Search 38 educator-ready templates across reading, math, communication, behavior, and more.
38 goals
Given a randomized set of all 26 lowercase letters, [Student] will produce the most common sound for each letter with 90% accuracy in 4 out of 5 consecutive trials, as measured by teacher-collected data by [date].
Measured with curriculum-based measurement, teacher data sheets
Given a list of 20 unfamiliar consonant-vowel-consonant (CVC) words, [Student] will decode them aloud with at least 85% accuracy on 3 consecutive weekly probes, as measured by curriculum-based measurement by [date].
Measured with weekly cbm probes
Given a grade-level passage, [Student] will read aloud at a rate of [target] words correct per minute with fewer than 5 errors, improving from a baseline of [current level] WCPM, on 3 consecutive weekly probes by [date].
Measured with timed oral reading fluency probes (wcpm)
After reading an instructional-level passage, [Student] will answer literal comprehension questions (who, what, where, when) with 80% accuracy in 4 out of 5 opportunities, as measured by teacher records and work samples by [date].
Measured with comprehension question sets, work samples
Given a grade-level informational text, [Student] will identify the main idea and provide at least two supporting details with 80% accuracy in 4 out of 5 trials, as measured by graphic organizers and teacher data by [date].
Measured with graphic organizers, rubric scoring
Given a high-school-level text, [Student] will make an inference and cite textual evidence to support it, scoring at least 3 out of 4 on a rubric in 4 out of 5 opportunities by [date].
Measured with 4-point rubric, work samples
Given a picture prompt and a word bank, [Student] will write a complete sentence containing a subject and predicate with correct capitalization and ending punctuation in 4 out of 5 trials, as measured by work samples by [date].
Measured with work samples scored with checklist
Given a topic and a graphic organizer, [Student] will write a paragraph with a topic sentence, at least three detail sentences, and a concluding sentence, scoring 4 out of 5 on a writing rubric in 3 consecutive samples by [date].
Measured with 5-point writing rubric
Given a writing prompt and planning time, [Student] will compose a three-paragraph essay with an introduction, body, and conclusion, scoring at least 12 out of 16 on the class writing rubric in 3 out of 4 samples by [date].
Measured with 16-point analytic rubric
Given a first draft and an editing checklist, [Student] will independently identify and correct at least 80% of capitalization, punctuation, and spelling errors in 4 out of 5 samples, as measured by work samples by [date].
Measured with editing checklist, work samples
Given numerals 0–20 in random order, [Student] will name each numeral and count out a matching set of objects with 90% accuracy in 4 out of 5 trials, as measured by teacher data by [date].
Measured with teacher-collected trial data
Given 10 mixed addition and subtraction problems within 20 and access to manipulatives, [Student] will solve with at least 85% accuracy on 3 consecutive weekly probes by [date].
Measured with weekly math probes
Given 10 multi-digit addition and subtraction problems with regrouping, [Student] will compute answers with 80% accuracy, improving from a baseline of [current level], on 3 consecutive probes by [date].
Measured with curriculum-based math probes
Given a one-step word problem read aloud if requested, [Student] will identify the operation, solve, and label the answer with 80% accuracy in 4 out of 5 trials, as measured by work samples by [date].
Measured with work samples, teacher data
Given 10 problems involving comparing, adding, or subtracting fractions with unlike denominators, [Student] will solve with 75% accuracy on 3 consecutive bi-weekly probes by [date].
Measured with bi-weekly probes
Given a real-world scenario involving money, percentages, or measurement, [Student] will set up and solve the problem with 80% accuracy in 4 out of 5 opportunities, as measured by work samples and teacher data by [date].
Measured with performance tasks, work samples
During structured and unstructured activities, [Student] will request desired items or actions using spoken words, signs, or an AAC device in 8 out of 10 opportunities across 3 consecutive sessions, as measured by SLP and teacher data by [date].
Measured with frequency data across settings
[Student] will produce target speech sounds correctly at the conversation level with 80% accuracy across 3 consecutive sessions in the therapy setting and 2 classroom observations, as measured by SLP data by [date].
Measured with slp session data, classroom observation
Given a short passage or classroom discussion, [Student] will answer who, what, where, when, and why questions with 80% accuracy in 4 out of 5 sessions, as measured by SLP and teacher data by [date].
Measured with structured question probes
During structured peer conversations, [Student] will initiate a topic, take at least 3 balanced conversational turns, and stay on topic in 4 out of 5 observed conversations across 3 consecutive weeks by [date].
Measured with observation checklist
Given visual supports, [Student] will identify their current emotion and choose an appropriate coping strategy from a choice board in 4 out of 5 opportunities, as measured by teacher and counselor data by [date].
Measured with opportunity-based data collection
When feeling frustrated or overwhelmed, [Student] will independently use a taught coping strategy (deep breathing, break card, counting) instead of leaving the area or raising their voice in 80% of observed incidents across 4 consecutive weeks by [date].
Measured with incident tracking, abc data
During cooperative activities, [Student] will engage positively with peers — sharing materials, using respectful language, and accepting feedback — in 4 out of 5 observed sessions, as measured by observation rubric by [date].
Measured with observation rubric
[Student] will appropriately self-advocate by requesting help, clarification, or an accommodation when needed in 80% of observed opportunities across 3 consecutive weeks, as measured by teacher data and student self-report by [date].
Measured with teacher log, self-monitoring sheet
During independent work periods, [Student] will remain on task for [target] consecutive minutes with no more than one prompt, improving from a baseline of [current level] minutes, in 4 out of 5 observed sessions by [date].
Measured with momentary time sampling
Given a one- or two-step direction, [Student] will begin complying within 10 seconds without additional prompts in 80% of opportunities across 3 consecutive weeks, as measured by teacher data by [date].
Measured with latency and frequency data
When frustrated with a task, [Student] will request a break using a break card or verbal request instead of engaging in task refusal or disruption in 80% of observed incidents across 4 consecutive weeks, as measured by ABC data by [date].
Measured with abc / incident data
[Student] will transition between activities or classes within the allotted time with no more than one adult prompt in 90% of transitions across 2 consecutive weeks, as measured by transition tracking data by [date].
Measured with transition tracking sheet
At the start of each work period, [Student] will gather all required materials and begin the assigned task within 3 minutes with no more than one reminder in 80% of observed periods across 3 consecutive weeks by [date].
Measured with observation checklist
[Student] will record assignments in a planner or digital tracker and submit completed work on time for 80% of assignments per grading period, improving from a baseline of [current level]%, as measured by planner checks and the gradebook by [date].
Measured with planner checks, gradebook data
Given a multi-step assignment, [Student] will independently break it into steps with target dates and complete each step according to the plan in 4 out of 5 assignments, as measured by planning documents and teacher review by [date].
Measured with planning template, teacher review
Using a proper pencil grasp, [Student] will write all uppercase and lowercase letters legibly with correct formation, size, and line placement in 4 out of 5 work samples, as measured by OT and teacher data by [date].
Measured with handwriting samples, ot rubric
[Student] will cut along straight, curved, and zigzag lines within 1/4 inch of the line using appropriate scissor grasp in 4 out of 5 trials, as measured by OT data and work samples by [date].
Measured with ot trial data, work samples
[Student] will type at a rate of [target] words per minute with 90% accuracy using correct finger placement, improving from a baseline of [current level] WPM, on 3 consecutive timed samples by [date].
Measured with timed typing samples
Upon arrival, [Student] will independently complete the morning routine (unpack, hand in folder, begin morning work) with no more than one visual prompt in 4 out of 5 school days across 3 consecutive weeks by [date].
Measured with routine checklist
When asked, [Student] will state or produce their full name, address, phone number, and an emergency contact with 100% accuracy in 3 consecutive weekly checks by [date].
Measured with weekly verbal/written checks
Given a shopping scenario with a set budget, [Student] will select items, calculate the total cost, and determine whether the purchase is within budget with 80% accuracy in 4 out of 5 community-based or simulated trials by [date].
Measured with performance-based trials
In a school-based or community work setting, [Student] will follow a task list of at least 5 steps, ask for help when needed, and complete assigned tasks with 85% independence across 4 consecutive sessions, as measured by job coach data by [date].
Measured with job coach data, task analysis
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Weekly fluency probes (WCPM)