You are on page 1of 9

EDPY 401

Nov 1st
Instructor: Dr. Heather Brown
Tayler Button

Goals and Objectives Assignment


Student: Lindsey - Grade - 7
Long Term Goal: Between September 2016 and June 2017 Lindseys reading ability will be raised from an early
grade three to a late grade 4 early grade 5 level, with a focus on vocabulary and comprehension.

SMART:
Specific: The focus is on Lindseys reading. Each short term goal is skill oriented and designed around making Lindsey a better more
compotent reader.
Measureable: The teacher and Lindsey will work together by using a modified Target Chart Template. This chart will be used in different
capacities in each Short term Goal to better keep track of her learning. There will also be data point based marking metrics for each short term
goal. (How we can manage ADHD Behaviour, p. 3).
Attainable: Lindseys goal is obtainable, however it will require moving two reading grades in a single year which is not an easy task. That
said with strong well organized educational focus on accommodations and learning strengths I think it is possible for her to obtain this goal. I
feel its also important to underscore the reasoning why this difficult goal was developed. It was built around preventing her from falling further
behind in reading, so even if she only makes it half way, grade 4 level, she has not fallen further behind her classmates; and although that isnt
the primary goal of catching up, it does still hold value in furthering her education.
Relevant: By working to increase her reading level Lindsey will increase her capacity to preform in all subject areas at school, as well as
have a stronger requisite life skill. Reading is not a pureley academic pursuit but a life skill that is prerequisite to most conventonal forms of
success. Reading is always relevent but especially so for a struggling student.

Timely: Short-term objectives are well paced at regular intervals to established consistent goals that will contribute to aiding Lindsey in
achieving her long term goal by June 2017. These timelines are detailed in the template below.
Goals and Objectives Assignment Template
Case Study Student: Lindsey Woods, Grade 7.
Long Term Goal: Between September 2016 and June 2017 Lindseys reading ability will be raised from an early grade
three to an early grade 5, with a heavy focus on bolstering her weakest components of reading, vocabulary and working
memory.
acc
Need Addressed: According to her psycho-educational assessment Lindsey is 4 reading grade levels behind with a noted
weakness in vocabulary. As she is already behind we do not want this lapse in progress to compound and wish to
addresss this need sooner rather than later. Lindsey needs to not only stop falling behind in reading but start the process
of catching up.
Rationale: Reading is one of the most valuable and important skills that we as human beings possess. Reading influences
our interaction with the physical world, other people, media, information, and almost every facet of modern western
culture. Lindsey has been identified as having ADHD in her psycho-educational assessment as well as learning
disabilities. Her reading skills and vocabulary are some of the areas where her exceptional learning condition has held
her back the most, as she is reading at an early grade 3 level. Short term objective One is built around achieving a higher
reading level, she will reach a grade 4 familiarity with Dolch sight words. This educational strategy is developed around
teaching to Lindseys strengths to help her weaknessess (Parker, 2005, p91.) Her reading fluency is her strongest aspect
of literacy, and vocabulary is her weakest; by using Dolch sight words she will utilize her fluency to read the word but
need to complete further activities to unlock its meaning and reinforce that word into her vocabulary. This is important
as many of the Dolch sight words are not easy to sound-out.She will work on this activity until she has mastered the
words at her current grade three level. The next Short term objective will build off of her understanding of the Dolch
sight words and begin to incorporate Fry Words. Fry Words are the thousand most commonly used words in the english
language, which are being incorporated because the most valuable words are often the most regularly spoken. Fry Words
are organized by groups of one hundred and Lindsey will accomplish the first four sets to boost her working vocabulary
to a more functional grade four to five level. The third short term objective will be developed around independant
learning strategies. Lindsey will start reading a short novelette that is in the late grade 3 to early grade 4 reading level
selected from the Open Alberta English Language arts, grades 4 through 12: authorized novels and nonfiction annotated
list. As she reads through the book she will be required to fill out a reading log that tracks the words she doesnt
understand. This short term goal is developed around figuring out what the words that get her stuck mean. Independent
learning is both important and empowering, the hope is that Lindsey will learn some educational initiative with this goal
as well as improve her baseline skill. The end of the short term goal leaves roughly one month for reassessment of
Lindseys ability and to see if she has achieved her long term goal.

Description of Short-Term
Objective

Describe what strategies or


interventions will be implemented to
support the student in reaching the
objective?

How will the student demonstrate


that they have met the objective?

Starting at the beginning of


September Lindsey will begin
working through the grade 3 list of
Dolch* sight words. She will work
through the Dolch words until the
grade 3 set is exhausted in mid
October (7 weeks, 20 words, 3 per
day)

Lindsey will make three flashcards of the


expected Dolch words at the beginning of each
week as well as check list of when she sees them
used in everyday life. The check list will be a
modified version of the educational target chart
found in Parker (2005). When she sees or hears
the word in real life she will need to make a note
of it on the back of the flashcard and check it off
of her listening checklist.

*Dolch sight words are words that


must be memorized for effective
Lindsey will have access to text to speech
reading, many of which can not be software, as well as online dictionary resources
sounded out.
that can help her with each word when she
encounters difficuty. (Education Alberta, 2006, p.
204)
Lindsey will also cutout each word from the
supplied online
template(mrs.perkinso.com/flash3rd.pdf) and find
an object or image that depicts it in an either
objective or meaningful way. She will then fasten
the cuttout to the object or image with tape.
(mrs.perkinso.com/flash3rd.pdf)
At the end of each week Lindsey will submit her
modified target chart that will outline the ways
she has heard/read the words assigned over the
week. (Parker, 2005)
When Lindsey completes her Dolch words she
will recieve a certificate of her accomplishment.
This will be part of an ongoing reward system in
the furture short term objectives. (O Reagan,
F.J. 2014 p. 20)

Lindsey will first demonstrate understanding by


completion of her flashcards. These will be
subject to a homework check on each Wednesday.
Lindsey will also cut and tape each of her three
assigned words to an image or object that
corresponds with the words meaning. This will be
graded based on level of correctness, for a
percentile data point.
When each week is completed Lindsey will
submit modified target chart to her instructor who
will assess her understanding of that weeks
words and grade the chart. If more time is
required on a particular word then that word may
be re assigned, and the Short term goal may need
to be lengthened.

Starting in the lst week of October Lindsey will have a daily worksheet associated Lindsey will demonstrate her understanding
Lindsey will begin working on *Fry with each daily grouping of Fry words to work quantitatively by filling out her daily worksheets
Words. Starting at the first 100
with. She will be required to match the word with which will be graded and reviewed for patterns in
words she will work through to the a synonym, and then with an antynym. She will errors. If any significant changes or patterns arise
end of the fourth set of 100 words, also in her own words list what she thinks each teacher directed review may be undertaken.
designed for fourth and fifth graders. one of the Fry Words means. She will of course
The recommended pacing will
have access to digital assistive technology as well Lindsey will also demonstrate quantitative
roughly 4 words a day, but will
as the instructors individualized attention when understanding by filling out her sentence prompt
likely shift based on the difficulty. required. (k12reader.com/subjects/vocabulary/fry- sheets. Those will reviewed with Lindsey to
She will finish in the first week of words/)
understand her thought process in sentence
February 2017. Its important to note
construction, as well as baseline definition
that these words are being tested on Lindsey will at the end of each week be given a understanding. If she understands how a word
reading capacity, and recognizability list of sentence starters and a selection of the
will be used in a sentence then she truly
and not spelling as that would
previous weeks words. She must fill in the rest of understands its definition.
require a much slower pacing.
the sentence prompts using at least one of the
prior weeks Fry words. Gradually she will be
Lindsey will be assessed in her oral
required to use more of the Fry words per
understanding of these Fry words by her ability to
sentence.
pronounce them and the context words which she
presents alongside them. Her verbal ability is
Lindsey will also be asked to try and use these
limited, however, practice with new words is
*Fry Words, is a comprehensive list Fry words orally, first with the instructor, but by extremely effective at adding vocabulary to
of 1000 most commonly used words the end of the second month she is to attempt
working and subsequently permanent memory.
in the English language. They differ using them in a peer interaction every two weeks.
from Dolch sight words as these are This is to both nurture her understanding of the
easy to sound out and are common word and assist in her peer to peer interaction
parlance focussed.
difficulties systemic from her limited vocabulary
understanding.

Starting in the 2nd week of February Lindsey will choose/be assigned a novelette/novelLindsey will demonstrate understanding of the
2017, Lindsey will complete a grade study to work with from the Open Alberta
required material in the curation of her
4 novelette study. Completing
English Language arts, grades 4 through 12:
spreadsheet. A teacher or teacers aid will review
several vocabulary assignments as authorized novels and nonfiction annotated list, her sheet ever day to ensure that Lindsey is
she works her way through the
in the second week of February. Its important that she achieving an adequate understanding of the books
literature. She will complete the
has some say in the piece that she reads as its will vocabulary and themes. These spreadsheets will
book and the associated assignments reinforce her self advocacy in education, and
be assessed based on their content and be used as
by the last week of May; working at bolster work ethic by having a stake in the
a basis for Short term goal pacing.
a pace of roughly 1 to 2 pages a day. project.
Lindsey will also begin filling out periodical exit
Lindsey will have a daily spreadsheet with strong slips, that will help illumintae her feelings on the
or tricky vocabulary terms used inside her book particular piece and current breadth of studies.
of choice, she will need to list what those words These are a qualitative assessment and should be
definition is and also the context of the word in treated based on the self assessment of
the book. If she runs into any problems she will understanding content.
be expected to now know how to look them up.
This expectation is based on her prior short term Lindsey will lastly submit her journal entries for
goals that developed her ability research and learngrading at the middle of each month for grading
english definitions using online/dictionary
to determine whether or not she is fully grasping
research skills. In the beginning Lindseys
the content presented in the novel. The journal
instructor will monitor her and assist her as
entries are role playing in nature to assess if she is
needed in learning each words meaning but
grasping the overarching themes in the book.
slowly work towards a less intervention as time
goes on.This is an independent task to try and
fade teacher intervention. (Dawson & Guare,
2009)
Lindsey will also begin filling out exit slips
several times a week to gauge understanding of
the literary work she is studying. If she doesnt
understand the page(s) she read that particular
day her teacher will review with her the next
class.
Lindsey will also write role playing journal
entries once per month describing the events of
her particular novel study from one characters

References cited

Dawson, P., & Guare, R. (2009). Smart but Scattered: The Revolutionary "Executive Skills Approach to Helping Kids Reach their Potential
(pp. 92-109).

Dolch Sight Words Mrs. Perkins. (n.d.). Retrieved November 03, 2016, from http://www.mrsperkins.com/dolch.htm

ERIC - Individualized Program Planning (IPP): ECS to Grade 12. Programming for Students with Special Needs, Online Submission, 2006.
(n.d.). Retrieved November 04, 2016, from http://eric.ed.gov/?id=ED491500

Fry Word List - 1,000 High Frequency Words. (n.d.). Retrieved November 04, 2016, from http://www.k12reader.com/subject/vocabulary/frywords/

O'Regan, F. J. (2014).Successfully Managing ADHD: A Handbook for SENCOs and Teachers. London, UK: Routledge.

Panwar, R. -. (2005, August 06). English language arts, grades 4 to 12 : Authorized novels and nonfiction annotated list Summary Detailed
Information Related. Retrieved November 3, 2016, from http://open.alberta.ca/publications/0778537994

Parker, H. (2005).The ADHD Handbook for Schools: Effective Strategies for Identifying and Teaching Students with AttentionDeficit/Hyperactivity Disorder . Plantation, Florida: Specialty Press Inc.

You might also like