The Measurable IEP Goal Practice Builder

Example · Phonics and decoding · Lower elementary (K-2)

Given a list of grade-level consonant-vowel-consonant (CVC) words, [student] will read them aloud with 90 percent accuracy on 4 of 5 trials by the annual review date, as measured by weekly teacher-recorded decoding probes.

• Condition Given a list of grade-level consonant-vowel-consonant (CVC) words
• Target skill read them aloud
• Criterion with 90 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Weekly teacher-recorded decoding probes

What to ask your team: Ask what baseline the goal starts from and what type of words the school will use to check it.

Example · Fluency · Lower elementary (K-2)

Given a first-grade decodable passage, [student] will read aloud at 60 words correct per minute with at least 95 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based fluency probes.

• Condition Given a first-grade decodable passage
• Target skill read aloud
• Criterion at 60 words correct per minute with at least 95 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based fluency probes

What to ask your team: Ask whether the passage level matches what your child is being taught and how the starting rate was measured.

Example · Comprehension · Lower elementary (K-2)

After reading or listening to a grade-level story, [student] will retell the key details (characters, setting and one main event) with 80 percent accuracy across 4 of 5 sessions by the annual review date, as measured by a teacher-recorded retell checklist.

• Condition After reading or listening to a grade-level story
• Target skill retell the key details (characters, setting and one main event)
• Criterion with 80 percent accuracy across 4 of 5 sessions
• Timeframe by the annual review date
• Measurement Teacher-recorded retell checklist

What to ask your team: Ask whether the goal is measured on text your child reads or on text read to them and why.

Example · Phonics and decoding · Upper elementary (3-5)

Given a list of grade-level multisyllabic words, [student] will decode them aloud using syllable-division patterns with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded decoding probes.

• Condition Given a list of grade-level multisyllabic words
• Target skill decode them aloud using syllable-division patterns
• Criterion with 85 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-recorded decoding probes

What to ask your team: Ask how the goal moves beyond single-syllable words and what decoding strategy is being taught.

Example · Fluency · Upper elementary (3-5)

Given a third-grade passage, [student] will read aloud at 90 words correct per minute with no more than 5 errors on 4 of 5 trials by the annual review date, as measured by curriculum-based fluency probes.

• Condition Given a third-grade passage
• Target skill read aloud
• Criterion at 90 words correct per minute with no more than 5 errors on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based fluency probes

What to ask your team: Ask whether the passage level matches your child's instructional level and how often the probe is run.

Example · Comprehension · Upper elementary (3-5)

Given a grade-level informational passage, [student] will state the main idea and two supporting details with 80 percent accuracy across 4 of 5 passages by the annual review date, as measured by curriculum-based comprehension probes.

• Condition Given a grade-level informational passage
• Target skill state the main idea and two supporting details
• Criterion with 80 percent accuracy across 4 of 5 passages
• Timeframe by the annual review date
• Measurement Curriculum-based comprehension probes

What to ask your team: Ask what kind of text the goal is measured on and whether it matches what your child reads in class.

Example · Phonics and decoding · Middle school (6-8)

Given grade-level multisyllabic words built from common prefixes, suffixes and roots, [student] will read them aloud and identify the meaning-bearing word parts with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded word-analysis probes.

• Condition Given grade-level multisyllabic words built from common prefixes, suffixes and roots
• Target skill read them aloud and identify the meaning-bearing word parts
• Criterion with 85 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-recorded word-analysis probes

What to ask your team: Ask whether an older reader who still finds long words hard is getting structured word study as part of the plan.

Example · Fluency · Middle school (6-8)

Given a sixth-grade passage, [student] will read aloud at 130 words correct per minute with at least 95 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based fluency probes.

• Condition Given a sixth-grade passage
• Target skill read aloud
• Criterion at 130 words correct per minute with at least 95 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based fluency probes

What to ask your team: Ask whether a fluency goal still fits at this grade or whether the need has shifted toward comprehension.

Example · Comprehension · Middle school (6-8)

Given a grade-level text, [student] will cite two pieces of textual evidence to support a stated inference with 80 percent accuracy across 4 of 5 assignments by the annual review date, as measured by scored short-answer responses.

• Condition Given a grade-level text
• Target skill cite two pieces of textual evidence to support a stated inference
• Criterion with 80 percent accuracy across 4 of 5 assignments
• Timeframe by the annual review date
• Measurement Scored short-answer responses

What to ask your team: Ask how the evidence responses are scored and what counts as a correct answer.

Example · Comprehension · Middle school (6-8)

Given a grade-level passage, [student] will write a summary that states the central idea and three key details, scoring 3 of 4 or higher on a summary rubric on 4 of 5 trials by the annual review date, as measured by scored written summaries.

• Condition Given a grade-level passage
• Target skill write a summary that states the central idea and three key details
• Criterion scoring 3 of 4 or higher on a summary rubric on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Scored written summaries against a shared rubric

What to ask your team: Ask to see the rubric so you know how a passing summary is judged.

Example · Comprehension · High school (9-12)

Given a grade-level text, [student] will determine the central idea and explain how it develops across the text, citing three pieces of supporting evidence, scoring 3 of 4 or higher on an analysis rubric on 4 of 5 assignments by the annual review date, as measured by scored written responses.

• Condition Given a grade-level text
• Target skill determine the central idea and explain how it develops across the text, citing three pieces of supporting evidence
• Criterion scoring 3 of 4 or higher on an analysis rubric on 4 of 5 assignments
• Timeframe by the annual review date
• Measurement Scored written responses against a shared rubric

What to ask your team: Ask how this goal connects to the reading demands of your child's actual classes.

Example · Fluency · High school (9-12)

Given a ninth-grade passage, [student] will read aloud at 150 words correct per minute with at least 95 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based fluency probes.

• Condition Given a ninth-grade passage
• Target skill read aloud
• Criterion at 150 words correct per minute with at least 95 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based fluency probes

What to ask your team: Ask whether a fluency goal is the right focus at this age or whether comprehension and vocabulary matter more for your child.

Example · Phonics and decoding · High school (9-12)

Given a list of grade-level multisyllabic and technical words, [student] will read them aloud accurately using root, prefix and suffix patterns with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded word-reading probes.

• Condition Given a list of grade-level multisyllabic and technical words
• Target skill read them aloud accurately using root, prefix and suffix patterns
• Criterion with 85 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-recorded word-reading probes

What to ask your team: Ask what support is planned if decoding long words is still a barrier at this grade and how it fits the class work.

Example · Written expression: sentence writing · Lower elementary (K-2)

Given a picture prompt and a sentence starter, [student] will write a complete sentence with a capital letter at the beginning and correct end punctuation on 4 of 5 writing samples by the annual review date, as measured by scored classroom writing samples.

• Condition Given a picture prompt and a sentence starter
• Target skill write a complete sentence with a capital letter at the beginning and correct end punctuation
• Criterion on 4 of 5 writing samples
• Timeframe by the annual review date
• Measurement Scored classroom writing samples

What to ask your team: Ask what [student] can do today, so the goal starts from a clear baseline and the target sentence fits where they are now.

Example · Spelling: high-frequency words · Lower elementary (K-2)

Given a weekly list of grade-level high-frequency words, [student] will spell 8 of 10 words correctly on 4 of 5 weekly probes by the annual review date, as measured by teacher-recorded spelling probes.

• Condition Given a weekly list of grade-level high-frequency words
• Target skill spell
• Criterion 8 of 10 words correctly on 4 of 5 weekly probes
• Timeframe by the annual review date
• Measurement Weekly teacher-recorded spelling probes

What to ask your team: Ask which word list the goal draws from and how those words are chosen for [student].

Example · Written expression: paragraph writing · Upper elementary (3-5)

Given a writing prompt and a graphic organizer, [student] will write a paragraph that has a topic sentence, at least three supporting details and a closing sentence, scoring 3 of 4 on the class writing rubric on 4 of 5 samples by the annual review date, as measured by rubric-scored writing samples.

• Condition Given a writing prompt and a graphic organizer
• Target skill write a paragraph that has a topic sentence, at least three supporting details and a closing sentence
• Criterion scoring 3 of 4 on the class writing rubric on 4 of 5 samples
• Timeframe by the annual review date
• Measurement Rubric-scored writing samples

What to ask your team: Ask to see the rubric the goal is scored against so you know what each score stands for.

Example · Spelling: accuracy in writing · Upper elementary (3-5)

Given a piece [student] has written, [student] will spell 90 percent of the words correctly on 4 of 5 writing samples by the annual review date, as measured by teacher analysis of spelling accuracy in [student]'s own writing.

• Condition Given a piece [student] has written
• Target skill spell
• Criterion 90 percent of the words correctly on 4 of 5 writing samples
• Timeframe by the annual review date
• Measurement Teacher analysis of spelling accuracy in [student]'s own writing

What to ask your team: Ask whether spelling is measured on a word list, inside [student]'s own writing or both.

Example · Written expression: multi-paragraph composition · Middle school (6-8)

Given a writing assignment and a planning template, [student] will produce a multi-paragraph composition with a clear introduction, a body and a conclusion, scoring at least 4 of 6 on the school writing rubric on 3 of 4 assignments by the annual review date, as measured by rubric-scored writing assignments.

• Condition Given a writing assignment and a planning template
• Target skill produce a multi-paragraph composition with a clear introduction, a body and a conclusion, scoring
• Criterion at least 4 of 6 on the school writing rubric on 3 of 4 assignments
• Timeframe by the annual review date
• Measurement Rubric-scored writing assignments

What to ask your team: Ask how the rubric weighs ideas against mechanics so the goal targets the area [student] needs most.

Example · Written expression: editing and revising · Middle school (6-8)

Given a first draft and an editing checklist, [student] will revise the draft for complete sentences, capitalization and end punctuation, correcting 80 percent of the marked errors on 4 of 5 drafts by the annual review date, as measured by a comparison of the drafts before and after editing.

• Condition Given a first draft and an editing checklist
• Target skill revise the draft for complete sentences, capitalization and end punctuation, correcting
• Criterion 80 percent of the marked errors on 4 of 5 drafts
• Timeframe by the annual review date
• Measurement Comparison of drafts before and after editing

What to ask your team: Ask how the team will record which errors [student] corrected on their own and which needed a prompt.

Example · Written expression: text-based response · High school (9-12)

Given a text-based prompt, [student] will write a response that states a claim and supports it with at least two pieces of evidence from the text, scoring 3 of 4 on the assignment rubric on 3 of 4 tasks by the annual review date, as measured by rubric-scored written responses.

• Condition Given a text-based prompt
• Target skill write a response that states a claim and supports it with at least two pieces of evidence from the text
• Criterion scoring 3 of 4 on the assignment rubric on 3 of 4 tasks
• Timeframe by the annual review date
• Measurement Rubric-scored written responses

What to ask your team: Ask how this goal connects to the reading and the coursework [student] is doing right now.

Example · Spelling and mechanics: using tools · High school (9-12)

Given a word-processing tool with spell-check, [student] will turn in a final draft with no more than three uncorrected spelling errors per page on 4 of 5 assignments by the annual review date, as measured by teacher review of the final drafts.

• Condition Given a word-processing tool with spell-check
• Target skill turn in a final draft with no more than three uncorrected spelling errors per page
• Criterion on 4 of 5 assignments
• Timeframe by the annual review date
• Measurement Teacher review of final drafts

What to ask your team: Ask whether tools like spell-check are part of [student]'s plan and how the goal accounts for them.

Example · Computation (addition and subtraction facts) · Lower elementary (K-2)

Given 20 single-digit addition and subtraction facts within 10, [student] will solve with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by weekly teacher-scored math probes.

• Condition Given 20 single-digit addition and subtraction facts within 10
• Target skill solve
• Criterion with 80 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Weekly teacher-scored math probes

What to ask your team: Ask what baseline the goal starts from, meaning how many facts your child solves now. Then ask how the school will collect data between meetings.

Example · Problem-solving (single-step word problems) · Lower elementary (K-2)

Given a single-step addition or subtraction word problem within 20, [student] will choose the correct operation and solve with 70 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded work samples.

• Condition Given a single-step addition or subtraction word problem within 20
• Target skill choose the correct operation and solve
• Criterion with 70 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-recorded work samples

What to ask your team: Ask whether the word problem is read aloud to your child or read independently, since that changes what the goal is really measuring.

Example · Computation (multiplication facts) · Upper elementary (3-5)

Given 30 multiplication facts through the tens, [student] will solve with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based math probes.

• Condition Given 30 multiplication facts through the tens
• Target skill solve
• Criterion with 85 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based math probes

What to ask your team: Ask whether the probe is timed, since a timed target measures fluency and an untimed one measures accuracy.

Example · Problem-solving (multi-step word problems) · Upper elementary (3-5)

Given a two-step word problem using addition, subtraction or multiplication, [student] will solve and show each step with 70 percent accuracy on 3 of 4 trials by the annual review date, as measured by scored classroom work samples.

• Condition Given a two-step word problem using addition, subtraction or multiplication
• Target skill solve and show each step
• Criterion with 70 percent accuracy on 3 of 4 trials
• Timeframe by the annual review date
• Measurement Scored classroom work samples

What to ask your team: Ask how partial credit is handled, so a child who sets the problem up correctly gets credit for the reasoning even when the final answer is off.

Example · Computation (fractions and decimals) · Middle school (6-8)

Given 15 problems adding and subtracting fractions with unlike denominators, [student] will solve with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-scored unit probes.

• Condition Given 15 problems adding and subtracting fractions with unlike denominators
• Target skill solve
• Criterion with 80 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-scored unit probes

What to ask your team: Ask whether a reference sheet or a calculator is allowed, since that accommodation changes which skill the goal is measuring.

Example · Problem-solving (ratios and percentages) · Middle school (6-8)

Given a real-world word problem involving a ratio or a percentage, [student] will set up and solve the problem with 70 percent accuracy on 3 of 4 trials by the annual review date, as measured by scored work samples.

• Condition Given a real-world word problem involving a ratio or a percentage
• Target skill set up and solve the problem
• Criterion with 70 percent accuracy on 3 of 4 trials
• Timeframe by the annual review date
• Measurement Scored work samples

What to ask your team: Ask how this goal connects to the grade-level standards your child is working toward and what supports come with it.

Example · Computation (one-variable equations) · High school (9-12)

Given 10 one-variable linear equations, [student] will solve for the variable with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-scored problem sets.

• Condition Given 10 one-variable linear equations
• Target skill solve for the variable
• Criterion with 80 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-scored problem sets

What to ask your team: Ask how the goal supports the math class your child is enrolled in and the credits they need toward graduation.

Example · Problem-solving (functional money math) · High school (9-12)

Given a real-world budgeting task with a set amount of money, [student] will calculate the total cost and the money remaining with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by scored functional-math tasks.

• Condition Given a real-world budgeting task with a set amount of money
• Target skill calculate the total cost and the money remaining
• Criterion with 85 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Scored functional-math tasks

What to ask your team: Ask how the team weighed a grade-level math goal against a functional-math goal for your child's plans after high school.

Example · Receptive language: following directions · Lower elementary (K-2)

Given a two-step direction with an unrelated pair of actions (for example, 'Put your book away and line up at the door'), [student] will carry out both steps in the correct order on 4 of 5 opportunities across three consecutive sessions by the annual review date, as measured by therapist data collection during structured classroom routines.

• Condition Given a two-step direction with an unrelated pair of actions (for example, 'Put your book away and line up at the door')
• Target skill carry out both steps in the correct order
• Criterion on 4 of 5 opportunities across three consecutive sessions
• Timeframe by the annual review date
• Measurement Therapist data during classroom routines, 4 of 5 opportunities across three sessions

What to ask your team: Ask what the current baseline is (how many steps [student] follows now) and whether the direction should include a visual or a gesture cue at first.

Example · Expressive language: building complete sentences · Lower elementary (K-2)

Given a picture prompt and a sentence starter, [student] will produce a grammatically complete sentence of at least four words to describe the picture on 8 of 10 trials across three sessions by the annual review date, as measured by a language sample scored by the speech-language pathologist.

• Condition Given a picture prompt and a sentence starter
• Target skill produce a grammatically complete sentence of at least four words to describe the picture
• Criterion on 8 of 10 trials across three sessions
• Timeframe by the annual review date
• Measurement Scored language sample, 8 of 10 trials across three sessions

What to ask your team: Ask how the team will fade the sentence starter over the year and what counts as a complete sentence for scoring.

Example · Expressive language: retelling and narrative · Upper elementary (3-5)

Given a short story read aloud, [student] will retell the story including the character, the setting, the problem and the resolution in the correct sequence on 4 of 5 retells by the annual review date, as measured by a story-retell rubric scored by the speech-language pathologist.

• Condition Given a short story read aloud
• Target skill retell the story including the character, the setting, the problem and the resolution in the correct sequence
• Criterion on 4 of 5 retells
• Timeframe by the annual review date
• Measurement Story-retell rubric, 4 of 5 retells

What to ask your team: Ask whether the story length matches [student]'s instructional level and whether a story map is allowed as a support at first.

Example · Receptive language: answering comprehension questions · Upper elementary (3-5)

Given a grade-level passage read aloud, [student] will answer literal who, what, where and when questions with 80 percent accuracy across three consecutive data sessions by the annual review date, as measured by therapist-recorded comprehension probes.

• Condition Given a grade-level passage read aloud
• Target skill answer literal who, what, where and when questions
• Criterion with 80 percent accuracy across three consecutive data sessions
• Timeframe by the annual review date
• Measurement Therapist-recorded comprehension probes, 80 percent across three sessions

What to ask your team: Ask what data the school collects between meetings and whether the passages come from the classroom curriculum.

Example · Expressive language: organized oral explanation · Middle school (6-8)

Given a curriculum topic, [student] will give a two- to three-sentence oral explanation that states a main idea and one supporting detail on 4 of 5 opportunities across three sessions by the annual review date, as measured by a rubric scored by the speech-language pathologist.

• Condition Given a curriculum topic
• Target skill give a two- to three-sentence oral explanation that states a main idea and one supporting detail
• Criterion on 4 of 5 opportunities across three sessions
• Timeframe by the annual review date
• Measurement Explanation rubric, 4 of 5 opportunities across three sessions

What to ask your team: Ask what supports help [student] organize the explanation and how the team plans to build toward longer summaries.

Example · Receptive language: understanding figurative language · Middle school (6-8)

Given a short passage containing an idiom or figurative expression, [student] will explain its intended meaning using context clues with 80 percent accuracy across three consecutive sessions by the annual review date, as measured by therapist-recorded probes.

• Condition Given a short passage containing an idiom or figurative expression
• Target skill explain its intended meaning using context clues
• Criterion with 80 percent accuracy across three consecutive sessions
• Timeframe by the annual review date
• Measurement Therapist-recorded probes, 80 percent across three sessions

What to ask your team: Ask whether the examples come from texts [student] reads in class and how the team will build from single sentences to longer passages.

Example · Expressive language: stating a request or question in the moment · High school (9-12)

Given a classroom or workplace scenario, [student] will state a request or ask a clarifying question in a complete, organized sentence on 4 of 5 role-play opportunities across three sessions by the annual review date, as measured by a rubric scored by the speech-language pathologist.

• Condition Given a classroom or workplace scenario
• Target skill state a request or ask a clarifying question in a complete, organized sentence
• Criterion on 4 of 5 role-play opportunities across three sessions
• Timeframe by the annual review date
• Measurement Role-play rubric, 4 of 5 opportunities across three sessions

What to ask your team: Ask how this goal connects to [student]'s transition plan and what real settings the skill will be practiced in.

Example · Receptive language: following multi-step task directions · High school (9-12)

Given a three- to four-step set of oral directions for an academic or vocational task, [student] will complete all steps in order on 4 of 5 opportunities across three sessions by the annual review date, as measured by therapist and teacher data.

• Condition Given a three- to four-step set of oral directions for an academic or vocational task
• Target skill complete all steps in order
• Criterion on 4 of 5 opportunities across three sessions
• Timeframe by the annual review date
• Measurement Therapist and teacher data, 4 of 5 opportunities across three sessions

What to ask your team: Ask whether the directions match the tasks [student] meets in class or on the job and what cue is allowed if a step is missed.

Example · Self-regulation and calming strategies · Lower elementary (K-2)

Given a visual choice of calming strategies when [student] notices a strong feeling, [student] will choose and use one strategy from the card, such as taking deep breaths or asking for a short break, then return to the activity within 5 minutes on 4 of 5 observed occasions by the annual review date, as measured by teacher observation records.

• Condition Given a visual choice of calming strategies when [student] notices a strong feeling
• Target skill choose and use one strategy from the card, such as taking deep breaths or asking for a short break, then return to the activity
• Criterion within 5 minutes on 4 of 5 observed occasions
• Timeframe by the annual review date
• Measurement Teacher observation records kept during the school day

What to ask your team: Ask which calming strategies your child already responds to at home so the choices on the card match what works for them.

Example · Following classroom routines · Lower elementary (K-2)

Given a picture schedule and one reminder, [student] will begin an assigned task within 2 minutes and stay with it for 10 minutes on 4 of 5 opportunities by the annual review date, as measured by teacher-recorded time-on-task data.

• Condition Given a picture schedule and one reminder
• Target skill begin an assigned task
• Criterion within 2 minutes and stay with it for 10 minutes on 4 of 5 opportunities
• Timeframe by the annual review date
• Measurement Teacher-recorded time-on-task data

What to ask your team: Ask what supports, like the picture schedule, help your child start a task so the goal builds on them.

Example · Impulse control and self-monitoring · Upper elementary (3-5)

Given a self-monitoring checklist during class discussion, [student] will raise a hand and wait to be called on before speaking on 8 of 10 opportunities across two weeks by the annual review date, as measured by a self-monitoring checklist reviewed with the teacher.

• Condition Given a self-monitoring checklist during class discussion
• Target skill raise a hand and wait to be called on before speaking
• Criterion on 8 of 10 opportunities across two weeks
• Timeframe by the annual review date
• Measurement A self-monitoring checklist the student and teacher review together

What to ask your team: Ask how the checklist is introduced so your child sees it as a support they own, not a report card.

Example · Frustration tolerance · Upper elementary (3-5)

When faced with a difficult task, [student] will use a taught coping strategy, such as asking for help, taking a short break or using positive self-talk, to keep working on 4 of 5 observed occasions by the annual review date, as measured by teacher observation and a shared coping-strategy log.

• Condition When faced with a difficult task
• Target skill use a taught coping strategy, such as asking for help, taking a short break or using positive self-talk, to keep working
• Criterion on 4 of 5 observed occasions
• Timeframe by the annual review date
• Measurement Teacher observation plus a shared coping-strategy log

What to ask your team: Ask which coping strategies your child has been taught so the goal names ones they have actually practiced.

Example · Recognizing and managing feelings · Middle school (6-8)

Given instruction in noticing early signs of frustration, [student] will name the feeling and choose a regulation strategy before a situation escalates on 4 of 5 observed occasions across a grading period by the annual review date, as measured by teacher and student check-in records.

• Condition Given instruction in noticing early signs of frustration
• Target skill name the feeling and choose a regulation strategy before a situation escalates
• Criterion on 4 of 5 observed occasions across a grading period
• Timeframe by the annual review date
• Measurement Teacher and student check-in records

What to ask your team: Ask how the check-ins happen during the day so they fit your child's schedule and feel private.

Example · Task initiation and work completion · Middle school (6-8)

Given a written checklist and a timer, [student] will start assigned classwork within 5 minutes and turn in completed work for 80 percent of assignments across a grading period by the annual review date, as measured by a work-completion log.

• Condition Given a written checklist and a timer
• Target skill start assigned classwork
• Criterion within 5 minutes and turn in completed work for 80 percent of assignments across a grading period
• Timeframe by the annual review date
• Measurement A work-completion log kept across the grading period

What to ask your team: Ask what gets in the way of starting work for your child so the plan targets the real sticking point.

Example · Self-regulation and using a break · High school (9-12)

When [student] feels overwhelmed in class, [student] will use a pre-arranged break or self-regulation strategy and return to the task within 10 minutes on 4 of 5 observed occasions across a grading period by the annual review date, as measured by teacher observation and student self-report.

• Condition When [student] feels overwhelmed in class
• Target skill use a pre-arranged break or self-regulation strategy and return to the task
• Criterion within 10 minutes on 4 of 5 observed occasions across a grading period
• Timeframe by the annual review date
• Measurement Teacher observation paired with student self-report

What to ask your team: Ask how your child can signal for the break discreetly so using it does not draw attention.

Example · Self-management and progress tracking · High school (9-12)

Given a self-management plan, [student] will track a chosen self-regulation behavior each day and meet the agreed target on 80 percent of school days across a grading period by the annual review date, as measured by the student's own data chart reviewed weekly with a staff member.

• Condition Given a self-management plan
• Target skill track a chosen self-regulation behavior each day and meet the agreed target
• Criterion on 80 percent of school days across a grading period
• Timeframe by the annual review date
• Measurement The student's own daily data chart, reviewed weekly with a staff member

What to ask your team: Ask whether your child helped choose the behavior to track so the plan builds their ownership and self-advocacy.

Example · Recognizing and naming emotions (self-awareness) · Lower elementary (K-2)

Given a visual feelings chart and a check-in prompt from an adult, [student] will name the emotion they are feeling and choose one listed calming strategy in 4 of 5 observed check-ins across a two-week sample by the annual review date, as measured by teacher observation records.

• Condition Given a visual feelings chart and a check-in prompt from an adult
• Target skill name the emotion they are feeling and choose one listed calming strategy
• Criterion in 4 of 5 observed check-ins across a two-week sample
• Timeframe by the annual review date
• Measurement Teacher observation records logged across a two-week sample

What to ask your team: Ask what [student] can already do on their own today so the goal starts from a real baseline rather than from zero.

Example · Turn-taking and sharing (relationship skills) · Lower elementary (K-2)

During a structured small-group activity, [student] will take turns and share materials with a peer while waiting for their turn, in 4 of 5 activities over a grading period by the annual review date, as measured by a teacher-recorded participation checklist.

• Condition During a structured small-group activity
• Target skill take turns and share materials with a peer while waiting for their turn
• Criterion in 4 of 5 activities over a grading period
• Timeframe by the annual review date
• Measurement Teacher-recorded participation checklist during small-group activities

What to ask your team: Ask how much adult prompting is built into the baseline so you can see the goal is asking for genuine growth.

Example · Using a coping strategy (self-management) · Upper elementary (3-5)

When [student] feels frustrated during class, [student] will use a self-selected coping strategy from their plan, such as asking for a break or using a breathing exercise, before the frustration escalates, in 4 of 5 observed instances across one month by the annual review date, as measured by a shared behavior tracking log.

• Condition When [student] feels frustrated during class
• Target skill use a self-selected coping strategy from their plan, such as asking for a break or using a breathing exercise, before the frustration escalates
• Criterion in 4 of 5 observed instances across one month
• Timeframe by the annual review date
• Measurement Shared behavior tracking log kept by the classroom team

What to ask your team: Ask which coping strategies [student] helped choose, because a strategy they picked is one they are more likely to reach for.

Example · Joining and maintaining peer interaction (relationship skills) · Upper elementary (3-5)

Given a structured recess or group setting, [student] will start a conversation with a peer and keep it going for at least three back-and-forth exchanges, in 4 of 5 opportunities over a grading period by the annual review date, as measured by teacher or aide observation.

• Condition Given a structured recess or group setting
• Target skill start a conversation with a peer and keep it going for at least three back-and-forth exchanges
• Criterion in 4 of 5 opportunities over a grading period
• Timeframe by the annual review date
• Measurement Teacher or aide observation during recess and group settings

What to ask your team: Ask whether the setting named in the goal matches where [student] actually finds social moments hardest.

Example · Perspective-taking (social awareness) · Middle school (6-8)

During a structured discussion or role-play, [student] will describe another person's point of view in a situation and name one feeling that person might have, in 4 of 5 opportunities across a grading period by the annual review date, as measured by teacher-recorded discussion notes.

• Condition During a structured discussion or role-play
• Target skill describe another person's point of view in a situation and name one feeling that person might have
• Criterion in 4 of 5 opportunities across a grading period
• Timeframe by the annual review date
• Measurement Teacher-recorded discussion and role-play notes

What to ask your team: Ask how the team will make sure the goal reflects [student]'s own words rather than a memorized script.

Example · Resolving conflict (responsible decision-making) · Middle school (6-8)

When a disagreement with a peer comes up, [student] will use a taught problem-solving step, such as stating the problem calmly and suggesting one solution, rather than leaving the situation, in 4 of 5 observed conflicts across a semester by the annual review date, as measured by a shared incident and resolution log.

• Condition When a disagreement with a peer comes up
• Target skill use a taught problem-solving step, such as stating the problem calmly and suggesting one solution, rather than leaving the situation
• Criterion in 4 of 5 observed conflicts across a semester
• Timeframe by the annual review date
• Measurement Shared incident and resolution log kept by staff

What to ask your team: Ask what support the adults will offer in the moment so the goal measures a skill [student] is building rather than one they are expected to have already.

Example · Self-advocacy (self-management) · High school (9-12)

In classes where [student] needs support, [student] will notice when they are becoming overwhelmed and ask for a specific accommodation or break in their own words, in 4 of 5 observed opportunities across a grading period by the annual review date, as measured by student self-monitoring paired with teacher confirmation.

• Condition In classes where [student] needs support
• Target skill notice when they are becoming overwhelmed and ask for a specific accommodation or break in their own words
• Criterion in 4 of 5 observed opportunities across a grading period
• Timeframe by the annual review date
• Measurement Student self-monitoring log confirmed by teacher records

What to ask your team: Ask how the goal builds toward the independence [student] will need after high school, which is what the IEP's transition planning is meant to support.

Example · Managing stress in group work (responsible decision-making) · High school (9-12)

During group projects, [student] will recognize rising stress and choose a self-management strategy, such as taking a brief planned break or using a script to ask for help, instead of disengaging, in 4 of 5 observed group tasks across a semester by the annual review date, as measured by a shared teacher and student tracking record.

• Condition During group projects
• Target skill recognize rising stress and choose a self-management strategy, such as taking a brief planned break or using a script to ask for help, instead of disengaging
• Criterion in 4 of 5 observed group tasks across a semester
• Timeframe by the annual review date
• Measurement Shared teacher and student tracking record across group tasks

What to ask your team: Ask whether the strategies listed are ones [student] finds realistic to use in front of classmates.

Example · Organization of materials · Lower elementary (K-2)

Given a visual checklist and a daily routine, [student] will independently put personal materials in the correct place (backpack, cubby and take-home folder) in 4 of 5 daily opportunities across two weeks by the annual review date, as measured by a teacher-kept routine checklist.

• Condition Given a visual checklist and a daily routine
• Target skill independently put personal materials in the correct place (backpack, cubby and take-home folder)
• Criterion in 4 of 5 daily opportunities across two weeks
• Timeframe by the annual review date
• Measurement Teacher-kept daily routine checklist

What to ask your team: Ask what visual supports the classroom already uses and how the baseline was set.

Example · Following multi-step directions · Lower elementary (K-2)

Given a two-step direction paired with a visual cue, [student] will start the first step within one minute and complete both steps in 4 of 5 opportunities by the annual review date, as measured by teacher observation records.

• Condition Given a two-step direction paired with a visual cue
• Target skill start the first step within one minute and complete both steps
• Criterion in 4 of 5 opportunities
• Timeframe by the annual review date
• Measurement Teacher observation records

What to ask your team: Ask whether directions are paired with a visual and how the one-minute start will be timed.

Example · Task initiation · Upper elementary (3-5)

Given an independent assignment and a printed start-up checklist, [student] will begin working within two minutes of the direction in 4 of 5 observed work periods by the annual review date, as measured by teacher-recorded time-to-start data.

• Condition Given an independent assignment and a printed start-up checklist
• Target skill begin working within two minutes of the direction
• Criterion in 4 of 5 observed work periods
• Timeframe by the annual review date
• Measurement Teacher-recorded time-to-start data

What to ask your team: Ask what counts as beginning work and how often the data will be collected.

Example · Assignment tracking · Upper elementary (3-5)

Given a daily planner and an end-of-class prompt, [student] will record each assignment and its due date for 4 of 5 school days per week across one month by the annual review date, as measured by a weekly planner check.

• Condition Given a daily planner and an end-of-class prompt
• Target skill record each assignment and its due date
• Criterion for 4 of 5 school days per week across one month
• Timeframe by the annual review date
• Measurement Weekly planner check by the case manager or teacher

What to ask your team: Ask who will run the planner check and how the prompt is faded over time.

Example · Planning and prioritizing · Middle school (6-8)

Given a multi-step assignment and a planning organizer, [student] will break the assignment into steps with a target date for each step in 3 of 4 assignments by the annual review date, as measured by a review of the completed organizers.

• Condition Given a multi-step assignment and a planning organizer
• Target skill break the assignment into steps with a target date for each step
• Criterion in 3 of 4 assignments
• Timeframe by the annual review date
• Measurement Review of the completed planning organizers

What to ask your team: Ask whether the organizer is provided every time or gradually faded across the year.

Example · Organization of materials · Middle school (6-8)

Given a binder-and-folder system and a weekly sorting routine, [student] will keep materials organized so a requested item is found within one minute in 4 of 5 weekly checks by the annual review date, as measured by a weekly organization rubric.

• Condition Given a binder-and-folder system and a weekly sorting routine
• Target skill keep materials organized so a requested item is found within one minute
• Criterion in 4 of 5 weekly checks
• Timeframe by the annual review date
• Measurement Weekly organization rubric

What to ask your team: Ask what the rubric scores and whether it includes digital files as well as paper.

Example · Time management · High school (9-12)

Given a long-term assignment and a backward-planning template, [student] will set interim deadlines and meet them for 3 of 4 major assignments per grading period by the annual review date, as measured by a teacher-kept deadline log.

• Condition Given a long-term assignment and a backward-planning template
• Target skill set interim deadlines and meet them
• Criterion for 3 of 4 major assignments per grading period
• Timeframe by the annual review date
• Measurement Teacher-kept deadline log

What to ask your team: Ask how interim deadlines are set and what support is offered if one is missed.

Example · Self-monitoring · High school (9-12)

Given a rubric or an assignment checklist, [student] will self-check completed work and flag or fix any missing parts before submitting in 4 of 5 assignments by the annual review date, as measured by a comparison of the student's self-check against the teacher's review.

• Condition Given a rubric or an assignment checklist
• Target skill self-check completed work and flag or fix any missing parts before submitting
• Criterion in 4 of 5 assignments
• Timeframe by the annual review date
• Measurement Comparison of the student's self-check against the teacher's review

What to ask your team: Ask how self-monitoring will be taught and practiced before it is measured.

Example · Task initiation · Upper elementary (3-5)

Given a written assignment and a personal task checklist, [student] will start work within 2 minutes of the direction to begin on 4 of 5 opportunities by the annual review date, as measured by teacher-recorded start-time data.

• Condition Given a written assignment and a personal task checklist
• Target skill start work
• Criterion within 2 minutes of the direction to begin on 4 of 5 opportunities
• Timeframe by the annual review date
• Measurement Teacher-recorded start-time data

What to ask your team: Ask what tends to help your child begin (a checklist, a quiet cue or a first-step model) and which one the team will build in.

Example · Self-monitoring attention · Upper elementary (3-5)

Given a self-monitoring checklist and a discreet signal, [student] will check whether they are on task and redirect themselves when needed on 4 of 5 recorded intervals by the annual review date, as measured by matched student self-checks and teacher observation.

• Condition Given a self-monitoring checklist and a discreet signal
• Target skill check whether they are on task and redirect themselves when needed
• Criterion on 4 of 5 recorded intervals
• Timeframe by the annual review date
• Measurement Matched student self-checks and teacher observation

What to ask your team: Ask how the team will teach the self-check first, so the goal builds a skill rather than expecting it to appear on its own.

Example · Work completion · Middle school (6-8)

Given a class assignment and the standard class period, [student] will complete at least 80 percent of the assigned work on 4 of 5 assignments across a grading period by the annual review date, as measured by a work-completion log.

• Condition Given a class assignment and the standard class period
• Target skill complete
• Criterion at least 80 percent of the assigned work on 4 of 5 assignments across a grading period
• Timeframe by the annual review date
• Measurement Work-completion log across the grading period

What to ask your team: Ask whether the amount of work or the time is the barrier, so the goal targets the right one.

Example · Sustained attention during instruction · Middle school (6-8)

During whole-group instruction, [student] will demonstrate on-task behavior (following along with the lesson, using the materials, responding when prompted) for at least 12 of 15 minutes on 4 of 5 observed lessons by the annual review date, as measured by teacher interval recording.

• Condition During whole-group instruction
• Target skill demonstrate on-task behavior (following along with the lesson, using the materials, responding when prompted)
• Criterion for at least 12 of 15 minutes on 4 of 5 observed lessons
• Timeframe by the annual review date
• Measurement Teacher interval recording during instruction

What to ask your team: Ask what on-task behavior looks like for your child specifically, so the observer knows what they are counting.

Example · Attention across a multi-part task · High school (9-12)

Given a multi-part assignment and a task-planning sheet, [student] will break the task into steps and complete each step by its planned checkpoint on 4 of 5 assignments across a grading period by the annual review date, as measured by the completed planning sheets and teacher review.

• Condition Given a multi-part assignment and a task-planning sheet
• Target skill break the task into steps and complete each step by its planned checkpoint
• Criterion on 4 of 5 assignments across a grading period
• Timeframe by the annual review date
• Measurement Completed planning sheets and teacher review

What to ask your team: Ask how this goal connects to the skills your child will need after high school, so it builds toward independence.

Example · Self-managed refocusing · High school (9-12)

When [student] notices their attention has drifted during independent work, they will use a chosen refocusing strategy (a short break, a checklist or a movement reset) and return to the task within 2 minutes on 4 of 5 self-recorded occasions by the annual review date, as measured by a student strategy log reviewed with the teacher.

• Condition When [student] notices their attention has drifted during independent work
• Target skill use a chosen refocusing strategy (a short break, a checklist or a movement reset) and return to the task
• Criterion within 2 minutes on 4 of 5 self-recorded occasions
• Timeframe by the annual review date
• Measurement Student strategy log reviewed with the teacher

What to ask your team: Ask that your child helps choose the strategies, since a strategy they pick is one they are more likely to use.

Example · Sustained attention during independent work · Early elementary (K-2)

Given a 10-minute independent work task and a visual timer, [student] will stay on task (materials in use, work being attempted) for at least 8 of the 10 minutes on 4 of 5 observed sessions by the annual review date, as measured by teacher time-sampling records.

• Condition Given a 10-minute independent work task and a visual timer
• Target skill stay on task (materials in use, work being attempted)
• Criterion for at least 8 of the 10 minutes on 4 of 5 observed sessions
• Timeframe by the annual review date
• Measurement Weekly teacher time-sampling during independent work

What to ask your team: Ask what counts as 'on task' for your child and how the teacher will record it during a busy classroom.

Example · Attending to directions · Early elementary (K-2)

Given a two-step verbal direction paired with a visual cue, [student] will begin the first step within 1 minute on 4 of 5 opportunities across a school week by the annual review date, as measured by teacher observation logs.

• Condition Given a two-step verbal direction paired with a visual cue
• Target skill begin the first step
• Criterion within 1 minute on 4 of 5 opportunities across a school week
• Timeframe by the annual review date
• Measurement Teacher observation logs across the week

What to ask your team: Ask whether a visual cue or a check-in helps your child start and which one the team will try first.

Example · Self-care and dressing · Lower elementary (K-2)

Given the needed clothing items and one verbal reminder, [student] will put on and fasten a coat independently on 4 of 5 opportunities across two weeks by the annual review date, as measured by teacher observation records.

• Condition Given the needed clothing items and one verbal reminder
• Target skill put on and fasten a coat independently
• Criterion on 4 of 5 opportunities across two weeks
• Timeframe by the annual review date
• Measurement Teacher observation records kept during arrival and dismissal routines

What to ask your team: Ask what level of help the goal assumes at the start and how the team plans to fade the prompts over the year.

Example · Following a classroom routine · Lower elementary (K-2)

Given a picture schedule and one verbal reminder, [student] will complete the arrival routine of unpacking, hanging the bag and joining morning meeting with no more than one adult prompt on 4 of 5 school days across two consecutive weeks by the annual review date, as measured by a daily routine checklist.

• Condition Given a picture schedule and one verbal reminder
• Target skill complete the arrival routine of unpacking, hanging the bag and joining morning meeting with no more than one adult prompt
• Criterion on 4 of 5 school days across two consecutive weeks
• Timeframe by the annual review date
• Measurement A daily routine checklist completed by the classroom staff

What to ask your team: Ask how many prompts your child needs now, so the goal moves forward from where they are rather than from zero.

Example · Functional money skills · Upper elementary (3-5)

Given coins and bills up to five dollars and a set of purchase cards, [student] will choose enough money to pay the amount shown with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-scored money-skills probes.

• Condition Given coins and bills up to five dollars and a set of purchase cards
• Target skill choose enough money to pay the amount shown
• Criterion with 80 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-scored money-skills probes using real coins and bills

What to ask your team: Ask whether the goal uses real money and everyday tasks, so the skill carries over outside the worksheet.

Example · Organizing personal materials · Upper elementary (3-5)

Given a homework folder and an end-of-day checklist, [student] will pack the materials needed for home with 90 percent accuracy on 4 of 5 school days across two weeks by the annual review date, as measured by a staff-completed packing checklist.

• Condition Given a homework folder and an end-of-day checklist
• Target skill pack the materials needed for home
• Criterion with 90 percent accuracy on 4 of 5 school days across two weeks
• Timeframe by the annual review date
• Measurement A staff-completed end-of-day packing checklist

What to ask your team: Ask what support, such as a visual checklist or a set reminder time, the school will put in place while the skill is still building.

Example · Following a daily schedule · Middle school (6-8)

Given a personal schedule and a watch or phone timer, [student] will arrive at the correct room for each class period before the bell on 4 of 5 school days across two consecutive weeks by the annual review date, as measured by a period-by-period tracking sheet.

• Condition Given a personal schedule and a watch or phone timer
• Target skill arrive at the correct room for each class period before the bell
• Criterion on 4 of 5 school days across two consecutive weeks
• Timeframe by the annual review date
• Measurement A period-by-period tracking sheet kept by the case manager

What to ask your team: Ask how the team defines on time and how they will collect the data without singling your child out in front of classmates.

Example · Self-advocacy and asking for help · Middle school (6-8)

Given a task that is too hard or unclear, [student] will use a taught strategy to ask an adult for help, such as showing a help card or stating the need, on 4 of 5 observed opportunities across a grading period by the annual review date, as measured by teacher tally records.

• Condition Given a task that is too hard or unclear
• Target skill use a taught strategy to ask an adult for help, such as showing a help card or stating the need
• Criterion on 4 of 5 observed opportunities across a grading period
• Timeframe by the annual review date
• Measurement Teacher tally records kept across academic classes

What to ask your team: Ask which self-advocacy strategy the school will teach and practice, so the goal names a skill your child is shown rather than one they are expected to already have.

Example · Functional reading for safety and community · High school (9-12)

Given common community and workplace signs such as exit, restroom, caution and bus route numbers, [student] will read the sign and state what it means with 90 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded functional-reading probes.

• Condition Given common community and workplace signs such as exit, restroom, caution and bus route numbers
• Target skill read the sign and state what it means
• Criterion with 90 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-recorded functional-reading probes using real signage or photographs

What to ask your team: Ask whether the goal is practiced in real community settings and not only in the classroom, so the skill holds up where it is actually used.

Example · Daily living and preparing a snack · High school (9-12)

Given a simple visual recipe and the needed supplies, [student] will complete the steps to prepare a two-step snack with no more than two adult prompts on 4 of 5 opportunities by the annual review date, as measured by a task-analysis data sheet.

• Condition Given a simple visual recipe and the needed supplies
• Target skill complete the steps to prepare a two-step snack with no more than two adult prompts
• Criterion on 4 of 5 opportunities
• Timeframe by the annual review date
• Measurement A task-analysis data sheet scored during the life-skills routine

What to ask your team: Ask how the team will fade the prompts over time, so the goal builds toward doing the routine independently and not just finishing it with help.

Example · Handwriting legibility · Upper elementary (3-5)

Given a two-sentence writing prompt and single-lined paper, [student] will produce handwriting that a reader who did not watch it being written can read at 90 percent word legibility on 4 of 5 trials by the annual review date, as measured by a legibility check scored by two staff members.

• Condition Given a two-sentence writing prompt and single-lined paper
• Target skill produce handwriting that a reader who did not watch it being written can read
• Criterion at 90 percent word legibility on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Legibility checks scored independently by two staff members

What to ask your team: Ask how legibility is scored and who scores it, so the measure is not one person's opinion.

Example · Keyboarding as an alternative to handwriting · Upper elementary (3-5)

Given a keyboarding program and a short passage to copy, [student] will type at 15 words per minute with 90 percent accuracy on 4 of 5 trials by the annual review date, as measured by the program's recorded typing rate.

• Condition Given a keyboarding program and a short passage to copy
• Target skill type
• Criterion at 15 words per minute with 90 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Typing rate and accuracy recorded by the keyboarding program

What to ask your team: Ask whether keyboarding is meant to sit alongside handwriting or become your child's main way to write, so everyone agrees on the plan.

Example · Letter formation · Early elementary (K-2)

Given a model and primary-lined paper, [student] will form the lowercase letters of their first name using the correct starting point and stroke order on 4 of 5 trials by the annual review date, as measured by teacher-scored handwriting samples.

• Condition Given a model and primary-lined paper
• Target skill form the lowercase letters of their first name using the correct starting point and stroke order
• Criterion on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Monthly handwriting samples scored against a letter-formation rubric

What to ask your team: Ask what baseline the goal starts from and whether the occupational therapist helped set the target.

Example · Scissor and tool use · Early elementary (K-2)

Given child-safe scissors and a printed straight line, [student] will cut along the line staying within one-quarter inch of it on 4 of 5 trials by the annual review date, as measured by scored classroom cutting samples.

• Condition Given child-safe scissors and a printed straight line
• Target skill cut along the line staying within one-quarter inch of it
• Criterion on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Classroom cutting samples scored against a simple accuracy guide

What to ask your team: Ask how this skill connects to what your child actually does in class, so the goal stays functional rather than a drill for its own sake.

Example · Functional note-taking · Middle and high school (6-12)

Given a graphic organizer and a five-minute note-taking task, [student] will record legible notes that capture at least 4 key points on 4 of 5 trials by the annual review date, as measured by teacher review of the notes.

• Condition Given a graphic organizer and a five-minute note-taking task
• Target skill record legible notes that capture
• Criterion at least 4 key points on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher review of the notes against a short key-points checklist

What to ask your team: Ask what tools are allowed during the task, since a laptop or a note-taking app may fit your child better than handwriting.

Example · Choosing and using the right writing tool · Middle and high school (6-12)

Given a writing assignment and access to both handwriting and a word processor, [student] will choose and use the tool that fits the task and finish the assignment on 4 of 5 assignments by the annual review date, as measured by a teacher-kept task log.

• Condition Given a writing assignment and access to both handwriting and a word processor
• Target skill choose and use the tool that fits the task and finish the assignment
• Criterion on 4 of 5 assignments
• Timeframe by the annual review date
• Measurement A teacher-kept log of the tool chosen and the assignment finished

What to ask your team: Ask how this goal builds your child's independence, so it reads as a skill they own rather than something done to them.

Example · Self-advocacy and self-determination · When transition planning begins (by age 16, or earlier if your state or team decides)

Given a mock IEP or transition meeting, [student] will describe their disability in their own words, name two personal strengths and state two accommodations that help them, in 4 of 5 practice meetings by the annual review date, as measured by a teacher-recorded self-advocacy checklist.

• Condition Given a mock IEP or transition meeting
• Target skill describe their disability in their own words, name two personal strengths and state two accommodations that help them
• Criterion in 4 of 5 practice meetings
• Timeframe by the annual review date
• Measurement Teacher-recorded self-advocacy checklist across practice meetings

What to ask your team: Ask how your child will get chances to practice speaking up for themselves before they help lead part of their own meeting.

Example · Career exploration (employment) · When transition planning begins (by age 16, or earlier if your state or team decides)

Given a completed interest inventory and access to career-research tools, [student] will identify three careers that match their interests and list the education or training each one needs, on 2 of 2 attempts by the annual review date, as measured by a teacher-scored career-exploration rubric.

• Condition Given a completed interest inventory and access to career-research tools
• Target skill identify three careers that match their interests and list the education or training each one needs
• Criterion on 2 of 2 attempts
• Timeframe by the annual review date
• Measurement Teacher-scored career-exploration rubric

What to ask your team: Ask what age-appropriate transition assessment the team used and how its results shaped this goal.

Example · Postsecondary education and training readiness · Building skills through high school (around ages 16-17)

Given the admission checklist for a chosen college or training program, [student] will list each application step and its deadline, with 100 percent accuracy on 2 of 2 attempts by the annual review date, as measured by a transition counselor's application-readiness checklist.

• Condition Given the admission checklist for a chosen college or training program
• Target skill list each application step and its deadline
• Criterion with 100 percent accuracy on 2 of 2 attempts
• Timeframe by the annual review date
• Measurement Transition counselor application-readiness checklist

What to ask your team: Ask how this annual goal connects to the measurable postsecondary goal for education or training.

Example · Independent living and daily living skills · Building skills through high school (around ages 16-17)

Given a sample monthly income and a list of fixed expenses, [student] will calculate the money left after expenses and identify one expense they could adjust, with 90 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded budgeting probes.

• Condition Given a sample monthly income and a list of fixed expenses
• Target skill calculate the money left after expenses and identify one expense they could adjust
• Criterion with 90 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher-recorded budgeting probes

What to ask your team: Ask whether independent living skills belong in your child's plan, since IDEA includes them where the team finds them appropriate.

Example · Employment and work-based learning · Approaching graduation and the transfer of rights (around ages 17-18 and up)

During a supervised work-based learning placement, [student] will arrive on time and complete assigned tasks with no more than one prompt per shift, on 8 of 10 shifts by the annual review date, as measured by a job coach's weekly performance log.

• Condition During a supervised work-based learning placement
• Target skill arrive on time and complete assigned tasks with no more than one prompt per shift
• Criterion on 8 of 10 shifts
• Timeframe by the annual review date
• Measurement Job coach weekly performance log

What to ask your team: Ask what community or work experiences the transition services include, since IDEA lists these as part of a coordinated set of activities.

Example · Self-advocacy for the age-of-majority handoff · Approaching graduation and the transfer of rights (around ages 17-18 and up)

Given a plain-language summary of the rights that transfer at the age of majority, [student] will explain in their own words two decisions that will become theirs and name one adult who can support them, on 2 of 2 attempts by the annual review date, as measured by a teacher-recorded discussion rubric.

• Condition Given a plain-language summary of the rights that transfer at the age of majority
• Target skill explain in their own words two decisions that will become theirs and name one adult who can support them
• Criterion on 2 of 2 attempts
• Timeframe by the annual review date
• Measurement Teacher-recorded discussion rubric

What to ask your team: Ask when the team will inform your child, one year before the age of majority in your state, that these rights will transfer to them.

Example · Attention and focus · Lower elementary (K-2)

Given a teacher cue and a 10-minute independent task, [student] will stay engaged with the task, working on the assigned materials, for at least 8 of the 10 minutes on 4 of 5 observed sessions by the annual review date, as measured by teacher time-sampling records.

• Condition Given a teacher cue and a 10-minute independent task
• Target skill stay engaged with the task, working on the assigned materials
• Criterion for at least 8 of the 10 minutes on 4 of 5 observed sessions
• Timeframe by the annual review date
• Measurement Weekly teacher time-sampling during independent work

What to ask your team: Ask what on-task looks like in your child's classroom and what the current baseline number of minutes is.

Example · Task initiation and materials · Lower elementary (K-2)

Given a visual step-by-step checklist, [student] will gather the materials needed to begin an assigned task within 2 minutes of the direction on 4 of 5 trials by the annual review date, as measured by teacher observation logs.

• Condition Given a visual step-by-step checklist
• Target skill gather the materials needed to begin an assigned task
• Criterion within 2 minutes of the direction on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Teacher observation logs recorded during daily transitions

What to ask your team: Ask whether a visual checklist is already in use and what starting point the goal is measured from.

Example · Self-regulation · Lower elementary (K-2)

Given a taught calm-down strategy and a visual reminder, [student] will use the strategy to return to the activity within 5 minutes of becoming frustrated on 4 of 5 observed occasions by the annual review date, as measured by teacher-recorded behavior logs.

• Condition Given a taught calm-down strategy and a visual reminder
• Target skill use the strategy to return to the activity
• Criterion within 5 minutes of becoming frustrated on 4 of 5 observed occasions
• Timeframe by the annual review date
• Measurement Teacher-recorded behavior logs

What to ask your team: Ask which calm-down strategy the school will teach and how they will track its use.

Example · Self-monitored attention · Upper elementary (3-5)

Given a written assignment and a self-monitoring checklist, [student] will redirect back to the task after a distraction, without an adult prompt, on 4 of 5 observed opportunities by the annual review date, as measured by teacher observation and the student's self-monitoring record.

• Condition Given a written assignment and a self-monitoring checklist
• Target skill redirect back to the task after a distraction, without an adult prompt
• Criterion on 4 of 5 observed opportunities
• Timeframe by the annual review date
• Measurement Teacher observation paired with a student self-monitoring checklist

What to ask your team: Ask how the school will teach self-monitoring so your child can use it independently.

Example · Organization and homework routines · Upper elementary (3-5)

Given a daily planner and a folder checklist, [student] will record each homework assignment and place completed work in the correct folder on 4 of 5 school days across two consecutive weeks by the annual review date, as measured by planner and folder checks.

• Condition Given a daily planner and a folder checklist
• Target skill record each homework assignment and place completed work in the correct folder
• Criterion on 4 of 5 school days across two consecutive weeks
• Timeframe by the annual review date
• Measurement Weekly planner and folder checks by the teacher

What to ask your team: Ask who checks the planner each day and how the result is shared with you.

Example · Time management and multi-step tasks · Middle school (6-8)

Given a multi-step assignment broken into a checklist with checkpoint dates, [student] will complete each step by its checkpoint date on 4 of 5 assignments across a grading period by the annual review date, as measured by a shared assignment tracker.

• Condition Given a multi-step assignment broken into a checklist with checkpoint dates
• Target skill complete each step by its checkpoint date
• Criterion on 4 of 5 assignments across a grading period
• Timeframe by the annual review date
• Measurement A shared assignment tracker reviewed each grading period

What to ask your team: Ask how long-term assignments get broken into steps and who helps set the checkpoint dates.

Example · Sustained attention in class · Middle school (6-8)

Given a note-taking template, [student] will record at least 3 key points during each class period on 4 of 5 monitored lessons by the annual review date, as measured by a review of the student's notes.

• Condition Given a note-taking template
• Target skill record
• Criterion at least 3 key points during each class period on 4 of 5 monitored lessons
• Timeframe by the annual review date
• Measurement Teacher review of the student's notes

What to ask your team: Ask whether the note-taking support matches the way your child learns best.

Example · Independent planning and self-advocacy · High school (9-12)

Given a weekly planning routine and a checklist, [student] will break each long-term assignment into steps with due dates and log progress on 4 of 5 assignments per grading period by the annual review date, as measured by the planner and teacher check-ins.

• Condition Given a weekly planning routine and a checklist
• Target skill break each long-term assignment into steps with due dates and log progress
• Criterion on 4 of 5 assignments per grading period
• Timeframe by the annual review date
• Measurement Planner review and periodic teacher check-ins

What to ask your team: Ask how the school will help your child move from prompted planning to doing it independently.

Example · Self-regulation and coping · High school (9-12)

Given a taught self-regulation strategy, [student] will notice rising frustration and apply the strategy to stay in class on 4 of 5 observed occasions by the annual review date, as measured by student self-report and teacher observation.

• Condition Given a taught self-regulation strategy
• Target skill notice rising frustration and apply the strategy to stay in class
• Criterion on 4 of 5 observed occasions
• Timeframe by the annual review date
• Measurement Student self-report paired with teacher observation

What to ask your team: Ask how success is defined here so it centers your child's own coping, not just compliance.

Example · Communication · Lower elementary (K-2)

Given a visual choice board or an AAC device and a motivating activity, [student] will independently make a request (using a word, sign, symbol or device) in 8 of 10 opportunities across 3 consecutive sessions by the annual review date, as measured by teacher and speech-language data logs.

• Condition Given a visual choice board or an AAC device and a motivating activity
• Target skill independently make a request (using a word, sign, symbol or device)
• Criterion in 8 of 10 opportunities across 3 consecutive sessions
• Timeframe by the annual review date
• Measurement Teacher and speech-language data logs across weekly sessions

What to ask your team: Ask that the goal count any reliable way your child communicates (spoken, signed, symbol or device), not spoken words alone.

Example · Social · Lower elementary (K-2)

Given a structured small-group activity and a visual prompt, [student] will take a turn with a peer (passing an item, adding to a shared task or responding to a peer's turn) in 4 of 5 activities by the annual review date, as measured by teacher observation records.

• Condition Given a structured small-group activity and a visual prompt
• Target skill take a turn with a peer (passing an item, adding to a shared task or responding to a peer's turn)
• Criterion in 4 of 5 activities
• Timeframe by the annual review date
• Measurement Weekly teacher observation records during structured group time

What to ask your team: Ask what level of adult prompting the goal starts from and how the team will fade it over the year.

Example · Self-regulation · Lower elementary (K-2)

When [student] shows early signs of overwhelm, [student] will use a taught self-regulation strategy (requesting a break, moving to a calm space or using a sensory tool) in 4 of 5 observed instances by the annual review date, as measured by a teacher-recorded behavior log.

• Condition When [student] shows early signs of overwhelm
• Target skill use a taught self-regulation strategy (requesting a break, moving to a calm space or using a sensory tool)
• Criterion in 4 of 5 observed instances
• Timeframe by the annual review date
• Measurement Teacher-recorded behavior log across the school day

What to ask your team: Ask whether the strategies in the goal are ones your child chooses and finds calming, not ones imposed on them.

Example · Communication · Upper elementary (3-5)

Given a familiar conversation partner and a preferred topic, [student] will maintain a back-and-forth exchange for 3 or more reciprocal turns in 4 of 5 opportunities by the annual review date, as measured by speech-language session data.

• Condition Given a familiar conversation partner and a preferred topic
• Target skill maintain a back-and-forth exchange
• Criterion for 3 or more reciprocal turns in 4 of 5 opportunities
• Timeframe by the annual review date
• Measurement Speech-language session data

What to ask your team: Ask whether the goal values your child's communication style rather than a fixed script of what to say.

Example · Social · Upper elementary (3-5)

During a cooperative classroom activity, [student] will initiate an interaction with a peer (asking to join, offering an item or making a comment) at least twice per activity in 4 of 5 activities by the annual review date, as measured by teacher observation.

• Condition During a cooperative classroom activity
• Target skill initiate an interaction with a peer (asking to join, offering an item or making a comment) at least twice per activity
• Criterion in 4 of 5 activities
• Timeframe by the annual review date
• Measurement Teacher observation during cooperative activities

What to ask your team: Ask how the goal accounts for days when your child prefers to work alone, so a quiet day is not scored as a failure.

Example · Self-regulation · Upper elementary (3-5)

Given a check-in tool or emotion scale, [student] will identify their current level of regulation and name one strategy that helps in 4 of 5 check-ins by the annual review date, as measured by a teacher-recorded self-monitoring chart.

• Condition Given a check-in tool or emotion scale
• Target skill identify their current level of regulation and name one strategy that helps
• Criterion in 4 of 5 check-ins
• Timeframe by the annual review date
• Measurement Teacher-recorded self-monitoring chart

What to ask your team: Ask what data the school collects between meetings so progress is measured, not guessed at the next review.

Example · Communication · Middle school (6-8)

In a general education class, [student] will ask for clarification or help when a task is unclear (raising a hand, using a help signal or messaging the teacher) in 4 of 5 observed opportunities by the annual review date, as measured by teacher data collection.

• Condition In a general education class
• Target skill ask for clarification or help when a task is unclear (raising a hand, using a help signal or messaging the teacher)
• Criterion in 4 of 5 observed opportunities
• Timeframe by the annual review date
• Measurement Teacher data collection across content classes

What to ask your team: Ask whether the goal offers more than one way to ask for help, so your child can use the one that fits them.

Example · Social · Middle school (6-8)

During a small-group assignment, [student] will contribute an idea and acknowledge a group member's idea (building on it, agreeing or respectfully offering a different view) in 4 of 5 group sessions by the annual review date, as measured by a teacher-completed group-participation rubric.

• Condition During a small-group assignment
• Target skill contribute an idea and acknowledge a group member's idea (building on it, agreeing or respectfully offering a different view)
• Criterion in 4 of 5 group sessions
• Timeframe by the annual review date
• Measurement Teacher-completed group-participation rubric

What to ask your team: Ask that the goal measure genuine participation, not eye contact or a specific body posture.

Example · Self-regulation · Middle school (6-8)

When a routine changes with little warning, [student] will use a coping strategy from their plan and return to the activity within 5 minutes in 4 of 5 observed instances by the annual review date, as measured by a teacher-recorded log.

• Condition When a routine changes with little warning
• Target skill use a coping strategy from their plan and return to the activity
• Criterion within 5 minutes in 4 of 5 observed instances
• Timeframe by the annual review date
• Measurement Teacher-recorded log of transition events

What to ask your team: Ask whether the plan includes advance warning of changes where possible, since predictability often prevents the overwhelm the goal addresses.

Example · Communication · High school (9-12) and transition

In a self-advocacy setting, [student] will describe one of their own support needs and request the matching accommodation (in person or in writing) in 4 of 5 structured opportunities by the annual review date, as measured by counselor or case-manager data.

• Condition In a self-advocacy setting
• Target skill describe one of their own support needs and request the matching accommodation (in person or in writing)
• Criterion in 4 of 5 structured opportunities
• Timeframe by the annual review date
• Measurement Counselor or case-manager data across the term

What to ask your team: Ask how this goal connects to the transition plan and life after high school, where self-advocacy carries the most weight.

Example · Social · High school (9-12) and transition

In a group or community-based task, [student] will complete an assigned role and coordinate one hand-off with a partner in 4 of 5 tasks by the annual review date, as measured by a supervisor or teacher checklist.

• Condition In a group or community-based task
• Target skill complete an assigned role and coordinate one hand-off with a partner
• Criterion in 4 of 5 tasks
• Timeframe by the annual review date
• Measurement Supervisor or teacher checklist

What to ask your team: Ask that the goal reflect the student's own post-school interests, since transition goals must be based on their preferences.

Example · Self-regulation · High school (9-12) and transition

Across the school day, [student] will independently recognize rising stress and apply a self-selected regulation strategy before it affects the task in 4 of 5 observed instances by the annual review date, as measured by a self-monitoring log reviewed with the case manager.

• Condition Across the school day
• Target skill independently recognize rising stress and apply a self-selected regulation strategy before it affects the task
• Criterion in 4 of 5 observed instances
• Timeframe by the annual review date
• Measurement Student self-monitoring log reviewed with the case manager

What to ask your team: Ask how the strategies transfer to a job, college or independent living, not just the classroom.

Example · Phonological awareness · Lower elementary (K-2)

Given a spoken single-syllable word, [student] will orally segment it into its separate sounds and blend separate sounds back into a word with 90 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded phonological-awareness probes.

• Condition Given a spoken single-syllable word
• Target skill orally segment it into its separate sounds and blend separate sounds back into a word
• Criterion with 90 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Weekly teacher-recorded phonological-awareness probes

What to ask your team: Ask which sound skills the baseline shows are already secure, so the goal targets the next step and not one your child has already mastered.

Example · Phonics and decoding · Lower elementary (K-2)

Given a list of grade-level words with short vowels and consonant blends, [student] will read them aloud with 90 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded decoding probes.

• Condition Given a list of grade-level words with short vowels and consonant blends
• Target skill read them aloud
• Criterion with 90 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Weekly teacher-recorded decoding probes

What to ask your team: Ask what reading method the school will use to teach these patterns and whether it builds skills in a planned, step-by-step order.

Example · Multisyllabic decoding · Upper elementary (3-5)

Given a list of grade-level multisyllabic words, [student] will decode them using taught syllable-division patterns with 85 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based decoding probes.

• Condition Given a list of grade-level multisyllabic words
• Target skill decode them using taught syllable-division patterns
• Criterion with 85 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based decoding probes

What to ask your team: Ask how this goal connects to the words your child meets in class, so the practice transfers to real schoolwork.

Example · Spelling and encoding · Upper elementary (3-5)

Given a list of words that follow taught spelling patterns, [student] will spell them correctly with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by teacher-recorded spelling probes.

• Condition Given a list of words that follow taught spelling patterns
• Target skill spell them correctly
• Criterion with 80 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Weekly teacher-recorded spelling probes

What to ask your team: Ask whether reading and spelling are taught together, since the same sound and letter patterns support both.

Example · Reading fluency · Middle school (6-8)

Given a grade-level passage at the instructional level, [student] will read aloud at 120 words correct per minute with no more than 5 errors on 4 of 5 trials by the annual review date, as measured by curriculum-based oral reading fluency probes.

• Condition Given a grade-level passage at the instructional level
• Target skill read aloud
• Criterion at 120 words correct per minute with no more than 5 errors on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based oral reading fluency probes

What to ask your team: Ask whether the passage level matches your child's current reading level and how often the probe is run, so the rate is measured fairly.

Example · Reading comprehension · Middle school (6-8)

Given a grade-level informational passage read with any supports listed in the IEP, [student] will answer literal and inferential comprehension questions with 80 percent accuracy on 4 of 5 trials by the annual review date, as measured by curriculum-based comprehension assessments.

• Condition Given a grade-level informational passage read with any supports listed in the IEP
• Target skill answer literal and inferential comprehension questions
• Criterion with 80 percent accuracy on 4 of 5 trials
• Timeframe by the annual review date
• Measurement Curriculum-based comprehension assessments

What to ask your team: Ask whether comprehension is measured with the reading supports your child actually uses, so the score reflects real classroom conditions.

Example · Comprehension with strategy use · High school (9-12)

Given a grade-level text and a taught comprehension strategy such as summarizing or question-generation, [student] will identify the main idea and two supporting details with 80 percent accuracy across 4 of 5 assignments by the annual review date, as measured by scored classroom assignments using a shared rubric.

• Condition Given a grade-level text and a taught comprehension strategy such as summarizing or question-generation
• Target skill identify the main idea and two supporting details
• Criterion with 80 percent accuracy across 4 of 5 assignments
• Timeframe by the annual review date
• Measurement Scored classroom assignments using a shared rubric

What to ask your team: Ask how progress will be tracked across real assignments and not only on a separate test, so the goal reflects daily coursework.

Example · Self-advocacy and assistive technology · High school (9-12)

Given a classroom task where a support would help, [student] will independently choose and use an appropriate tool such as text-to-speech or extended time in 4 of 5 observed opportunities by the annual review date, as measured by a teacher-kept observation log.

• Condition Given a classroom task where a support would help
• Target skill independently choose and use an appropriate tool such as text-to-speech or extended time
• Criterion in 4 of 5 observed opportunities
• Timeframe by the annual review date
• Measurement Teacher-kept observation log of self-advocacy opportunities

What to ask your team: Ask how the team will help your teen practice asking for supports, since self-advocacy matters more as school gets less hands-on.