300 goals · 14 skill areas · free

IEP goals, written so they can be measured

Every goal carries the five parts a goal needs — a timeframe, the conditions, an observable behavior, a criterion and how it will be measured. Set a present level and a target, and the generator writes the goal and its benchmarks.

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Annual goal

By the annual review date, when given an unpracticed third-grade-level passage, [Student] will read aloud for one minute at 90 words correct per minute with 95% accuracy, as measured by weekly one-minute curriculum-based measurement probes.

Benchmarks

  1. 1

    By the annual review date, when given an unpracticed third-grade-level passage, [Student] will read aloud for one minute at 56 words correct per minute with 95% accuracy, as measured by weekly one-minute curriculum-based measurement probes.

  2. 2

    By the annual review date, when given an unpracticed third-grade-level passage, [Student] will read aloud for one minute at 68 words correct per minute with 95% accuracy, as measured by weekly one-minute curriculum-based measurement probes.

  3. 3

    By the annual review date, when given an unpracticed third-grade-level passage, [Student] will read aloud for one minute at 79 words correct per minute with 95% accuracy, as measured by weekly one-minute curriculum-based measurement probes.

Replace [Student] and any remaining bracket in your own document. The IEP team writes the goal from this student's present levels; this is a starting draft, not an IEP.

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By skill area

Reading fluency

23

Oral reading rate, accuracy, expression and self-correction.

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Reading comprehension

23

Main idea, inference, text evidence, retelling and summary.

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Decoding and phonics

23

Phonemic awareness, letter sounds, blending, syllable types.

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Vocabulary

23

Context clues, affixes and roots, academic and content words.

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Writing

23

Sentences, paragraphs, editing, handwriting and keyboarding.

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Math computation

23

Facts, multi-digit operations, fractions, decimals, integers.

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Math problem solving

23

Word problems, multi-step reasoning, money, time, measurement.

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Behavior

23

Replacement behaviours, following directions, transitions, safety.

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Social and emotional

23

Peer interaction, regulation, coping strategies, self-advocacy.

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Executive functioning

23

Organization, initiation, time management, materials, planning.

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Functional life skills

23

Daily living, community access, safety, money, work routines.

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Communication

23

Expressive and receptive language, AAC, articulation, pragmatics.

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Transition

24

Employment, postsecondary training, independent living.

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Autism

31

A cross-section: communication, regulation, routine, independence.

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Two things most goal banks get wrong

Short-term objectives are not required for every student
Benchmarks or short-term objectives are federally required for children who take alternate assessments aligned to alternate academic achievement standards. For every other student they are a state, district or team decision. 34 CFR §300.320(a)(2)(ii)
Quarterly progress reports are an example, not a rule
The IEP must state when periodic reports on progress toward the annual goals will be provided. The regulation offers quarterly reports issued alongside report cards as an example — it does not set the interval. 34 CFR §300.320(a)(3)(ii)
The five parts of a measurable goal

Sources

Every figure on this page comes from one of the documents below, with the date it was read. Requirements change; if a source has moved on since that date, the source is right and this page is out of date.