Module One Activity: Writing Instructional Objectives Short-term instructional objectives consist of the antecedent conditions for performing a skill, an observable behavior, and criteria for mastery.

Use the following guidelines when examining and writing instructional objectives:

1. State the conditions (e.g., when presented with a list of 50 sight words, 10 multiplication problems, five paper cut-outs of shapes, a ruler and five items to measure, a paragraph written at the third grade level).

2. State what the child will do in observable terms (read aloud, solve, answer, point to, identify, spell, compute, recite, state, edit). Do not use terms such as "understand," "appreciate," "know how to," "learn," and "increase knowledge," as these behaviors are not directly observable.

3. State the criteria or level of mastery (e.g., 90% accuracy). The criteria set for each objective will depend upon the student's ability level, the difficulty of the task, and the proficiency demanded by the child's natural environment (e.g., you would probably want the child to be able to safely cross the street to 100% accuracy).

Select three of the following goal statements and, for each goal statement, create an instructional objective related to reaching that goal.

The student will:

Know and apply grade level phonics and word analysis skills in decoding words.

apply the basic concepts of measurement.

demonstrate basic computer and word processing skills.

count forward beginning from a given number within the known sequence

Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Understand the relationship between numbers and quantities; connect counting to cardinality.

Example: (Please follow this example when creating your goals.)

Understand the relationship between numbers and quantities; connect counting to cardinality.

Condition- When given a set number of objects,

Observable- The student will separate the objects by color/shape, count the objects, and identify the correct number.

Criteria- Given verbal and gestural prompts when needed in 3 out of 4 trial (number of trials should always be provided), with 80% accuracy by the end of the IEP.

Put the goal together: When given a set number of objects, the student will separate the objects by color/shape, count the objects, and identify the correct number, given verbal and gestural prompts when needed in 3 out of 4 trials, with 80% accuracy by the end of the IEP.