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Present Levels of Performance - IEP Goals

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Title Present Levels of Performance - IEP Goals
Text / HTML ratio 30 %
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Keywords cloud IEP Goals measurable make time Levels Present Performance behavior student materials Objectives Facts Membership rate Annual Writing grade factors »
Keywords consistency
Keyword Content Title Description Headings
IEP 13
Goals 10
measurable 5
make 5
time 4
Levels 4
Headings
H1 H2 H3 H4 H5 H6
1 1 2 0 0 0
Images We found 0 images on this web page.

SEO Keywords (Single)

Keyword Occurrence Density
IEP 13 0.65 %
Goals 10 0.50 %
measurable 5 0.25 %
make 5 0.25 %
time 4 0.20 %
Levels 4 0.20 %
Present 4 0.20 %
Performance 4 0.20 %
behavior 4 0.20 %
student 3 0.15 %
materials 3 0.15 %
Objectives 3 0.15 %
Facts 2 0.10 %
Membership 2 0.10 %
rate 2 0.10 %
Annual 2 0.10 %
Writing 2 0.10 %
grade 2 0.10 %
factors 2 0.10 %
» 2 0.10 %

SEO Keywords (Two Word)

Keyword Occurrence Density
IEP Goals 6 0.30 %
Present Levels 4 0.20 %
Levels of 4 0.20 %
such as 3 0.15 %
of the 3 0.15 %
80 of 3 0.15 %
of Performance 3 0.15 %
you can 3 0.15 %
measurable by 3 0.15 %
the whole 3 0.15 %
whole time 2 0.10 %
can specify 2 0.10 %
grade or 2 0.10 %
or age 2 0.10 %
level performance 2 0.10 %
as when 2 0.10 %
the behavior 2 0.10 %
or other 2 0.10 %
or through 2 0.10 %
the time 2 0.10 %

SEO Keywords (Three Word)

Keyword Occurrence Density Possible Spam
Present Levels of 4 0.20 % No
Levels of Performance 3 0.15 % No
grade or age 2 0.10 % No
Goals and Objectives 2 0.10 % No
the whole time 2 0.10 % No
of the time 2 0.10 % No
behavior measurable by 2 0.10 % No
80 of the 2 0.10 % No
IEP Goals and 2 0.10 % No
Bank IEP Goals 2 0.10 % No
such as when 2 0.10 % No
age level performance 2 0.10 % No
or age level 2 0.10 % No
you can specify 2 0.10 % No
used for purposes 1 0.05 % No
for purposes of 1 0.05 % No
purposes of accountability 1 0.05 % No
be used for 1 0.05 % No
accountability for example 1 0.05 % No
for example 80 1 0.05 % No

SEO Keywords (Four Word)

Keyword Occurrence Density Possible Spam
Present Levels of Performance 3 0.15 % No
IEP Goals and Objectives 2 0.10 % No
80 of the time 2 0.10 % No
grade or age level 2 0.10 % No
or age level performance 2 0.10 % No
for purposes of accountability 1 0.05 % No
example 80 of any 1 0.05 % No
for example 80 of 1 0.05 % No
accountability for example 80 1 0.05 % No
of accountability for example 1 0.05 % No
purposes of accountability for 1 0.05 % No
IEP Goals Home About 1 0.05 % No
used for purposes of 1 0.05 % No
80 of any 15minute 1 0.05 % No
will be used for 1 0.05 % No
that will be used 1 0.05 % No
time that will be 1 0.05 % No
whole time that will 1 0.05 % No
the whole time that 1 0.05 % No
specify the whole time 1 0.05 % No

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IEP Behavior Goals - IEP Goals
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Goal Bank for IEP, IEP Goal Bank, IEP Goals Bank, Goal Bank IEP
IEP Goals and Objectives
IEP Goals and Objectives - IEP Goals
IEP Goals and Objectives Bank
IEP Goals and Objectives Bank - IEP Goals
IEP Goals for Autism
IEP Goals for Autism - IEP Goals
IEP Objectives
IEP Objectives - IEP Goals
Individualized Education Program
Individualized Education Program - IEP Goals
Present Levels of Performance
Present Levels of Performance - IEP Goals
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Writing Good Goals - IEP Goals
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Writing IEP - IEP Goals
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Resources - IEP Goals
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Present Levels of Performance - IEP Goals IEP Goals Home About Us Signup Annual Membership Lifetime Membership Sample IEP Goals IEP Facts Goals for IEP IDEA 2004 IEPPoliciesGoals IEP Goal Bank IEP Goals and Objectives IEP Goals and Objectives Bank IEP Goals for Autism IEP Objectives Individualized Education Program Present Levels of Performance Writing Good Goals Writing IEP Resources Recommended Reading Webpages Task Analysis IEP Goals » IEP Facts » Present Levels of Performance Present Levels of Performance So how do I make the Present Levels of Educational Performance and Annual Goals measurable? To make something measurable, you can specify a grade or age level performance if that grade or age level performance is well-spoken or definable through district standards or other curriculum or through known telescopic and sequence materials, developmental materials, or through testing materials. You can moreover make it measurable by indicating a rate, for example, 3 out of 4 times, 80% of the time, 5 minutes out of every 10, 75% success. When using a rate, be sure you can specify and measure the "whole part." In other words, if you say a student will do something 80% of the time, does that midpoint you or someone will have to watch the student 24 hours a day, 5 days a week? If the whole time would be unreasonable, than modify your expectation to specify the whole time that will be used for purposes of accountability, for example, 80% of any 15-minute observation. You can make student policies measurable by defining the factors surrounding the behavior. These include precipitating events, such as, "when asked to work independently," or environmental factors, such as, "when dealing with sexuality validity figures," or other patterns, such as "always without lunch," "in math class," "on the playground." Finally, you can make policies measurable by identifying the results of the behavior, "Removal from the classroom has increased [this behavior]." If this looks like a Functional Behavioral Assessment, it is. Even informally, the techniques of an FBA can do wonders for making your present levels well-spoken and measurable. Username Password Remember Me Search Support