Reflect on the following set of questions relating to education and the global knowledge economy: 1.Do you believe that a country’s economic success and the well-being of its residents are tied to how

If the domain is English language Arts the goals might be chosen from:

To improve expressive communication

To improve listening skills

To increase knowledge of the structure of language

To improve receptive communication

To improve reading literacy

To increase vocabulary acquisition and use

To increase respect for diversity in modes of communication

To use diverse print and nonprint sources and genre

To increase phonemic awareness

To increase writing literacy

To increase comprehension

To follow directions

To improve memory skills

Chose one of the ELA goals in the list.
Then, develop four benchmarks or prerequisite skills for the annual goal that you chose for both 3-year-olds and for 4-year-olds.
Next, briefly identify 5 activities that will that help that child meet that specific goal.

3 Year Old Goals
Goal
Benchmark 1
Benchmark 2
Benchmark 3
Benchmark 4

3 Year Old activities
Goal
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5

4 Year Old Goals
Goal
Benchmark 1
Benchmark 2
Benchmark 3
Benchmark 4

4 Year Old activities
Goal
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5

IEP goals and objectives are: Specific, Measurable, Achievable, Relevant, and Time Specific.

Unacceptable

19 Points and below

Emerging

20 - 29 Points

Progressing

30 - 39 Points

Promising Practice

40 - 50 Points

 IEP goals and objectives are

not written in observable and

measurable language.

 IEP goals and objectives do not

have defined mastery of

learning that encompasses a

scope of growth over the

course of one year.

 IEP goals and objectives are written

in observable and measurable

language.

 IEP goals and objectives use

appropriate criteria of measurement

and broad methods of assessment

that measure the learning as defined

in the IEP goals and objectives.

 IEP goals and objectives are written in

observable and measurable language

that defines what the student will

learn and the conditions for the

instruction.

 IEP goals and objectives use

appropriate criteria of measurement

and methods of assessment that

specifically measure the learning as

defined in the IEP goals and

objectives.

 IEP goals and objectives are written in

observable and measurable language that

explicitly defines what the student will

learn and the conditions for the instruction.

 IEP goals and objectives use specific and appropriate criteria of measurement and methods of student progress monitoring that specifically measure the learning as defined in the IEP goals and objectives.