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Academic domain

Reading Comprehension IEP goals

Reading comprehension goals should name the exact comprehension skill (retell, main idea, inference, citing evidence) and the text level used to measure it. Pairing a standardized measure such as Maze with a scored constructed response gives the team both a growth curve and evidence of the skill itself.

Common measurability defects

  • Writing "will improve reading comprehension" or "will comprehend grade-level text" with no observable response the student produces.
  • Measuring with chapter-test grades, which mix comprehension with vocabulary, effort and content knowledge.
  • Omitting the text level and the support conditions (read aloud, read independently, graphic organizer), so mastery means different things on different days.
  1. 01Grades K-2Speech/LanguageCCSS.ELA-LITERACY.RL.1.2

    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.

    Annual goal

    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.

    Measured by: Weekly story retell scored on a 6-element story-grammar checklist by the SLP or special education teacher, using unfamiliar leveled texts. Results graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will retell 3 of 6 story elements with up to two visual prompts on 3 of 5 weekly trials.
    2. By the end of the second grading period, the student will retell 4 of 6 story elements in sequence with up to two visual prompts on 3 of 5 weekly trials.
    3. By the end of the third grading period, the student will retell 5 of 6 story elements with one visual prompt on 3 of 5 weekly trials.
  2. 02Grades K-2SLDCCSS.ELA-LITERACY.RI.2.2

    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.

    Annual goal

    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.

    Measured by: Biweekly main-idea probes using unfamiliar leveled informational passages, scored on a 10-point guide (4 points whole-text topic, 3 points per paragraph). easyCBM Multiple Choice Reading Comprehension administered each grading period as a secondary measure.

    Short-term objectives

    1. By the end of the first grading period, the student will score 5 of 10 points on 2 of 3 consecutive biweekly probes.
    2. By the end of the second grading period, the student will score 6 of 10 points on 2 of 3 consecutive biweekly probes.
    3. By the end of the third grading period, the student will score 7 of 10 points on 2 of 3 consecutive biweekly probes.
  3. 03Grades 3-5SLDCCSS.ELA-LITERACY.RI.4.2

    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.

    Annual goal

    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.

    Measured by: Biweekly written summary probes scored on a 4-point rubric by the special education teacher, with 20% double-scored by the general education teacher. DIBELS 8 Maze administered monthly. Both graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will score 2 of 4 on the summary rubric on 3 of 5 probes and earn an adjusted Maze score of 9.
    2. By the end of the second grading period, the student will score 2 of 4 on 5 consecutive probes and earn an adjusted Maze score of 11.
    3. By the end of the third grading period, the student will score 3 of 4 on 3 of 5 probes and earn an adjusted Maze score of 13.
  4. 04Grades 3-5AutismCCSS.ELA-LITERACY.RL.5.1

    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.

    Annual goal

    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.

    Measured by: Biweekly 10-question inferential comprehension probes on unfamiliar 5th-grade passages; an answer counts as correct only if the inference and the cited sentence both match the answer key. Scored by the special education teacher and graphed.

    Short-term objectives

    1. By the end of the first grading period, the student will answer inferential questions with 50% accuracy, using a feelings-and-clues graphic organizer, on 2 of 3 probes.
    2. By the end of the second grading period, the student will answer inferential questions with cited evidence at 65% accuracy on 2 of 3 probes.
    3. By the end of the third grading period, the student will answer inferential questions with cited evidence at 75% accuracy without the organizer on 2 of 3 probes.
  5. 05Grades 6-8OHICCSS.ELA-LITERACY.RI.8.1

    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.

    Annual goal

    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.

    Measured by: Biweekly constructed-response probes on unfamiliar 8th-grade articles, scored on the district 4-point text-evidence rubric by the ELA teacher and special education co-teacher, with agreement checked on 1 in 4 responses. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will score 2 of 4 on the rubric on 3 of 5 consecutive probes using a claim-evidence-reasoning organizer.
    2. By the end of the second grading period, the student will score 2.5 of 4 on average across 5 consecutive probes, citing at least one relevant piece of evidence each time.
    3. By the end of the third grading period, the student will score 3 of 4 on 3 of 5 consecutive probes.
  6. 06Grades 9-12EDCCSS.ELA-LITERACY.RI.9-10.2

    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.

    Annual goal

    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.

    Measured by: Biweekly summary probes using unfamiliar texts from the 10th-grade curriculum, scored on a 4-point rubric by the special education teacher, with 25% double-scored by the English teacher. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will complete 5 of 5 summary probes and score 2 of 4 on 3 of them.
    2. By the end of the second grading period, the student will score 2 or higher on 5 consecutive probes and state the central idea in an objective sentence.
    3. By the end of the third grading period, the student will score 3 of 4 on 3 of 5 consecutive probes.
Phonics & DecodingReading FluencyVocabularyWritten ExpressionSpellingMath CalculationMath Problem SolvingNumber Sense

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