SMART goal bank
Measurable IEP goal exemplars, with the baseline that justifies them.
120 goals across 20 domains, each with a baseline, measurement method and short-term objectives.
120 of 120 goals
By [annual review date], when given a 1st-grade DIBELS 8 Nonsense Word Fluency probe, the student will blend and read VC and CVC nonsense words to produce 45 correct letter sounds and 12 words recoded correctly in one minute on 3 consecutive biweekly probes.
Baseline: On 1st-grade DIBELS 8 Nonsense Word Fluency, scores 14 correct letter sounds (CLS) and 1 word recoded correctly (WRC) per minute (median of 3 probes). Names short vowels a, i and o in isolation but confuses e and u.
Within 36 instructional weeks, given 10 orally presented CVC words without picture support, the student will isolate and say the initial, medial and final phoneme of each word with at least 90% accuracy (27 of 30 phonemes) on 3 consecutive weekly probes.
Baseline: In kindergarten, produces 8 correct sound segments per minute on DIBELS 8 Phonemic Segmentation Fluency (median of 3). Isolates the initial sound in 6 of 10 spoken CVC words, the final sound in 3 of 10 and the medial vowel in 1 of 10.
By [annual review date], given a list of 40 unfamiliar multisyllabic words containing closed, open, silent-e, vowel team and r-controlled syllables, the student will apply syllable division and read at least 36 of 40 words (90%) correctly within 2 minutes on 3 consecutive biweekly probes.
Baseline: In 3rd grade, reads 18 of 40 (45%) unfamiliar two- and three-syllable words correctly on a syllable-type decoding inventory. Decodes closed syllables reliably but misreads vowel teams and r-controlled syllables. DIBELS 8 Word Reading Fluency: 19 words correct per minute.
By [annual review date], given 40 unfamiliar grade-level words containing common prefixes, suffixes and roots, the student will identify the morphemes and read at least 36 of 40 words (90%) correctly on 3 consecutive biweekly probes.
Baseline: In 5th grade, reads 22 of 40 (55%) unfamiliar words with common prefixes and suffixes (un-, re-, pre-, -tion, -ment, -able) correctly on a morphology decoding probe. Often guesses from the first syllable and omits suffixes.
Within 36 instructional weeks, given 30 regularly spelled two-syllable words with long vowels presented in isolation, the student will read at least 24 of 30 words (80%) correctly on 3 consecutive biweekly probes.
Baseline: In 7th grade, decodes single-syllable CVC and CVCe words with 85% accuracy. Reads 9 of 30 (30%) regularly spelled two-syllable words with long vowels on a decoding inventory, and reads 20 of 50 functional community words (exit, pharmacy, ingredients) on sight.
By [annual review date], given 40 unfamiliar multisyllabic content-area words, the student will use syllabication and Greek and Latin roots and affixes to read at least 34 of 40 words (85%) correctly on 3 consecutive biweekly probes.
Baseline: In 10th grade, reads 21 of 40 (53%) unfamiliar content-area words (photosynthesis, constitutional, denominator) correctly on a multisyllabic probe drawn from biology, civics and algebra texts. Reads common one- and two-syllable words accurately.
By [annual review date], when given an unpracticed 1st-grade DIBELS 8 ORF passage, the student will read aloud at least 52 words correct per minute with 95% accuracy or better on 3 consecutive biweekly probes.
Baseline: In 1st grade, reads 18 words correct per minute (WCPM) with 82% accuracy on 1st-grade DIBELS 8 Oral Reading Fluency passages (median of 3). Sounds out most words letter by letter.
By [annual review date], when given an unpracticed 2nd-grade DIBELS 8 ORF passage and a reading guide strip, the student will read aloud at least 85 words correct per minute with 96% accuracy or better on 3 consecutive biweekly probes.
Baseline: In 2nd grade, reads 42 WCPM with 88% accuracy on 2nd-grade DIBELS 8 ORF passages (median of 3). Skips lines and loses place after about 30 seconds of reading.
By [annual review date], when given an unpracticed 3rd-grade Acadience Reading ORF passage, the student will read aloud at least 95 words correct per minute with 97% accuracy or better on 3 consecutive biweekly probes.
Baseline: In 3rd grade, reads 54 WCPM with 91% accuracy on 3rd-grade Acadience Reading ORF passages (median of 3). Self-corrects 1 of every 6 errors.
By [annual review date], after one practice read of an unfamiliar 5th-grade passage, the student will read the passage aloud with phrasing and expression that pauses at punctuation and changes tone for dialogue, scoring Level 3 or higher on the NAEP Oral Reading Fluency Scale on 4 of 5 consecutive weekly ratings, while maintaining at least 110 WCPM.
Baseline: In 5th grade, reads 112 WCPM with 97% accuracy on 5th-grade DIBELS 8 ORF passages, but reads in a flat, word-by-word style that ignores punctuation. Scores Level 1 of 4 on the NAEP Oral Reading Fluency Scale on 4 of 4 rated readings.
Within 36 instructional weeks, when given an unpracticed 5th-grade aimswebPlus ORF passage, the student will read aloud at least 120 words correct per minute with 97% accuracy or better on 3 consecutive biweekly probes.
Baseline: In 7th grade, reads 84 WCPM with 93% accuracy on 5th-grade aimswebPlus Oral Reading Fluency passages (median of 3). Reads 61 WCPM on 7th-grade passages.
By [annual review date], when given an unpracticed 150-word functional text (task card, recipe, notice or schedule) written at a 2nd- to 3rd-grade readability level, the student will read it aloud at 60 words correct per minute with 95% accuracy or better on 3 consecutive biweekly probes.
Baseline: In 10th grade, reads 48 WCPM with 90% accuracy on 2nd-grade-level passages and 31 WCPM with 84% accuracy on functional texts (bus schedules, job task cards, recipes) written at a 2nd- to 3rd-grade level.
By [annual review date], after reading or listening to an unfamiliar 1st-grade-level story, the student will orally retell the story including at least 5 of 6 story elements in sequence, with no more than one visual prompt, on 4 of 5 consecutive weekly trials.
Baseline: In 1st grade, after listening to a 1st-grade picture book, retells 2 of 6 story elements (character, setting, problem, two key events, resolution) on a story-grammar retell checklist, averaged across 4 trials.
By [annual review date], after reading an unfamiliar 2nd-grade multiparagraph informational text, the student will state the main topic of the whole text and the focus of 2 named paragraphs, earning at least 8 of 10 points on a main-idea scoring guide across 3 consecutive biweekly probes.
Baseline: In 2nd grade, after reading a 2nd-grade informational passage aloud with teacher support for unknown words, identifies the main topic of the text in 3 of 10 trials and the focus of a specific paragraph in 2 of 10 trials.
By [annual review date], given an unfamiliar 4th-grade informational passage, the student will write a summary that states the main idea and 2 supporting key details, scoring at least 3 of 4 on the summary rubric on 4 of 5 consecutive biweekly probes, and will earn an adjusted Maze score of at least 15.
Baseline: In 4th grade, earns an adjusted score of 7 on 4th-grade DIBELS 8 Maze (median of 3). Written summaries of 4th-grade informational paragraphs score 1 of 4 on a summary rubric: restates details but does not state a main idea.
By [annual review date], after reading an unfamiliar 5th-grade fiction passage, the student will answer inferential questions about character feelings, motives and actions and quote or point to a supporting sentence for each, with at least 80% accuracy (8 of 10 questions with correct evidence) on 3 consecutive biweekly probes.
Baseline: In 5th grade, answers literal questions about 5th-grade fiction with 85% accuracy but answers inferential questions about character feelings and motives with 30% accuracy (6 of 20) across 4 probes, and rarely cites text.
By [annual review date], after reading an unfamiliar 8th-grade informational article, the student will write a constructed response that answers the question and cites at least 2 pieces of relevant textual evidence with an explanation, scoring 3 or higher on the 4-point text-evidence rubric on 4 of 5 consecutive biweekly probes.
Baseline: In 8th grade, constructed responses to 8th-grade informational articles score 1.5 of 4 on average on a text-evidence rubric across 4 assignments: makes a claim but cites no evidence or cites evidence that does not support the claim.
By [annual review date], after reading an unfamiliar grade-level informational text of 600 to 900 words, the student will write an objective summary that states the central idea and explains how 2 specific details develop it, scoring 3 or higher on the 4-point central-idea rubric on 4 of 5 consecutive biweekly probes.
Baseline: In 10th grade, written summaries of 9th- to 10th-grade informational texts score 1 of 4 on a central-idea rubric across 3 samples: lists opinions and isolated details without identifying the central idea. Completes 2 of 5 assigned reading responses.
By [annual review date], given 10 sets of 4 pictured items from familiar categories, the student will name the category label and generate at least 3 additional category members for 8 of 10 sets on 3 consecutive biweekly probes.
Baseline: In 1st grade, when shown sets of 4 pictures from one category (clothing, tools, fruit), names the category in 4 of 10 sets and generates 2 additional members on average. CELF-5 Word Classes subtest scaled score of 5.
By [annual review date], given 10 sentences at a 2nd-grade level that each contain an unfamiliar word and a context clue, the student will state an accurate meaning and point to the clue for at least 8 of 10 words on 3 consecutive biweekly probes.
Baseline: In 2nd grade, given 10 unfamiliar words in 2nd-grade sentences with a supporting context clue, selects or states an accurate meaning for 3 of 10 words across 3 probes. Typically guesses from the word's first letters.
By [annual review date], given 20 unfamiliar words built from 15 taught Greek and Latin roots and affixes, the student will break each word into parts and give an accurate meaning for at least 16 of 20 words on 3 consecutive biweekly probes.
Baseline: In 4th grade, explains the meaning of 4 of 20 unfamiliar words built from common Greek and Latin roots and affixes (tele-, -graph, port, re-, -able) on a morphology probe. Knows the meaning of 3 of 15 taught roots in isolation.
By [annual review date], given 10 common idioms or adages embedded in unfamiliar 5th-grade passages, the student will explain the intended meaning of at least 8 of 10 in his or her own words on 3 consecutive biweekly probes.
Baseline: In 5th grade, explains the meaning of 2 of 10 common idioms presented in a short 5th-grade passage ("break the ice", "under the weather") and interprets most idioms literally. Literal vocabulary is at grade level.
Within 36 instructional weeks, given a 5-minute vocabulary-matching probe of 20 general academic and domain-specific terms drawn from the year's science and social studies curriculum, the student will correctly match at least 16 of 20 terms on 3 consecutive biweekly probes.
Baseline: In 7th grade, matches 6 of 20 general academic and science terms to their definitions on a 5-minute vocabulary-matching probe drawn from the current science and social studies units (median of 3).
By [annual review date], given 15 unfamiliar words in grade-level passages, the student will use sentence and paragraph context to state an accurate meaning and name the clue type (definition, example, contrast or inference) for at least 12 of 15 words on 3 consecutive biweekly probes.
Baseline: In 9th grade, determines the meaning of 5 of 15 unfamiliar words in 9th- to 10th-grade passages using context (33%). aimswebPlus Vocabulary national percentile of 12.
By [annual review date], given a familiar informational topic and 10 minutes, the student will write at least 3 sentences that name the topic, supply 2 facts and provide a closing sentence, scoring at least 3 of 4 on the informative writing checklist on 4 of 5 consecutive biweekly probes, and will produce at least 18 CWS on a 3-minute CBM prompt.
Baseline: In 1st grade, writes 1 sentence on a familiar topic in 10 minutes, with 4 correct writing sequences (CWS) on a 3-minute CBM story prompt (median of 3). Names a topic orally but does not add facts or a closing.
By [annual review date], given a choice between 2 opinion prompts and a visual planner, the student will write an opinion piece that states an opinion, gives 2 reasons joined by linking words (because, and, also) and ends with a concluding sentence, scoring at least 4 of 5 on the opinion checklist on 4 of 5 consecutive weekly probes.
Baseline: In 2nd grade, begins 2 of 5 independent writing tasks and refuses or tears up the paper on the other 3. When writing, produces 1 opinion sentence with no reason (1 of 5 on the opinion checklist).
By [annual review date], given a 3rd-grade CBM story starter, 1 minute to plan and 3 minutes to write, the student will produce at least 34 correct writing sequences on 3 consecutive biweekly probes.
Baseline: In 3rd grade, produces 22 total words written (TWW) and 14 correct writing sequences (CWS) on a 3-minute CBM story-starter probe (median of 3). Writes run-on sentences and omits end punctuation in most sentences.
By [annual review date], given a 5th-grade informative prompt with source text and 30 minutes, the student will complete a planning organizer and write at least 2 paragraphs with a topic introduction, grouped facts and details, linking words and a concluding statement, scoring at least 12 of 16 on the 4-trait rubric on 3 of 4 consecutive biweekly probes.
Baseline: In 5th grade, informative paragraphs score 6 of 16 on the district 4-trait rubric (organization, development, transitions, conventions) across 3 samples. Starts writing without a plan and drifts off topic after 2 sentences.
By [annual review date], given a 7th-grade argument prompt with 2 short sources and 40 minutes, the student will write an argument that states a claim, supports it with at least 2 pieces of relevant evidence from the sources, acknowledges a counterclaim and includes a conclusion, scoring 3 or higher on each of the claim, evidence and organization traits on 3 of 4 consecutive monthly probes.
Baseline: In 7th grade, argument writing scores 1 of 4 on the claim and evidence traits of the district rubric across 3 samples: states a claim but supports it only with personal opinion. Produces 38 CWS on a 3-minute CBM writing probe.
By [annual review date], given an explanatory prompt on a course topic, speech-to-text software and 45 minutes, the student will plan, dictate and revise a multi-paragraph response of at least 350 words that introduces the topic, develops it with relevant facts and examples, uses transitions and corrects at least 90% of transcription errors, scoring 3 or higher on development and organization on 3 of 4 consecutive monthly probes.
Baseline: In 11th grade, handwritten explanatory responses average 85 words in 30 minutes and score 1.5 of 4 on development and organization. Using speech-to-text during 3 trial sessions, produced 210 words in 30 minutes but did not revise transcription errors.
By [annual review date], given a 12-word dictated spelling probe of untaught 1st-grade words with short vowels, digraphs and blends, the student will write at least 45 correct letter sequences on 3 consecutive biweekly probes.
Baseline: In 1st grade, earns 14 correct letter sequences (CLS) on a 12-word dictated CBM spelling probe of 1st-grade words (median of 3). Spells 2 of 12 words correctly and often omits medial vowels.
By [annual review date], given 20 dictated untaught words with CVCe and vowel team patterns, the student will spell at least 16 of 20 (80%) correctly on 3 consecutive biweekly probes.
Baseline: In 2nd grade, spells 6 of 20 (30%) untaught words with CVCe and common vowel team patterns (ai, ee, oa) correctly on a pattern-based spelling inventory. Spelling errors mirror speech substitutions (w for r).
By [annual review date], given 15 dictated untaught words that require doubling, drop-e or change-y suffix rules, the student will spell at least 12 of 15 (80%) correctly on 3 consecutive biweekly probes, and will earn at least 95 CLS on the 3rd-grade CBM spelling probe.
Baseline: In 3rd grade, earns 52 of 120 possible correct letter sequences on a dictated 3rd-grade spelling probe. Spells 4 of 15 words with suffix rules (doubling, drop e, change y to i) correctly.
By [annual review date], when writing a response of at least 100 words and using a 3-step self-check routine and a personal word bank, the student will spell at least 92% of words correctly in the final draft on 4 of 5 consecutive biweekly writing samples.
Baseline: In 4th grade, 72% of words in independent writing samples are spelled correctly (average of 4 samples). Does not check spelling before turning in work.
Within 36 instructional weeks, when typing a response of at least 200 words with spell check available, the student will review each flagged word and each homophone on a personal list and produce a final draft with at least 97% of words spelled correctly on 4 of 5 consecutive biweekly samples.
Baseline: In 6th grade, spells 78% of words correctly in typed classroom writing with spell check turned on, because the student accepts the first suggestion and leaves homophone and real-word errors (their, there, form, from) unchanged.
By [annual review date], given oral dictation of 30 personal information and workplace words used on job applications and forms, the student will spell at least 25 of 30 (83%) correctly without a model on 3 consecutive biweekly probes.
Baseline: In 10th grade, spells 11 of 30 (37%) personal information and workplace words correctly from dictation (street name, city, employer, emergency, schedule, signature). Copies words accurately from a model.
By [annual review date], given a 40-item probe of mixed addition and subtraction facts within 10, the student will write at least 30 correct answers in 2 minutes on 3 consecutive weekly probes, using a counting-on or make-ten strategy instead of counting all.
Baseline: In 1st grade, answers 9 of 40 mixed addition and subtraction facts within 10 correctly in 2 minutes (median of 3), counting all on fingers from 1 for most problems.
By [annual review date], given a 2nd-grade computation probe of 2-digit addition and subtraction with and without regrouping, the student will earn at least 40 correct digits in 4 minutes on 3 consecutive biweekly probes.
Baseline: In 2nd grade, earns 12 correct digits in 4 minutes on a 2nd-grade computation probe of 2-digit addition and subtraction (median of 3). Solves problems without regrouping with 80% accuracy and problems with regrouping with 15% accuracy.
By [annual review date], given a 60-item probe of mixed multiplication and division facts with factors 0 to 10, the student will write at least 40 correct answers in 2 minutes on 3 consecutive weekly probes.
Baseline: In 3rd grade, answers 12 of 60 mixed multiplication and division facts (0 to 10) correctly in 2 minutes (median of 3). Knows x0, x1, x2 and x10 facts; skip-counts from zero for others.
By [annual review date], given 10 multi-digit addition and subtraction problems up to 1,000,000 that require regrouping, including across zeros, the student will use the standard algorithm to solve at least 9 of 10 (90%) correctly on 3 consecutive biweekly probes.
Baseline: In 4th grade, solves 4 of 10 (40%) multi-digit addition and subtraction problems (up to 4 digits, regrouping across zeros) correctly using the standard algorithm. Misaligns place values on graph-free paper in 5 of 10 problems.
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