Reading comprehension IEP goals

By the annual review date, after reading a sixth-grade-level informational passage, [Student] will state the main idea in one sentence and name two supporting details with 80% accuracy across passages, as measured by weekly comprehension probes scored by the teacher.

By the annual review date, after listening to or reading a third-grade-level story, [Student] will answer who, what, and where questions correctly in 4 of 5 passages, as measured by weekly comprehension question sets scored on a data sheet.

By the annual review date, when asked an inferential question about a sixth-grade-level text, [Student] will answer and quote the sentence from the text that supports the answer with 80% accuracy, as measured by weekly text-evidence question sets.

By the annual review date, after hearing a kindergarten-level story, [Student] will retell it including 5 story events in order, as measured by a retell rubric scored weekly.

By the annual review date, after reading a ninth-grade-level article, [Student] will write a summary of five sentences or fewer that states the central idea without copying whole sentences from the text, scoring 85% or higher on a summary rubric, as measured by a four-point summary rubric applied weekly.

By the annual review date, when reading sixth-grade-level text, [Student] will determine the meaning of an unfamiliar word using surrounding sentences and explain the clue used, with 80% accuracy, as measured by weekly context-clue probes.

By the annual review date, when given a sixth-grade-level informational text, [Student] will use headings, captions and diagrams to locate requested information in 4 of 5 tasks, as measured by weekly text-feature scavenger tasks scored on a data sheet.

By the annual review date, after reading two ninth-grade-level texts on the same topic, [Student] will name one point on which the authors agree and one on which they differ, with 85% accuracy across text pairs, as measured by paired-text tasks scored monthly.

By the annual review date, after reading a sixth-grade-level narrative, [Student] will describe why a character acted as they did and cite the text detail that shows it, with 80% accuracy, as measured by weekly response questions scored with a key.

By the annual review date, when given statements drawn from a sixth-grade-level text, [Student] will sort them into statements of fact and statements of opinion with 90% accuracy, as measured by weekly sorting tasks scored on a data sheet.

By the annual review date, before and during reading a third-grade-level text, [Student] will make a prediction and then say whether the text confirmed it, in 4 of 5 reading sessions, as measured by a prediction log kept during guided reading.

By the annual review date, while reading sixth-grade-level text, [Student] will stop at the end of a section, say whether it made sense, and reread when it did not, in 4 of 5 observed sessions, as measured by a self-monitoring checklist scored during reading.

By the annual review date, when writing a response to a ninth-grade-level text, [Student] will include a direct quotation with a page or paragraph reference in each response, with 85% accuracy, as measured by written responses scored weekly against a checklist.

By the annual review date, when given written multi-step directions at sixth-grade level, [Student] will complete every step in order with 90% accuracy, as measured by weekly direction-following tasks scored on a data sheet.

By the annual review date, after listening to a kindergarten-level passage read aloud, [Student] will answer comprehension questions with 80% accuracy, as measured by weekly listening comprehension probes.

By the annual review date, when given a sixth-grade-level text, [Student] will identify a stated cause and its effect and explain the link in one sentence, with 85% accuracy, as measured by weekly graphic organizers scored with a key.

By the annual review date, when a ninth-grade-level text uses an idiom, metaphor or simile, [Student] will explain its meaning in plain language with 80% accuracy, as measured by weekly figurative language probes.

By the annual review date, before reading an assigned ninth-grade-level text, [Student] will state the purpose for reading and afterwards report whether it was met, in 4 of 5 assignments, as measured by a reading purpose log reviewed weekly.

By the annual review date, when answering multiple-choice questions about a ninth-grade-level passage, [Student] will eliminate answers contradicted by the text and select the supported answer with 80% accuracy, as measured by weekly multiple-choice passage sets scored with a key.

By the annual review date, when reading assigned sixth-grade-level text, [Student] will select and apply a comprehension strategy — rereading, annotating, or chunking the text — with no adult prompting, as measured by a prompting-level data sheet kept during reading.

By the annual review date, after reading a section of a ninth-grade-level science or social studies text, [Student] will answer content questions using information from the text with 80% accuracy, as measured by content-area quizzes recorded on a data sheet.

By the annual review date, after reading a sixth-grade-level text, [Student] will state whether the author wrote to inform, persuade or entertain and name the evidence for it, with 85% accuracy, as measured by weekly author’s purpose tasks scored with a key.

By the annual review date, [Student] will read assigned ninth-grade-level text independently for 25 minutes and then answer three questions about what was read, as measured by a reading log with a three-question check, weekly.