NAME will use whole body listening in the classroom in 60% of opportunities.
NAME will identify expected and unexpected behaviors in herself and in social scenarios with 70% accuracy.
NAME will identify how his behaviors and comments make others feel in 70% of opportunities provided minimal verbal and visual cues.
NAME will demonstrate socially expected behaviors, comments, and vocal volume in 80% of opportunities given 2 or fewer verbal or visual cues.
When given a specific behavior, NAME will identify how it makes others feel, the consequences, and how that impacts how he feels about himself with 70% accuracy and a visual or graphic organizer.
Given written or verbal cues, NAME will initiate a conversation with a peer, ask a question, and answer a question in 80% of observed opportunities.
NAME will ask reciprocal questions of a therapist or peer in 4/5 opportunities across 3 consecutive sessions provided minimal verbal and visual cues.
NAME will identify how to greet and initiate a conversation with a peer, and will appropriately initiate a conversation with a peer in 3/5 opportunities provided moderate cues.
NAME will use conversation maintenance strategies (i.e. making comments to perpetuate the conversation, providing turn taking opportunities) in 70% of opportunities.
Given a visual, NAME will demonstrate appropriate topic maintenance, as evidenced by taking 3+ turns per conversational topic, 3x per 30-minute session, across 3 consecutive sessions.
Given a conversation with one other peer or adult, NAME will maintain a topic of conversation of the other person’s choosing by asking partner-focused questions and making comments for at least 3 conversational turns in 70% of opportunities.
NAME will use visual mapping to determine 2 or more possible outcomes to a social situation or problem, and determine which outcome would be most appropriate and why in 4 out of 5 opportunities given a familiar visual and minimal verbal cues.
NAME will identify the size of presented or incidental problems with 80% accuracy given a familiar visual and minimal verbal cues.
NAME will identify how to be flexible in response to a little problem in 4/5 opportunities given 1 verbal cue.
Given a familiar visual or written cues, NAME will appropriately ask for help using a question in 70% of
When he needs assistance, NAME will explain the problem so his listener can understand and appropriately ask for help in 3 out of 5 observed opportunities in the classroom setting.
Given a familiar visual and verbal cues, NAME will indicate how he is feeling and why in 60% of observed opportunities.
NAME will correctly identify how others are feeling and identify at least one specific visual cue in 80% of opportunities given a familiar visual and gestural cues.
NAME will make an inference and describe a visual clue that contributes to his inference, based on presented and incidental social scenarios on 4/5 opportunities provided minimal verbal cues.
Given a hypothetical social scenario and a familiar visual, NAME will describe the perspectives, intentions, thoughts, or feelings of the people involved in 70% of opportunities.
Given a picture or a series of pictures, NAME will formulate 4 or more grammatically correct sentences to tell a short narrative describing the picture in 70% of opportunities with less than 15% mazing.
After reading a short passage, NAME will determine the main idea and explain how it is supported by key details in 80% of opportunities given a visual and/or graphic organizer.
Given multi-paragraph, non-fiction text from her curriculum and a graphic organizer, NAME will summarize the text in her own words to demonstrate comprehension without adult support in 70% of opportunities.
Given two pictures, STUDENT will identify 2 or more ways they are similar and 2 or more ways they are different in 80% of opportunities.
Given a familiar graphic organizer and/or visual, STUDENT will compare and contrast two familiar items in 3-5 ways in 3 out of 4 observed opportunities.
Given a familiar graphic organizer, STUDENT will compare and contrast two characters from grade level books in 3 out of 4 observed opportunities.
Given a sentence containing an unknown vocabulary word, NAME will use synonym or antonym based context clues as a clue to the meaning of a word and define the word in 70% of opportunities.
NAME will define words by category and by two or more key attributes in 80% of opportunities.
NAME will demonstrate understanding of words, including math vocabulary terms, by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) in 80% of opportunities.
Given 1 cue, NAME will define a curricular vocabulary word using a complete sentence with correct grammar in 70% of opportunities.
NAME will explain the meaning of a multiple meaning word using context clues in 70% of opportunities given 1 verbal prompt.
Given words, NAME will be able to define age-appropriate vocabulary words using synonyms, by negation (not a…), antonyms, and by example during structured activities with 80% accuracy and minimal cues.
Given example words from her curriculum, NAME will state the meaning of 15 different prefixes or suffixes given no adult support.
Given a visual and up to 1 verbal cue, NAME will use strategies (i.e., rehearsal, visualization, asking for repetitions, writing down the steps) to follow multistep directions in 70% of observed opportunities.
Given a written direction, NAME will identify the most important information in the direction and name 1 or more strategies he could use to follow the direction accurately in 80% of opportunities with minimal cues.
NAME will demonstrate the ability to utilize reading comprehension strategies (i.e., visualization, context clues, number paragraphs, highlight, underline, etc.) in order to answer factual and more complex reading comprehension questions with no more than 2 verbal prompts with 80% accuracy.
NAME will independently navigate to 4 different, contextually appropriate pages within his “Group” folder within a 30 minute activity.
Given 1 verbal cue, NAME will combine 2 or more symbols to make requests in 70% of opportunities during routine or semi-structured activities.
Given 1 cue, NAME will use greetings on his “Social” page to respond to adults and peers in 3 out of 5 opportunities.
When NAME wants a particular item or activity, he will use his communication device to make a specific request and bring it within 3 feet of a communication partner in 50% of observed opportunities given 1 verbal and gestural prompt.
When not understood, NAME will independently use communication repair strategies (e.g., restate what he said, increase volume, use slow rate, stress multisyllabic words, use precise articulation) in 3 out of 4 observed opportunities.