passage.) Retell orally, 5 major events in sequential order using an answer frame (in the beginning, next, etc) Write a retelling using 5 major events in sequential order using an answer frame. Write a comprehensive summary, u sing a story map graphic organizer (scoring a 3 or 4 using DRA2 rubric as measure of growth). Respond (orally/written) correctly to 4 inferential/reflective questions, using DRA2 questions as model. Respond orally with 4 reasonable predictions, noting information from prior knowledge and evidence from the text ("I think this because…..") in increasingly difficult texts. Read orally 10 blends in context, with 90% accuracy.
 * **Student Name:** CB || **Grd:** 2 || **Subject:** Reading |||| **Interventionist:** Ms. Lee ||
 * **Problem:** CB needs to develop decoding accuracy when reading independently which interferes with accurate comprehension. ||
 * = Minutes: 15 = |||| **Times/Wk:** 3 |||| **# Wks:** 4 || **Grouping:** 4 sts ||
 * **Intervention:** CB will read from Reading A-Z texts at her independent level under timed conditions to increase accuracy & speed. |||||| **Measure:** CB will reach her targeted WCPM reading level as measured by a Reading A-Z passage at her independent level. ||
 * **Student Name:** RU || **Grd:** 4 |||| **Subject:** Reading |||| **Interventionist:** Mr. Pitts ||
 * **Problem:** Although RU retells information from a fiction book read at his independent level, he is not able to relate them in sequence indicating a low level of comprehension. ||
 * = Minutes/Wk: 30 = |||||| **Times/Wk:** 3 |||| **# Wks:** 4 || **Grouping:** 5 sts ||
 * **Intervention:** Teacher will model the use of the answer frame, complete a frame with the group using a shared story, the guide students using the frame independently at their independent levels. |||||| **Measure:** RU will successfully summarize two stories at his independent reading level in sequence using an answer frame as per F & P comprehension strategies. ||
 * **Student Name:** JP || **Grd:** 3 || **Subject:** Reading |||| **Interventionist:** Mrs. Barns ||
 * **Problem:** JP’s ability to use clues from the text to decode and understand unknown words limits his comprehension when reading. ||
 * = Minutes/Wk: 20 = |||| **Times/Wk:** 3 |||| **# Wks:** 3 || **Grouping:** 4 sts ||
 * **Intervention:** Teach semantic strategies, re-reading, to decode a word and understand its meaning from words in context. |||||| **Measure:** JP will read with 85% accuracy at grade level using the DRP. ||
 * **Student Name:** ST || **Grd:** 1 || **Subject:** Reading |||| **Interventionist:** Ms. Little ||
 * **Problem:** ST knows consonant and vowel letters and sounds but lacks fluency decoding them even for simple CVC words. ||
 * = Minutes/Wk: 15 = |||| **Times/Wk:** 3 |||| **# Wks:** 2 || **Grouping:** individual ||
 * **Intervention:** Complete DR Lessons 30-32, Unit 3. |||||| **Measure:** ST will read CVC words with 90% accuracy on DR assessment. ||

Jp will correctly identify the letters Bb, Pp, Dd, and Cc on a letter chart in random order.

Given the letters R, S, and T CJ will correctly identify the letters, their given sound, and tell a word that begins with that letter.

Camie will identify the sight words: can, see, is, the, here on a given word list with accuracy.