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.



How the skill or behavior will be measured.


How often the measurement will occur.


How well the student is expected to do.

Teacher-made tests


___ times per interval or period

Checklist of behaviors


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


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.


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