Examples of Procedures, Schedules, and Criteria for Creating Complete Short-Term Objectives

Use this table to create short-term objectives.  Name the student and the skill or behavior to be learned.  Then choose a procedure, schedule, and criteria to complete your objective. 

Adapted from a handout created by Lori Korinek, Ph.D., Professor, The College of William and Mary.

Examples:

Procedures

How the skill or behavior will be measured.

Schedules

How often the measurement will occur.

Criteria

How well the student is expected to do.

Teacher-made tests

Weekly

___ times per interval or period

Checklist of behaviors

Daily

8 out of 10 trials

Frequency or duration recording; time sampling

Twice times daily

For at least ___ minutes

Teacher observation with anecdotal records

___ times weekly

Every class period

Student self-evaluation

Monthly

Within ___ minutes

Probe sheets

Every ___ weeks

At a rate of ___ per minute

Precision teaching timings

Each marking period

With < ___ errors

Completion of worksheets and assignments

During ___ classes

Legibly and with the lines

Teacher-student conferences

For a unit

Correctly for ___ consecutive days

Anecdotal records

Before/after class

Without teacher prompts

Weekly work and/or behavior contracts

By the end of the week

With ___% improvement over baseline

Portfolios/journal entries

When asked to do so

___% accuracy

  • Roberto will read regular multi-syllable teacher-made word lists of 25 words every two weeks with fewer than five errors.

  • Regina will be on-task as measured by teacher observation two times a week for at least 30 of 45 minutes during class.

Reference

Bateman, B., & Linden, M. (1998). Better IEPs: How to develop legally correct and educationally useful programs (3rd ed). Longmont, CO: Sopris West.

Date: April/May 2001