Module 6: 2 Hours
Developing Objectives Aligned to
State Standards
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Module 6 - Cypress-Fairbanks I.S.D.
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Training Outline
Module One: Overview & Introduction to
Data Collection
 Module Two: Data Collection
 Module Three: PLAAFP Overview
 Module Four: PLAAFP – Documenting
Strengths and Challenges
 Module Five: Developing Goals
 Module Six: Developing Objectives
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Purpose of Training
The purpose of these training modules is
to reline and expand your current skills in
developing data-based and studentfocused goals and objectives that align
with state standards and the general
education curriculum.
 The purpose is also to share new forms
and processes to be implemented in Cy
Fair ISD
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Training Guidelines
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Take responsibility for your own learning and
honor your personal expectations
Honor the time limits (e.g. return from breaks
promptly)
Participate by sharing your ideas and
experiences
Listen and consider the opinions of others
Participate in the activities and the scenarios
presented
Maintain confidentiality
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Objectives
Where is the student
now?
PLAAFP
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How will the
student get
there?
Objectives
Module 6 - Cypress-Fairbanks I.S.D.
Where do we want
the student to go?
GOAL
5
Purpose of Objectives:
Breaks down
goal into
measurable
steps
Objectives
Follows
a
logical
sequence
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A task
analysis of
the goal
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Objectives
Objectives should be aligned to state standards and
should identify the incremental steps toward
achieving the long term goal. They should:
State the conditions outlining how they will
observe and measure the student behavior
 Define the behavior
 Be measurable, criterion
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Objectives
Objectives are indicators of progress toward
reaching a goal. They should state:
Conditions
 The Behavior
 Criterion
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HOW PRESENTED
DOES WHAT
HOW MUCH
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Conditions (How Presented):
Conditions
Examples
What will be imposed
When
What is given
Given
What is denied
Without
Situation/Environmental setting
When
Situations
In
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working independently
When seated
Within 5 minutes
________________
________________
a verbal/physical prompt
Given a word bank
Using manipulatives
________________
________________
reminders
Without the aide of a calculator
________________
________________
given a pattern
In a small group setting
After listening to….
________________
________________
a group of 4
During group discussions
________________
________________
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Behavior (Does What)
The behavior is:
Process
Verbs:
Completion of Statement:
The expected behavior/skill
to be changed or maintained
Point
To
What
the student will do is
a result of the instruction or
condition is described
Expressed
by process verbs
Understandable
and
observable by anyone
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Place
Choose
Read
Write
List
Complete
_________
_________
_________
the object/picture
An object appropriately
The named picture
A short passage
___________________
___________________
___________________
___________________
___________________
___________________
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If you cannot describe it,
You cannot observe it……
And if you cannot observe it,
You cannot measure it.
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Criteria (How Much)
Types of Criteria
Time
Examples of Criteria
Within
10 minutes
______________________________
Three
Accuracy
out of four opportunities
70% accuracy
With no more than 2 errors
______________________________
Duration
For
Combination
Intensity
ten minutes
After 10 minutes
_______________________________
A
minimum of 3 correct responses within 10 minutes
For 5 minutes, with 70% accuracy over 10 consecutive trials
_____________________________________
Using
a volume appropriate for the classroom
________________________________
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Measurement (How Evaluated)
Measurement indicated how progress toward the objective is to be
measured. This is documented on the IEP page under the section:
“Evaluation Procedures May Include:”
Examples:
 Pre and Post Testing
 Written Assignments
 Physical Demonstration
 Oral Questioning
 Criterion/Curriculum Testing
 Student Portfolio
 Other____________________________
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Writing Objectives
When given a structured writing
assignment, Johnny will edit towards
standard grammar and usage with 70%
accuracy.
As a teacher, what skills would you teach to
master this goal?
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Reasons to Make Objectives More
Specific
Teachers from year to year know what specific
skills are of particular weakness in grammatical
skills
 Parents know specifically what skills you plan to
work on so they can better support you
 At the end of the annual ARD period, students
may not have mastered all of the goal but may
have mastered a portion of the goal indicating
progress towards mastery.

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Rewritten Objective
In a structured writing assignment, Johnny
will edit towards standard grammar and
usage to include subject/verb agreement
with 70% accuracy.
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Writing Objectives
GOAL: By the 2009-2010
annual ARD, when
presented with grade level
standards, Johnny will edit
towards standard grammar
and usage as evidenced by
mastery of the following
objectives at the criteria
level indicated below.
Who?
OBJECTIVE: Given a
structured writing
assignment, Johnny
will use
subject/verb
agreement in 7 of 10
opportunities.
Criteria
(How much?)
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Behavior
(Does what?)
Conditions
(How presented?)
How evaluated?
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Writing Objectives
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GOAL: By the end 2009-2010
annual ARD, when presented
with grade level standards,
Susie will answer
comprehension questions as
evidenced by mastery of the
following objectives at the
criteria level indicated below.
OBJECTIVE: After
reading a passage at
her instructional level,
Susie will orally
answer
comprehension
questions including
literal questions with
70% accuracy.
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Who?
Behavior
(Does what?)
Conditions
(How
presented?)
Criteria
(How much?)
How evaluated?
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Goal and Objective Activity
10 minutes
In small groups, select a facilitator,
recorder, timekeeper and reporter
 Select a goal previously written for Rusty
or Sam in Module 5
 Write 2 objectives using the form provided
 Record your objectives in sentence form
on the overhead transparency provided
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Application Activity: Writing Standards
Based Goals and Objectives
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Teams will be given a student profile.
Determine the student’s strengths and needs.
Develop a PLAAFP statement
Determine an area affected by the disability
Determine which standard the student will be working
toward
Develop a goal aligned to the state content standard
Write at least 2 objectives for that goal using the forms
provided
Determine if all criteria for goals and objectives have
been met
Write the goal and two objectives on an overhead
transparency to share with the total group
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Case Studies
NAME
Grade
Disability
Stan
PPCD
Dev. Delays
Lewis
7th
LD/OHI
Juanita
9th
MR
Suzie
4th
MR/SI
Maria
3rd
LD
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Domain
Strengths
Challenges
Vocational
Communication/
Language
Academics
Motor/Sensory
Social/Emotional
Self Help/
Independence
PLAAFP:___________________________________________________
______________________________________________________
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Questions and Concerns
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