IEP Goal Bank

Given a list of 20 grade-level multisyllabic words, [student] will decode words accurately, improving from a baseline of 9/20 to 17/20 words on three consecutive probes, as measured by teacher-scored word lists, by [date].

Given an unpracticed [grade]-level passage, [student] will read aloud, improving from a baseline of 62 words correct per minute to 95 words correct per minute with 95% accuracy across three consecutive trials, as measured by curriculum-based fluency probes, by [date].

After reading a [grade]-level informational passage, [student] will answer literal and inferential comprehension questions, improving from a baseline of 45% accuracy to 80% accuracy across four consecutive assessments, as measured by teacher-made comprehension checks, by [date].

Given a graphic organizer and a [grade]-level text, [student] will produce a written summary including main idea and three supporting details, improving from 1 of 4 required elements to 4 of 4 elements on three consecutive summaries, as measured by a scoring rubric, by [date].

Given a picture prompt and a sentence checklist, [student] will write complete sentences with capitalization and end punctuation, improving from 2 of 5 sentences correct to 8 of 10 sentences correct across three consecutive writing samples, as measured by scored work samples, by [date].

Given a topic and a planning organizer, [student] will write a paragraph containing a topic sentence, three supporting details, and a closing sentence, improving from 1 of 5 elements to 5 of 5 elements on three consecutive paragraphs, as measured by a writing rubric, by [date].

Given a self-editing checklist and a first draft, [student] will independently correct spelling, capitalization, and punctuation errors, improving from 30% of errors corrected to 80% of errors corrected across four consecutive drafts, as measured by comparison of draft to final copy, by [date].

Given a [grade]-level constructed-response prompt and 20 minutes, [student] will write a response that cites at least two pieces of text evidence, improving from 0 citations to 2 citations on four of five opportunities, as measured by scored responses, by [date].

Given 20 multi-digit addition and subtraction problems with regrouping, [student] will solve them accurately, improving from a baseline of 40% to 85% accuracy across three consecutive probes, as measured by scored math probes, by [date].

Given a two-step word problem and a problem-solving checklist, [student] will identify the operation and solve, improving from 2 of 10 to 8 of 10 problems correct across three consecutive sessions, as measured by scored work samples, by [date].

Given visual models and 10 fraction comparison items, [student] will compare fractions with unlike denominators, improving from 30% accuracy to 80% accuracy on three consecutive assessments, as measured by teacher-scored assessments, by [date].

Given a purchase scenario under $20 and a calculator, [student] will determine the total cost and correct change, improving from 3 of 10 to 9 of 10 trials correct across three consecutive sessions, as measured by scored performance tasks, by [date].

When presented with a non-preferred task, [student] will request a break using a break card or words, increasing from a baseline of 1 independent request per day to 4 independent requests per day across five consecutive school days, as measured by frequency data, by [date].

When showing early signs of frustration, [student] will use a taught coping strategy with no more than one adult prompt, improving from 20% of observed opportunities to 80% of opportunities across four consecutive weeks, as measured by an ABC/opportunity log, by [date].

During a 30-minute academic block, [student] will remain in the assigned work area, increasing from a baseline of 12 minutes to 25 minutes across four of five consecutive days, as measured by duration recording, by [date].

Given a self-monitoring checklist and a timer, [student] will rate on-task behavior at 10-minute intervals with 80% agreement with adult ratings across three consecutive weeks, as measured by paired self-monitoring forms, by [date].

During structured play or group work, [student] will initiate an appropriate interaction with a peer, increasing from a baseline of 1 initiation per session to 4 initiations per session across four consecutive sessions, as measured by tally data, by [date].

Given a scenario card or real classroom situation, [student] will name the emotion and one appropriate response, improving from 40% accuracy to 85% accuracy across three consecutive sessions, as measured by scored social-skills probes, by [date].

When given corrective feedback, [student] will respond with an accepting statement or action within 30 seconds, improving from 25% of opportunities to 80% of opportunities across four consecutive weeks, as measured by an opportunity log, by [date].

Given a peer disagreement and a problem-solving visual, [student] will use a taught resolution step with no more than one prompt in 4 of 5 observed conflicts across three consecutive weeks, as measured by staff observation records, by [date].

Given a model and visual cue, [student] will produce the /[sound]/ sound in the initial position of words, improving from 45% accuracy to 90% accuracy across three consecutive therapy sessions, as measured by clinician data sheets, by [date].

Given a picture prompt, [student] will produce sentences of at least five words including a subject and verb, improving from 2 of 10 to 8 of 10 trials across three consecutive sessions, as measured by language sample data, by [date].

Given a two-step verbal direction without visual support, [student] will complete both steps, improving from 3 of 10 to 8 of 10 opportunities across three consecutive sessions, as measured by scored trials, by [date].

Across school routines, [student] will use the AAC device to make requests and comments, increasing from 3 device-based utterances per day to 12 per day across five consecutive days, as measured by communication logs, by [date].

Given a written direction and a visual timer, [student] will begin the assigned task within two minutes without adult prompting, improving from 30% of opportunities to 85% of opportunities across four consecutive weeks, as measured by an opportunity log, by [date].

Given a planner and end-of-day check-in, [student] will turn in completed assignments, improving from 50% of assignments to 90% of assignments over four consecutive weeks, as measured by the gradebook and planner review, by [date].

Given an organization checklist, [student] will arrive at class with all required materials, improving from 2 of 5 days to 5 of 5 days across three consecutive weeks, as measured by a daily materials check, by [date].

Given a multi-day assignment and a planning template, [student] will break the task into steps with due dates and meet each step, improving from 1 of 4 steps to 4 of 4 steps on three consecutive projects, as measured by the completed planning template, by [date].

Given a picture or written schedule, [student] will transition to the next activity independently, improving from 40% of transitions to 90% of transitions across five consecutive school days, as measured by transition data sheets, by [date].

Given a task-analysis checklist, [student] will complete the [routine] with independence, improving from 4 of 9 steps to 9 of 9 steps independently across three consecutive opportunities, as measured by task-analysis data, by [date].

Given a community or school safety scenario, [student] will identify the safe action, improving from 50% accuracy to 90% accuracy across three consecutive assessments, as measured by scored scenario checks, by [date].

When unable to complete a task, [student] will request assistance using words or an AAC device within one minute, improving from 2 of 10 to 9 of 10 opportunities across four consecutive weeks, as measured by an opportunity log, by [date].

Given a career interest inventory and research template, [student] will identify three careers matching interests and list the training required for each, completing 3 of 3 profiles with no more than two prompts, as measured by the completed template, by [date].

During the weekly work-based learning placement, [student] will complete assigned tasks with no more than one supervisor redirection, improving from 40% of shifts to 85% of shifts across six consecutive weeks, as measured by the supervisor rating form, by [date].

Given a preparation guide, [student] will state their disability-related needs and two accommodations to an adult, improving from prompted to independent performance in 3 of 3 opportunities, as measured by a self-advocacy rubric, by [date].

Given a monthly budget worksheet, [student] will record income and expenses and calculate the remaining balance with 90% accuracy across three consecutive months, as measured by scored budget worksheets, by [date].