## Work Completion |
Top |

Student will continue to demonstrate responsible work completion habits by continuing to turn in at least 95% of all assignments in all classes with grades no lower than a C in all classes each quarter as measured by teacher grade book observation.

Student will complete and turn in assignments on time by making a list of assignments to complete in her Learning Strategies class and complete 70% of the work identified with grades of C or higher as measured by special education teacher collected data

Student will participate in his education by completing at least 4 of 5 assignments in reading and math with 80% accuracy or better each week as measured by teacher collected data.

Student will re-do or make corrections to work without argument 90% of the time as measured by teacher report and work samples.

Given support with organization and assignment completion, Student will complete and turn in 90% of his assignments in each class each quarter as measured by teacher collected data.

Student will increase his homework completion from 60% to 80% of the time as measured by teacher observation and grade book.

In order to increase the completion rate of class work and homework, Student will check in with an adult each week, make a plan for completing his work, and increase his average work completion rate from 63% to 80% overall each quarter as measured by teacher grade book data.

Given assistance with his organization and a daily work completion routine, Student will turn in 90% of his assignments on time as measured by teacher reports and observation.

Student will increase his homework completion skills by completing a prioritization checklist for assignment completion at the beginning of his Learning Strategies class 4 of 5 days per week as measured by teacher observation and collected data.

## Grades |
Top |

Given the support with his agenda use and classroom assignments, Student will pass all classes with grades of C or higher each quarter as measured by teacher grade book data.

## Organize Work |
Top |

Given a visual list of assignments to complete and support with assignments Student will prioritize the work he needs to complete in his Learning Strategies class while working for 30 out of 45 minutes in class 4 of 5 days a week as measured by teacher collected observation data.

Student will complete and turn in assignments on time by making a list of assignments to complete in her Learning Strategies class and complete 70% of the work identified with grades of C or higher as measured by special education teacher collected data

Student will decrease his dependence on adults to inform him of work to complete while increasing his own organizational skills by prioritizing his tasks to complete in his Learning Strategies classes 3 of 5 days per week as measured by teacher observation.

Student will increase his independence by prioritizing the tasks he needs to complete each day in his learning strategies class with minimal adult support 4 of 5 days per week as measured by staff and student reports.

Given support from staff and a location to keep his classroom items, Student will increase his ability to manage his organizational items by keeping an agenda each quarter as measured by teacher observation.

## Independent Work/On Task Behavior |
Top |

Given an incentive plan, Student will participate in PE 50% of the time each week as measured by teacher reported observation.

In her Learning Strategies class, Student will initiate her work with no more than one verbal reminder per class 4 out of 5 days per week as measured by teacher reported data.

Student will improve his independent work habits by starting his work in his general education classes within the first 3 minutes when given no more than one reminder 4 of 5 days per week as measured by teacher report.

When given an assigned task, Student will demonstrate on task behavior for at least 20 minutes 80% of the time as measured by special education and regular education teacher collected observation data.

Student will increase his ability to work independently in his Learning Strategies class by finishing 50% of his assignments independently for 3 consecutive weeks as measured by teacher observation and recorded data.

## Check-In |
Top |

Student will increase his self-advocacy skills by completing a check in process at the beginning of each Learning Strategies class to indicate what level of support he needs that day and for upcoming tests 3 of 5 days a week as measured by teacher collected data.

Student will increase his independent communication by checking in and out with an adult in the resource room when he comes in for a break 90% of the time as measured by teacher observation.

Student will check in with his 1st period teacher or when he arrives and indicate if there are any barriers to his learning (i.e. hungry, sleepy, anxiety) 5/5 days as indicated through agenda check and teacher sign off.

## Classroom Focus |
Top |

When Student is given a re-teaching of a skill he will listen and / or ask questions 80% of the time in 3 of 4 core area classes each quarter as measured by teacher and staff observations.

## Agenda |
Top |

Student will fill out his agenda 80% of the time with minimal adult prompting measured each quarter by special education teacher collected data.

Student will independently fill out his agenda 90% of the time each quarter as measured by special education teacher collected data.

## Absence/Attendance |
Top |

When Student is absent from school he will initiate making up the work by talking to the teacher or independently getting the assignments from 4 of 5 core subject teachers as measured by teacher reports.

Student will improve his self-regulation skills to increase his school attendance from 23% to 85% of the time each quarter as measured by teacher collected data.

## Supplies |
Top |

Given minimal adult prompting, Student will come to class prepared with all needed supplies 5/5 days per week for 3 consecutive weeks as measured by teacher checking student agenda.

## Self Advocacy |
Top |

Student will be able to demonstrate appropriate self advocacy skills when asking for help or requesting a break during instructional times by being on task during the period and using appropriate language 3 out of 5 days of the week as measured by teacher reports and observations.

Student will increase his self-advocacy skills at school by verbalizing his needs to a trusted adult at school with minimal prompting 50% of the time he feel anxious as measured by student teacher reported data.

## Signs and Symbols |
Top |

Given 10 familiar signs and symbols in the school environment Student will be able to correctly read and tell the meaning of 9 of these symbols on 3 consecutive trials as measured by special education teacher collected data.

## Test in Smaller Setting |
Top |

Given minimal prompting, Student will advocate to take assessments in a smaller setting 80% of the time he has an assessment each quarter as measured by teacher observation and student recording.

## Computer Use |
Top |

Given clear expectations, Student will use the computer only for school approved activities 90% of the time as measured by teacher observations.