IEP goal bank

By May 12, 2027, when given an unpracticed passage at the third-grade level, Maya will read aloud at 90 words correct per minute with 95 percent accuracy on 4 of 5 weekly one-minute timed readings, up from 62 words correct per minute in September.

1. By [date], given a list of 20 unfamiliar words containing [target pattern, such as closed syllables or vowel teams], [child's name] will read [target] of 20 correctly on 3 consecutive weekly probes, up from [baseline] of 20. 2. By [date], given an unpracticed passage at the [grade] reading level, [child's name] will read aloud at [target] words correct per minute with [target] percent accuracy on 4 of 5 weekly one-minute timed readings, up from [baseline] words correct per minute. 3. By [date], after reading a [length]-paragraph informational passage at instructional level, [child's name] will answer [target] of 5 literal comprehension questions correctly on 3 consecutive weekly assessments, up from [baseline] of 5. 4. By [date], after reading a short narrative passage at instructional level, [child's name] will state the main idea and support it with two details from the text on [target] of 5 passages across 4 consecutive weeks, up from [baseline] of 5. 5. By [date], given 10 new content-area words taught that week, [child's name] will define [target] of 10 in plain words and use each one in a sentence, measured on the weekly vocabulary check, up from [baseline] of 10. 6. By [date], when meaning breaks down during independent reading, [child's name] will use a taught fix-up strategy (reread, slow down, or check the heading) with no adult prompt on [target] of 5 observed occasions across 3 weeks, up from [baseline] of 5. 7. By [date], shown 50 grade-level high-frequency words on cards, [child's name] will read [target] of 50 within three seconds each on 2 consecutive probes, up from [baseline] of 50. 8. By [date], during independent reading time, [child's name] will read a self-selected book at instructional level for [target] minutes with no redirection on 4 of 5 school days per week, up from [baseline] minutes.

1. By [date], given a picture prompt and a word bank, [child's name] will write [target] complete sentences with a capital letter and an end mark on 4 of 5 weekly writing samples, up from [baseline] sentences. 2. By [date], given a graphic organizer and a grade-level prompt, [child's name] will write a paragraph with a topic sentence, at least three supporting details, and a closing sentence, scoring [target] of 4 on the district writing rubric across 3 consecutive samples, up from [baseline] of 4. 3. By [date], before drafting an assigned essay, [child's name] will complete a planning organizer naming a thesis and at least three pieces of evidence, with no adult prompt, on [target] of 5 assignments, up from [baseline] of 5. 4. By [date], given a first draft and an editing checklist, [child's name] will find and correct [target] percent of the capitalization and end-punctuation errors on 4 of 5 drafts, up from [baseline] percent. 5. By [date], on a weekly list of 15 words drawn from taught spelling patterns, [child's name] will spell [target] of 15 correctly on 3 consecutive weekly tests, up from [baseline] of 15. 6. By [date], given a laptop and speech-to-text, [child's name] will produce a first draft of [target] words within a 20-minute writing period on 4 of 5 occasions, up from [baseline] words written by hand in the same 20 minutes. 7. By [date], given a text-dependent question and a two-sentence answer frame, [child's name] will write an answer that states a claim and quotes the text, scoring [target] of 4 on the classroom rubric across 3 consecutive assignments, up from [baseline] of 4.

1. By [date], given a one-minute timed probe of [operation] facts through [10], [child's name] will write [target] correct answers on 3 consecutive probes, up from [baseline] correct. 2. By [date], given 10 two-digit addition and subtraction problems that require regrouping, [child's name] will solve [target] of 10 correctly on 3 consecutive weekly probes, up from [baseline] of 10. 3. By [date], given 5 one-step word problems at the [grade] level and a problem-solving checklist, [child's name] will choose the operation and solve [target] of 5 correctly across 3 consecutive weeks, up from [baseline] of 5. 4. By [date], given two-step equations with one variable, [child's name] will solve [target] of 5 correctly on 3 consecutive class assignments, up from [baseline] of 5. 5. By [date], given a number line and 10 fractions with unlike denominators, [child's name] will place and compare [target] of 10 correctly on 3 consecutive probes, up from [baseline] of 10. 6. By [date], given a menu and a [$20] budget, [child's name] will select items and total the order to within [$1] on [target] of 5 trials in the school store, up from [baseline] of 5. 7. By [date], on assigned math work, [child's name] will apply the taught checking step and catch [target] of 5 planted computation errors before turning the page in, on 4 of 5 assignments, up from [baseline] of 5.

1. By [date], across structured and unstructured school routines, [child's name] will request a needed item or adult help using [a full sentence or the speech-generating device] on [target] of 5 observed opportunities per day across 3 consecutive days, up from [baseline] of 5. 2. By [date], given a two-step spoken direction with no gesture and no repetition, [child's name] will complete both steps on the first request on [target] of 5 opportunities across 4 consecutive sessions, up from [baseline] of 5. 3. By [date], in structured conversation with a familiar adult, [child's name] will produce [target sound] correctly in words at [target] percent accuracy across 3 consecutive speech sessions, up from [baseline] percent. 4. By [date], using the speech-generating device, [child's name] will combine two symbols to request or comment on [target] of 5 opportunities per session across 3 consecutive sessions, up from [baseline] of 5. 5. By [date], after a shared reading, [child's name] will retell the events in order and name [target] of 4 story elements on 3 consecutive weekly probes, up from [baseline] of 4. 6. By [date], during a small-group activity, [child's name] will ask a partner a question about the partner's topic on [target] of 5 observed exchanges across 4 sessions, up from [baseline] of 5. 7. By [date], when a listener signals that the message was not understood, [child's name] will repeat or reword it on [target] of 5 observed occasions per week across 3 weeks, up from [baseline] of 5.

1. By [date], during recess, [child's name] will join an ongoing peer activity using a taught entry strategy on [target] of 5 observed opportunities per week across 4 weeks, up from [baseline] of 5. 2. By [date], when the classroom rating scale is presented, [child's name] will name a current level and one thing that would help on [target] of 5 check-ins per day across 3 consecutive days, up from [baseline] of 5. 3. By [date], when frustrated during independent work, [child's name] will use a taught coping strategy (break card, water break, or paced breathing) rather than leaving the room, on [target] of 5 observed instances across 4 weeks, up from [baseline] of 5. 4. By [date], when given an adult correction or told no, [child's name] will answer in a neutral voice and return to the task within 2 minutes on [target] of 5 observed occasions per week across 4 weeks, up from [baseline] of 5. 5. By [date], during a 10-minute partner activity, [child's name] will take turns and stay with the partner for the full activity on [target] of 5 sessions across 4 weeks, up from [baseline] of 5. 6. By [date], after a conflict at recess, [child's name] will tell a supervising adult what happened, in [child's name]'s own words, within 10 minutes of the incident on [target] of 5 observed incidents, up from [baseline] of 5. 7. By [date], when a task is too hard, [child's name] will raise a hand or place the help card on the desk within 2 minutes, rather than stopping work, on [target] of 5 observed occasions per week across 4 weeks, up from [baseline] of 5.

1. By [date], given a written direction and a one-minute wait, [child's name] will begin the assigned task with no additional adult prompt on [target] of 5 observed tasks per day across 3 consecutive days, up from [baseline] of 5. 2. By [date], during independent work, [child's name] will stay on task for [target] consecutive minutes with no more than one redirection, on 4 of 5 observed work periods per week, up from [baseline] minutes. 3. By [date], at the end of each class period, [child's name] will write the assignment in the planner and pack the materials listed by the teacher on [target] of 5 school days per week across 4 weeks, up from [baseline] of 5. 4. By [date], [child's name] will turn in [target] of 10 assignments on time in [named class], measured from the online gradebook every two weeks, up from [baseline] of 10. 5. By [date], given a two-minute warning, [child's name] will move to the next activity and be ready to work within 3 minutes on [target] of 5 transitions per day across 3 consecutive days, up from [baseline] of 5. 6. By [date], when the work is non-preferred and [child's name] wants out of it, [child's name] will hand the break card to the adult and take a 3-minute break inside the classroom rather than leaving the room, on [target] of 5 observed instances per week across 4 weeks, up from [baseline] of 5. 7. By [date], using a self-monitoring checklist at three set points in the day, [child's name] will rate on-task behavior within one point of the teacher's rating on [target] of 5 school days per week across 4 weeks, up from [baseline] of 5.

1. By [date], following the picture sequence posted at the sink, [child's name] will complete all handwashing steps with no adult prompt on [target] of 5 observed trials per week across 4 weeks, up from [baseline] of 5. 2. By [date], [child's name] will walk from the classroom to [the cafeteria] and back, arriving within 5 minutes and with no adult escort, on [target] of 5 trials per week across 4 weeks, up from [baseline] of 5. 3. By [date], at the start of a class where a testing accommodation applies, [child's name] will ask the teacher for that accommodation, unprompted, on [target] of 5 observed opportunities across 4 weeks, up from [baseline] of 5. 4. By [date], during a 30-minute school job placement, [child's name] will finish the assigned task list with no more than two verbal prompts on [target] of 5 shifts across 6 weeks, up from [baseline] of 5. 5. By [date], [child's name] will complete [target] of the steps written into the transition plan for [named postsecondary goal], including [a campus visit and a submitted application], documented in the transition folder by the annual review date. 6. By [date], given a [$10] bill and a purchase under [$10], [child's name] will pay and count the change to within [$0.25] on [target] of 5 community-based trials, up from [baseline] of 5.

Please send the current baseline data for [child's name] on [skill], with the date it was collected and the method used. We would also like to discuss the attached draft goal at the meeting on [date]. Please make sure the goals in the draft IEP each include a baseline number, the condition the skill is measured under, the performance level that counts as met, and how progress will be reported to us.