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Students will be able to write from the perspective of a historical figure from the civil rights movement using a graphic organizer with a partner.

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after being read an instructional level text 

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The student will be able to effectively write an 11-sentence descriptive paragraph 80% of the time through the utilization of assistive technology in the form of speech-to-text by the end of the first quarter.

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Students will be able to accurately and independently identify two main themes in a 3-paragraph text by using underlining, questioning, and summarization (close reading strategies) 80% of the time.

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In 3 out of 5 opportunities, Cody will be able to be on task for 15 minutes with no more than two teacher prompts by the end of the first quarter.

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Student will appropriately initiate a conversation with a peer and accurately respond to the peers comment in 4 out of 5 opportunities.

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Given sentence dictation of learned sounds and sight words, access to a sound chart, specialized paper and/or whiteboard and verbal prompts (to repeat words and/or attend to speaker's lips), ___ will write the sentence with proper capitalization and end punctuation as well as correct spelling of learned sight words and phonetic skills in four out of five measured opportunities.

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By the renewal of the IEP,  the student will be able to answer "Wh" questions with 90% accuracy (up from 60%) after being read an instructional level text

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When asked a question about a topic, the student will be able to respond with an on-topic statement using a full sentence given one teacher prompt in 4 out of 5 opportunities for two consecutive weeks.

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After reading an individual level text, the student will accurately recall 80% of the main events of the story in 4 out of 5 opportunities. (Claire)

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The student will use the ASL sign for "help" appropriately in 4 out of 5 given opportunities in a one week period. (Demi & Drew)

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____ will build his/her self-monitoring skills so that she can rate her emotions on a five point scale, then identify and utilize a learned coping strategy and understand another person's perspective in 80% of all programmed opportunities.

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Using an editing checklist, in 4 out of 5 opportunities, X will use transitional words and/or phrases between sentences accurately and appropriately within her writing within a one-week time period. (Drew & Demi)

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When given a sensory tool for self regulation, John will be able to attend a whole group lesson for 15 minutes, with no more than two teacher prompts, across 5 days a week.

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Given a visual (checklist or visual pictures), X will follow a morning routine (such as unpacking, passing in homework assignments and starting morning work) in 7 out of 10 opportunities with no more than 1 prompt.

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Student will be able to identify one major event from the text and write it using a sentence frame.

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Student will use "requests phrases" (i.e Can I have water please) appropriately and accurately in 3 out of 5 opportunities.

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Student will be able to explain and use vocabulary from the text orally and in writing in 4 out of 5 opportunities.

While reading an instructional level reading passage, Child will make no more than six errors for every 100 words read as measured by 3 out of 5 opportunities.

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Student will hold pencil in a mature tripod grasp (index finger opposed to thumb) in 4 out of 5 opportunities.

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Student will be able to write an informational piece ("how to"), using a graphic organizer.

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Student will activate their speech-producing switch to turn a preferred item on in 4 out of 5 given opportunities across 10 instructional sessions.
(Demi & Drew)

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Each day, X will participate in co-constructing a plan for himself during independent work time, including writing one academic goal and one social goal (Drew & Demi).