The IEP Goal Bank

PreK-K · literal

By the end of the IEP period, given a read-aloud of a picture book and one verbal question, [Student] will answer a who question about a just-read picture book with 70% accuracy on 3 of 5 weekly probes.

PreK-K · literal

Within 36 instructional weeks, given a repeated picture-book sentence and no adult model, [Student] will read a memorized sentence aloud from a picture book at 40 or more correct words per minute on 3 consecutive curriculum-based measures.

PreK-K · retell

By the annual review date, given a read-aloud and a two-box story map, [Student] will retell two events from a read-aloud in order scoring 3 of 4 rubric points on 3 of 5 samples.

PreK-K · literal

By the end of the IEP period, given three pictures and a one-sentence story, [Student] will point to the picture that matches a one-sentence story on 4 of 5 trials across 4 consecutive weeks.

PreK-K · literal

Within 36 instructional weeks, given a read-aloud and the question who was this about, [Student] will name the main character after a read-aloud with 75% accuracy on 3 of 5 weekly probes.

1-2 · retell

By the annual review date, given a short read-aloud and a verbal prompt to tell the ending, [Student] will tell what happens at the end of a short read-aloud scoring 3 of 4 rubric points on 4 of 5 samples.

1-2 · literal

By the end of the IEP period, given a decodable paragraph of about 40 words, [Student] will answer a what question about a decodable paragraph with 70% accuracy on 3 of 5 weekly probes.

1-2 · cbm

Within 36 instructional weeks, given an unfamiliar first-grade passage of about 60 words, [Student] will read a first-grade passage aloud at 40 or more correct words per minute on 3 consecutive curriculum-based measures.

1-2 · story

By the annual review date, given a short narrative and a setting question, [Student] will identify the setting of a short narrative scoring 3 of 4 rubric points on 3 of 5 samples.

1-2 · retell

By the end of the IEP period, given a short story read aloud once, [Student] will retell a story with a beginning and an end on 4 of 5 trials across 4 consecutive weeks.

1-2 · inferential

Within 36 instructional weeks, given a short paragraph and a why question, [Student] will answer one why question using a detail from the text with 75% accuracy on 3 of 5 weekly probes.

3-5 · literal

By the annual review date, given a passage of about 150 words and one literal question, [Student] will locate a stated detail to answer a literal question with 80% accuracy on 4 of 5 weekly probes.

3-5 · main idea

By the end of the IEP period, given a one-paragraph informational passage, [Student] will state the main idea of a one-paragraph passage scoring 3 of 4 rubric points on 3 of 5 samples.

3-5 · cbm

Within 36 instructional weeks, given an unfamiliar third-grade passage, [Student] will read a third-grade passage aloud at 40 or more correct words per minute on 3 consecutive curriculum-based measures.

3-5 · evidence

By the annual review date, given a passage and a question that can be answered from one sentence, [Student] will cite one sentence that supports an answer on 4 of 5 trials across 3 consecutive weeks.

3-5 · informational

By the end of the IEP period, given an informational paragraph with four events, [Student] will sequence four events from an informational paragraph with 70% accuracy on 4 of 5 weekly probes.

3-5 · vocabulary

Within 36 instructional weeks, given a sentence that contains one taught vocabulary word, [Student] will state the meaning of a taught word using the sentence around it with 75% accuracy on 3 of 5 weekly probes.

3-5 · literature

By the annual review date, given a short narrative with two named roles called character A and character B, [Student] will compare two characters using one detail for each scoring 3 of 4 rubric points on 4 of 5 samples.

3-5 · informational

By the end of the IEP period, given a short article and three purpose choices, [Student] will identify the author's purpose in a short article on 4 of 5 trials across 3 consecutive weeks.

6-8 · summary

Within 36 instructional weeks, given a grade-band article of two paragraphs, [Student] will summarize a passage in two sentences scoring 3 of 4 rubric points on 4 of 5 samples.

6-8 · inference

By the annual review date, given a grade-band paragraph and one inferential question, [Student] will answer an inferential question and name the supporting sentence with 80% accuracy on 3 of 5 weekly probes.

6-8 · cbm

By the end of the IEP period, given an unfamiliar sixth-grade passage, [Student] will read a sixth-grade passage aloud at 60 or more correct words per minute on 3 consecutive curriculum-based measures.

6-8 · informational

Within 36 instructional weeks, given a paragraph that contains one fact and one opinion, [Student] will distinguish a fact from an opinion in a paragraph on 4 of 5 trials across 3 consecutive weeks.

6-8 · informational

By the annual review date, given a one-page informational article, [Student] will identify the central idea and one supporting detail with 80% accuracy on 4 of 5 weekly probes.

6-8 · informational

By the end of the IEP period, given two adjacent sentences that state a cause and an effect, [Student] will explain a cause-and-effect link stated across two sentences scoring 3 of 4 rubric points on 3 of 5 samples.

6-8 · vocabulary

Within 36 instructional weeks, given a sentence and two meanings, [Student] will state which meaning of a multiple-meaning word fits the sentence with 75% accuracy on 4 of 5 weekly probes.

6-8 · informational

By the annual review date, given an article section with one heading, [Student] will describe how a heading supports the topic of a section on 4 of 5 trials across 3 consecutive weeks.

9-12 · summary

By the end of the IEP period, given a grade-band text of about one page, [Student] will write a three-sentence summary that includes the central idea scoring 3 of 4 rubric points on 4 of 5 samples.

9-12 · literature

Within 36 instructional weeks, given a grade-band narrative of about one page, [Student] will describe how a character's action changes from the start to the end scoring 3 of 4 rubric points on 3 of 5 samples.

9-12 · argument

By the annual review date, given an argument paragraph and one claim, [Student] will mark whether a sentence supports a claim with 80% accuracy on 4 of 5 weekly probes.

9-12 · cbm

By the end of the IEP period, given an unfamiliar ninth-grade passage, [Student] will read a ninth-grade passage aloud at 30 or more correct words per minute on 3 consecutive curriculum-based measures.

9-12 · literature

Within 36 instructional weeks, given a passage of about one page and a tone question, [Student] will identify the tone and quote one supporting line on 4 of 5 trials across 4 consecutive weeks.

9-12 · argument

By the annual review date, given two short argument paragraphs on the same topic, [Student] will state one difference between two authors' claims with 80% accuracy on 3 of 5 weekly probes.

9-12 · informational

By the end of the IEP period, given an article organized as problem and solution, [Student] will name the text structure used to organize an article scoring 3 of 4 rubric points on 4 of 5 samples.

transition · functional

Within 36 instructional weeks, given a workplace notice with two steps, [Student] will follow a two-step written direction on a workplace notice on 4 of 5 trials across 3 consecutive weeks.

transition · functional

By the annual review date, given a one-page form and a question about one line, [Student] will locate one required fact on a simple form with 80% accuracy on 4 of 5 weekly probes.

transition · functional

By the end of the IEP period, given a one-page job description, [Student] will summarize a one-page job description in two spoken sentences scoring 3 of 4 rubric points on 3 of 5 samples.

transition · functional

Within 36 instructional weeks, given a community flyer of about 80 words, [Student] will read a community flyer aloud at 40 or more correct words per minute on 3 consecutive curriculum-based measures.

transition · functional

By the annual review date, given a simple bus schedule and one when question, [Student] will answer a literal question about a bus schedule with 80% accuracy on 3 of 5 weekly probes.

9-12 · functional

By the end of the IEP period, given a short email of about 60 words, [Student] will state the purpose of a short school email on 4 of 5 trials across 4 consecutive weeks.

3-5 · literature

Within 36 instructional weeks, given a narrative of about 150 words, [Student] will retell the problem and the solution in a narrative scoring 3 of 4 rubric points on 3 of 5 samples.

3-5 · vocabulary

By the annual review date, given a glossary line and the target word, [Student] will use a glossary line to state the meaning of a content word with 80% accuracy on 4 of 5 weekly probes.

1-2 · literature

By the end of the IEP period, given a three-line dialogue, [Student] will identify who is speaking in one line of dialogue on 4 of 5 trials across 3 consecutive weeks.

1-2 · inference

Within 36 instructional weeks, given a short story that stops before the last event, [Student] will point to the clue that supports a prediction with 75% accuracy on 4 of 5 weekly probes.

6-8 · main idea

By the annual review date, given a main idea and five detail cards, [Student] will sort three details under a stated main idea scoring 3 of 4 rubric points on 3 of 5 samples.

6-8 · literature

By the end of the IEP period, given a short story and a theme question, [Student] will identify the theme and one supporting event with 70% accuracy on 4 of 5 weekly probes.

9-12 · summary

Within 36 instructional weeks, given one quoted sentence and the sentences around it, [Student] will paraphrase a quoted sentence scoring 3 of 4 rubric points on 3 of 5 samples.

9-12 · argument

By the annual review date, given a claim and a one-page article, [Student] will find two pieces of evidence for a provided claim on 4 of 5 trials across 4 consecutive weeks.

transition · functional

By the end of the IEP period, given one written recipe step, [Student] will state the next action in a recipe step with 70% accuracy on 3 of 5 weekly probes.

3-5 · informational

Within 36 instructional weeks, given an unfamiliar informational paragraph of about 100 words, [Student] will read an informational paragraph aloud at 40 or more correct words per minute on 3 consecutive curriculum-based measures.

PreK-K · computation

By the annual review date, given 10 addition facts within 10 and no calculator, [Student] will solve addition facts within 10 at 8 or more correct digits per minute on 3 consecutive curriculum-based measures.

1-2 · computation

By the end of the IEP period, given 10 subtraction facts within 10 and no calculator, [Student] will solve subtraction facts within 10 at 12 or more correct digits per minute on 3 consecutive curriculum-based measures.

3-5 · computation

Within 36 instructional weeks, given 10 two-digit addition problems and scratch paper, without a calculator, [Student] will solve two-digit addition problems with regrouping at 16 or more correct digits per minute on 3 consecutive curriculum-based measures.

3-5 · computation

By the annual review date, given 10 two-digit subtraction problems and scratch paper, without a calculator, [Student] will solve two-digit subtraction problems with regrouping at 20 or more correct digits per minute on 3 consecutive curriculum-based measures.

3-5 · computation

By the end of the IEP period, given 8 multiplication problems and scratch paper, without a calculator, [Student] will multiply a two-digit number by a one-digit number with 70% accuracy on 3 of 5 weekly probes.

3-5 · computation

Within 36 instructional weeks, given 8 division problems and scratch paper, without a calculator, [Student] will divide a two-digit number by a one-digit divisor with 75% accuracy on 4 of 5 weekly probes.

3-5 · computation

By the annual review date, given 8 fraction problems and scratch paper, without a calculator, [Student] will add fractions with like denominators at 12 or more correct digits per minute on 3 consecutive curriculum-based measures.

3-5 · computation

By the end of the IEP period, given 8 fraction pairs and no calculator, [Student] will compare two fractions with like denominators with 70% accuracy on 4 of 5 weekly probes.

6-8 · computation

Within 36 instructional weeks, given 8 integer problems and scratch paper, without a calculator, [Student] will solve one-step integer addition problems at 20 or more correct digits per minute on 3 consecutive curriculum-based measures.

6-8 · computation

By the annual review date, given 8 integer subtraction problems and scratch paper, without a calculator, [Student] will solve one-step integer subtraction problems at 24 or more correct digits per minute on 3 consecutive curriculum-based measures.

6-8 · computation

By the end of the IEP period, given 8 one-step equations and scratch paper, without a calculator, [Student] will solve a one-step equation using an inverse operation with 70% accuracy on 3 of 5 weekly probes.

6-8 · computation

Within 36 instructional weeks, given 8 percent problems and scratch paper, without a calculator, [Student] will compute a percent of a whole number at 12 or more correct digits per minute on 3 consecutive curriculum-based measures.

6-8 · computation

By the annual review date, given 8 ratios and scratch paper, without a calculator, [Student] will simplify a ratio to lowest terms on 4 of 5 trials across 3 consecutive weeks.

6-8 · computation

By the end of the IEP period, given 6 sets of 5 numbers and scratch paper, without a calculator, [Student] will calculate the mean of a 5-number set with 70% accuracy on 4 of 5 weekly probes.

9-12 · computation

Within 36 instructional weeks, given 8 linear equations and scratch paper, without a calculator, [Student] will solve linear equations in one variable at 24 or more correct digits per minute on 3 consecutive curriculum-based measures.

9-12 · computation

By the annual review date, given 8 expressions and scratch paper, without a calculator, [Student] will evaluate a linear expression for a given value with 80% accuracy on 4 of 5 weekly probes.

6-8 · computation

By the end of the IEP period, given 8 coordinate pairs and a grid, without a calculator, [Student] will graph a point on the coordinate plane on 4 of 5 trials across 3 consecutive weeks.

3-5 · computation

Within 36 instructional weeks, given 10 whole numbers and no calculator, [Student] will round a whole number to the nearest ten with 75% accuracy on 4 of 5 weekly probes.

PreK-K · computation

By the annual review date, given 10 numbers within 10 and no calculator, [Student] will identify the number that is 1 more or 1 less on 4 of 5 trials across 3 consecutive weeks.

PreK-K · computation

By the end of the IEP period, given 10 sets of objects and no calculator, [Student] will count a set of up to 10 objects and write the numeral on 4 of 5 trials across 4 consecutive weeks.

1-2 · problem solving

Within 36 instructional weeks, given 5 one-step addition word problems and no calculator, [Student] will solve a one-step addition word problem and label the unit scoring 3 of 4 rubric points on 3 of 5 samples.

1-2 · problem solving

By the annual review date, given 5 one-step subtraction word problems and scratch paper, without a calculator, [Student] will solve a one-step subtraction word problem with 80% accuracy on 4 of 5 weekly probes.

1-2 · problem solving

By the end of the IEP period, given 6 one-step word problems and no calculator, [Student] will choose the operation for a one-step word problem on 4 of 5 trials across 3 consecutive weeks.

3-5 · problem solving

Within 36 instructional weeks, given 5 two-step word problems and scratch paper, without a calculator, [Student] will solve a two-step word problem using addition and subtraction scoring 3 of 4 rubric points on 4 of 5 samples.

3-5 · problem solving

By the annual review date, given 6 word problems and scratch paper, without a calculator, [Student] will represent a word problem with an equation with 80% accuracy on 3 of 5 weekly probes.

3-5 · problem solving

By the end of the IEP period, given 5 multiplication word problems and scratch paper, without a calculator, [Student] will solve a one-step multiplication word problem scoring 3 of 4 rubric points on 4 of 5 samples.

3-5 · problem solving

Within 36 instructional weeks, given 5 fraction word problems and scratch paper, without a calculator, [Student] will solve a fraction word problem with like denominators on 4 of 5 trials across 3 consecutive weeks.

3-5 · problem solving

By the annual review date, given 5 comparison problems and a tape-diagram box, [Student] will use a tape diagram to solve a comparison problem scoring 3 of 4 rubric points on 4 of 5 samples.

6-8 · problem solving

By the end of the IEP period, given 5 ratio word problems and scratch paper, without a calculator, [Student] will solve a ratio word problem with 70% accuracy on 3 of 5 weekly probes.

6-8 · problem solving

Within 36 instructional weeks, given 5 discount problems and scratch paper, without a calculator, [Student] will solve a percent-discount word problem scoring 3 of 4 rubric points on 4 of 5 samples.

3-5 · problem solving

By the annual review date, given a bar graph and 6 questions, [Student] will answer a comparison question from a bar graph on 4 of 5 trials across 3 consecutive weeks.

3-5 · problem solving

By the end of the IEP period, given 6 rectangles with labeled sides and no calculator, [Student] will find the area of a rectangle from labeled side lengths with 70% accuracy on 4 of 5 weekly probes.

6-8 · problem solving

Within 36 instructional weeks, given 5 rate problems and scratch paper, without a calculator, [Student] will solve a rate problem such as miles per hour scoring 3 of 4 rubric points on 3 of 5 samples.

9-12 · problem solving

By the annual review date, given 5 word problems and scratch paper, without a calculator, [Student] will write and solve an equation from a word problem with 80% accuracy on 4 of 5 weekly probes.

9-12 · problem solving

By the end of the IEP period, given 6 solved equations and scratch paper, without a calculator, [Student] will check a solution by substituting it back into the equation on 4 of 5 trials across 3 consecutive weeks.

1-2 · functional

Within 36 instructional weeks, given 6 sets of coins, [Student] will count coins up to one dollar and state the total on 4 of 5 trials across 4 consecutive weeks.

3-5 · functional

By the annual review date, given 6 printed prices under 10 dollars, [Student] will pay a printed price using the next dollar with 80% accuracy on 3 of 5 weekly probes.

3-5 · functional

By the end of the IEP period, given 6 prices and a pictured five-dollar bill, [Student] will calculate change from a five-dollar bill with 70% accuracy on 4 of 5 weekly probes.

1-2 · functional

Within 36 instructional weeks, given 8 digital times, [Student] will read a digital clock to the minute on 4 of 5 trials across 3 consecutive weeks.

3-5 · functional

By the annual review date, given 6 start and end times within the same hour, [Student] will calculate elapsed time within one hour with 80% accuracy on 4 of 5 weekly probes.

1-2 · functional

By the end of the IEP period, given 6 objects and an inch ruler, [Student] will measure an object to the nearest inch on 4 of 5 trials across 3 consecutive weeks.

3-5 · functional

Within 36 instructional weeks, given 8 pairs of prices, [Student] will state which of two prices costs less with 75% accuracy on 4 of 5 weekly probes.

9-12 · functional

By the annual review date, given 6 checks and scratch paper, [Student] will calculate a tip of 10 percent on a restaurant check scoring 3 of 4 rubric points on 3 of 5 samples.

6-8 · functional

By the end of the IEP period, given 6 lists of three prices and scratch paper, [Student] will add the prices of three grocery items with 70% accuracy on 4 of 5 weekly probes.

transition · functional

Within 36 instructional weeks, given a bus schedule and one clock time, [Student] will state the next departure on a bus schedule on 4 of 5 trials across 3 consecutive weeks.

transition · functional

By the annual review date, given 5 rate-and-hours pairs and a clock, [Student] will calculate weekly pay from an hourly rate and hours worked with 80% accuracy on 4 of 5 weekly probes.

transition · functional

By the end of the IEP period, given a recipe card and measuring spoons, [Student] will measure a tablespoon during a recipe task on 4 of 5 trials across 3 consecutive weeks.

PreK-K · functional

Within 36 instructional weeks, given a timer and 8 spoken minute amounts within 10, [Student] will set a timer for a stated number of minutes on 4 of 5 trials across 4 consecutive weeks.

PreK-K · functional

By the annual review date, given a penny, a nickel, a dime, and a quarter, [Student] will point to the coin named by the teacher with 80% accuracy on 3 of 5 weekly probes.

transition · functional

By the end of the IEP period, given a price list and a budget of 10 dollars, [Student] will choose two items that stay within a stated budget scoring 3 of 4 rubric points on 4 of 5 samples.

PreK-K · encoding

Within 36 instructional weeks, given 8 pictured words and a lined page, [Student] will write the letter for the initial sound of 8 pictured words with 75% accuracy on 3 of 5 weekly probes.

PreK-K · transcription

By the annual review date, given a 5-word model sentence, [Student] will copy a modeled sentence with spaces between words on 4 of 5 trials across 4 consecutive weeks.

PreK-K · transcription

By the end of the IEP period, given a name card that says the word student, [Student] will write a first name from a model with correct letter order with 70% accuracy on 3 of 5 weekly probes.

1-2 · sentences

Within 36 instructional weeks, given a picture and a writing line, [Student] will write a complete sentence that names a picture scoring 3 of 4 rubric points on 4 of 5 samples.

1-2 · conventions

By the annual review date, given 6 dictated sentences, [Student] will capitalize the first word in 6 dictated sentences with 80% accuracy on 3 of 5 weekly probes.

1-2 · conventions

By the end of the IEP period, given 6 spoken sentences, [Student] will end 6 sentences with a period or question mark on 4 of 5 trials across 4 consecutive weeks.

1-2 · spelling

Within 36 instructional weeks, given 8 dictated short-vowel words, [Student] will spell short-vowel words from dictation at 70 or more correct words per minute on 3 consecutive curriculum-based measures.

1-2 · narrative

By the annual review date, given a picture prompt and 15 minutes, [Student] will write a narrative of at least 3 sentences with a beginning and an ending scoring 3 of 4 rubric points on 4 of 5 samples.

1-2 · sentences

By the end of the IEP period, given a picture and a 6-word bank, [Student] will use a word bank to write two describing sentences on 4 of 5 trials across 3 consecutive weeks.

3-5 · paragraphs

Within 36 instructional weeks, given a planning box and a topic, [Student] will write a paragraph with a topic sentence and two details scoring 3 of 4 rubric points on 4 of 5 samples.

3-5 · revision

By the annual review date, given a 3-sentence draft and a fact card, [Student] will revise a paragraph by adding one missing detail scoring 3 of 4 rubric points on 3 of 5 samples.

3-5 · sentences

By the end of the IEP period, given 8 pairs of simple sentences, [Student] will combine two simple sentences with because on 4 of 5 trials across 4 consecutive weeks.

3-5 · conventions

Within 36 instructional weeks, given an 8-sentence sample with uncapitalized proper nouns, [Student] will capitalize proper nouns in an 8-sentence sample on 4 of 5 trials across 3 consecutive weeks.

3-5 · spelling

By the annual review date, given 10 dictated pattern words, [Student] will spell grade-band pattern words from dictation at 80 or more correct words per minute on 3 consecutive curriculum-based measures.

3-5 · functional

By the end of the IEP period, given a purpose card and 15 minutes, [Student] will write a 4-sentence note that states a purpose on 4 of 5 trials across 3 consecutive weeks.

3-5 · planning

Within 36 instructional weeks, given a topic and a 4-box organizer, [Student] will fill a graphic organizer before drafting a paragraph scoring 3 of 4 rubric points on 4 of 5 samples.

6-8 · essays

By the annual review date, given a prompt and 25 minutes, [Student] will write a response with an introduction and a conclusion scoring 3 of 4 rubric points on 3 of 5 samples.

6-8 · argument

By the end of the IEP period, given a claim starter and 20 minutes, [Student] will support a claim with two reasons scoring 3 of 4 rubric points on 4 of 5 samples.

6-8 · organization

Within 36 instructional weeks, given three sentences and a transition word bank, [Student] will use a transition word to connect three sentences scoring 3 of 4 rubric points on 3 of 5 samples.

6-8 · conventions

By the annual review date, given 8 sentences with one verb choice each, [Student] will mark subject-verb agreement on 8 sentences on 4 of 5 trials across 4 consecutive weeks.

6-8 · research

By the end of the IEP period, given a note card and a paragraph frame, [Student] will place one source phrase inside a paragraph on 4 of 5 trials across 3 consecutive weeks.

6-8 · summary

Within 36 instructional weeks, given a 150-word source and 15 minutes, [Student] will write a summary paragraph that does not copy a whole sentence scoring 3 of 4 rubric points on 4 of 5 samples.

6-8 · revision

By the annual review date, given a 5-sentence draft, [Student] will revise a paragraph so that two sentences do not start the same way scoring 3 of 4 rubric points on 3 of 5 samples.

9-12 · essays

By the end of the IEP period, given a prompt and 30 minutes, [Student] will write an essay of at least four paragraphs scoring 3 of 4 rubric points on 4 of 5 samples.

9-12 · argument

Within 36 instructional weeks, given a quotation and a claim, [Student] will introduce a quotation with a signal phrase and add one explanation sentence scoring 3 of 4 rubric points on 3 of 5 samples.

9-12 · revision

By the annual review date, given a paragraph with one repeated sentence, [Student] will cut a repeated idea from a paragraph scoring 3 of 4 rubric points on 4 of 5 samples.

9-12 · conventions

By the end of the IEP period, given 8 compound sentences, [Student] will place a comma in a compound sentence on 8 items on 4 of 5 trials across 3 consecutive weeks.

9-12 · functional

Within 36 instructional weeks, given an email template and a purpose, [Student] will write a formal email with a greeting, a request, and a closing on 4 of 5 trials across 4 consecutive weeks.

9-12 · expository

By the annual review date, given lab notes and 15 minutes, [Student] will write a conclusion that states a result and one limit scoring 3 of 4 rubric points on 3 of 5 samples.

transition · functional

By the end of the IEP period, given a one-page application section, [Student] will complete a job-application section with legible answers on 4 of 5 trials across 4 consecutive weeks.

transition · functional

Within 36 instructional weeks, given a workplace message template, [Student] will write a three-sentence message that a task is finished scoring 3 of 4 rubric points on 3 of 5 samples.

transition · functional

By the annual review date, given a blank log and a clock, [Student] will fill a daily log with the task and the time on 4 of 5 trials across 4 consecutive weeks.

transition · functional

By the end of the IEP period, given the name of a familiar chore, [Student] will write three ordered steps for a familiar chore on 4 of 5 trials across 3 consecutive weeks.

transition · functional

Within 36 instructional weeks, given two address cards, [Student] will copy a return address and a recipient line onto an envelope outline scoring 3 of 4 rubric points on 4 of 5 samples.

1-2 · opinion

By the annual review date, given a familiar topic and two lines, [Student] will write an opinion sentence and one reason scoring 3 of 4 rubric points on 3 of 5 samples.

3-5 · sentences

By the end of the IEP period, given 6 kernel sentences, [Student] will add an adjective to 6 kernel sentences on 4 of 5 trials across 4 consecutive weeks.

6-8 · narrative

Within 36 instructional weeks, given a story starter written in first person, [Student] will keep the same narrator across a paragraph scoring 3 of 4 rubric points on 3 of 5 samples.

9-12 · argument

By the annual review date, given a claim and a counterclaim card, [Student] will write a counterclaim sentence and a response scoring 3 of 4 rubric points on 4 of 5 samples.

9-12 · conventions

By the end of the IEP period, given a paragraph and 8 spell-check flags, [Student] will correct 8 real errors flagged by spell check on 4 of 5 trials across 3 consecutive weeks.

PreK-K · spelling

Within 36 instructional weeks, given 8 dictated high-frequency words, [Student] will write 8 high-frequency words from dictation at 40 or more correct words per minute on 3 consecutive curriculum-based measures.

1-2 · transcription

By the annual review date, given a 5-word dictation, [Student] will leave a space between each word in a 5-word dictated sentence on 4 of 5 trials across 3 consecutive weeks.

3-5 · expository

By the end of the IEP period, given a familiar classroom job, [Student] will write a how-to paragraph with three ordered steps scoring 3 of 4 rubric points on 4 of 5 samples.

3-5 · paragraphs

Within 36 instructional weeks, given a paragraph and three sentence choices, [Student] will choose a concluding sentence that matches a paragraph on 4 of 5 trials across 3 consecutive weeks.

6-8 · reflection

By the annual review date, given a project name and 15 minutes, [Student] will write five sentences about a completed project scoring 3 of 4 rubric points on 4 of 5 samples.

9-12 · research

By the end of the IEP period, given a source card and a citation template, [Student] will format one works-cited entry from a template on 4 of 5 trials across 3 consecutive weeks.

transition · functional

Within 36 instructional weeks, given a job title card, [Student] will write one sentence that names a job and one qualification scoring 3 of 4 rubric points on 4 of 5 samples.

6-8 · conventions

By the annual review date, given 6 spoken lines, [Student] will punctuate 6 dialogue lines with quotation marks on 4 of 5 trials across 3 consecutive weeks.

6-8 · organization

By the end of the IEP period, given an 8-sentence draft with two topics, [Student] will split a mixed draft into two paragraphs scoring 3 of 4 rubric points on 4 of 5 samples.

9-12 · transcription

Within 36 instructional weeks, given a paragraph prompt and 3 minutes, [Student] will type a paragraph at 70 or more correct words per minute on 3 consecutive curriculum-based measures.

1-2 · sentences

By the annual review date, given 4 dictated sentences and 3 minutes, [Student] will write dictated sentences at 80 or more correct words per minute on 3 consecutive curriculum-based measures.

1-2 · work initiation

By the end of the IEP period, given a classroom routine and one visual cue, [Student] will begin a teacher-assigned task after the direction within 40 seconds on 4 of 5 opportunities across 4 consecutive school days.

1-2 · engagement

Within 36 instructional weeks, given a posted class expectation, [Student] will remain in the assigned seat during independent work except for an approved break during 75% of observed opportunities across 5 consecutive school days.

PreK-K · replacement behavior

By the annual review date, given a denial of a preferred item and a calm-voice card, [Student] will use a calm voice when denied a preferred item during 80% of observed opportunities across 4 consecutive school days.

1-2 · replacement behavior

By the end of the IEP period, given independent work and a break card on the desk, [Student] will request a break with a break card instead of leaving the area during 70% of observed opportunities across 5 consecutive school days.

PreK-K · following directions

Within 36 instructional weeks, given a one-step classroom direction, [Student] will follow a one-step direction within 40 seconds on 4 of 5 opportunities across 4 consecutive school days.

PreK-K · transitions

By the annual review date, given a visual timer and a posted next activity, [Student] will move to the next activity when the timer ends within 50 seconds on 4 of 5 opportunities across 4 consecutive school days.

PreK-K · safe body

By the end of the IEP period, given a 10-minute carpet activity and a posted stop signal, [Student] will keep hands and feet to self during a carpet activity on all opportunities across 5 consecutive drills.

1-2 · classroom expectations

Within 36 instructional weeks, given a whole-group lesson, [Student] will raise a hand and wait to be called on before speaking during 75% of observed opportunities across 5 consecutive school days.

3-5 · work completion

By the annual review date, given a 5-item task and a finished bin, [Student] will finish the assigned items before asking for a new task during 80% of observed opportunities across 4 consecutive school days.

3-5 · self-regulation

By the end of the IEP period, given a coping card and an anger cue from staff, [Student] will use a taught coping strategy when shown an anger cue during 70% of observed opportunities across 5 consecutive school days.

3-5 · accepting feedback

Within 36 instructional weeks, given a private correction, [Student] will restate the expected behavior after a correction during 75% of observed opportunities across 4 consecutive school days.

3-5 · engagement

By the annual review date, given a redirection and the original task, [Student] will return to work after a redirection within 30 seconds on 4 of 5 opportunities across 4 consecutive school days.

1-2 · routines

By the end of the IEP period, given a hallway transition and a posted voice cue, [Student] will walk in the hallway with a quiet voice during 70% of observed opportunities across 4 consecutive school days.

3-5 · replacement behavior

Within 36 instructional weeks, given independent work and a help card, [Student] will ask for help with a help card instead of refusing the task during 75% of observed opportunities across 5 consecutive school days.

3-5 · engagement

By the annual review date, given independent work and a nearby peer conversation, [Student] will keep working when a peer talks nearby during 80% of observed opportunities across 4 consecutive school days.

PreK-K · replacement behavior

By the end of the IEP period, given a shared material and a want card, [Student] will use words to state a want instead of grabbing materials during 70% of observed opportunities across 5 consecutive school days.

PreK-K · waiting

Within 36 instructional weeks, given a turn-taking game and a wait card, [Student] will wait for a turn during a game within 40 seconds on 4 of 5 opportunities across 4 consecutive school days.

PreK-K · routines

By the annual review date, given a clean-up direction and labeled bins, [Student] will put materials away when given the clean-up direction during 80% of observed opportunities across 5 consecutive school days.

6-8 · routines

By the end of the IEP period, given the class start routine and a warm-up on the board, [Student] will enter class, sit, and start the warm-up within 20 seconds on 4 of 5 opportunities across 4 consecutive school days.

6-8 · self-monitoring

Within 36 instructional weeks, given a self-monitoring card during independent work, [Student] will mark on-task behavior on a card that matches the observer during 75% of observed opportunities across 5 consecutive school days.

6-8 · organization

By the annual review date, given a planner and an assignment posted on the board, [Student] will write the assignment and the due date in a planner during 80% of observed opportunities across 4 consecutive school days.

6-8 · work completion

By the end of the IEP period, given a class period and a turn-in bin, [Student] will submit the assigned work by the end of the period during 70% of observed opportunities across 5 consecutive school days.

6-8 · social behavior

Within 36 instructional weeks, given a peer disagreement and a script card, [Student] will disagree with a peer using a taught script during 75% of observed opportunities across 4 consecutive school days.

6-8 · self-regulation

By the annual review date, given a break timer, [Student] will return from a teacher-offered break when the timer sounds within 30 seconds on 4 of 5 opportunities across 4 consecutive school days.

6-8 · accepting no

By the end of the IEP period, given a denial and a response card, [Student] will reply to a denial without an insult or a raised voice during 70% of observed opportunities across 4 consecutive school days.

9-12 · organization

Within 36 instructional weeks, given a posted materials list, [Student] will arrive before the bell with the required materials during 75% of observed opportunities across 5 consecutive school days.

9-12 · self-advocacy

By the annual review date, given a listed support and a private check-in, [Student] will ask the teacher in private for a needed support during 80% of observed opportunities across 4 consecutive school days.

9-12 · work completion

By the end of the IEP period, given a 4-step task list, [Student] will check off each step of a multi-step task during 70% of observed opportunities across 5 consecutive school days.

9-12 · self-regulation

Within 36 instructional weeks, given a frustration cue and a strategy card, [Student] will use a planned strategy when frustrated instead of leaving class during 75% of observed opportunities across 4 consecutive school days.

9-12 · social behavior

By the annual review date, given a conflict and a repair card, [Student] will state what happened and a next step after a peer conflict during 80% of observed opportunities across 5 consecutive school days.

transition · following directions

By the end of the IEP period, given one workplace-style direction, [Student] will follow a workplace-style direction the first time it is given during 70% of observed opportunities across 4 consecutive school days.

transition · engagement

Within 36 instructional weeks, given a job task and a posted expectation, [Student] will stay on a job task within 30 seconds on 4 of 5 opportunities across 4 consecutive school days.

transition · communication

By the annual review date, given a work problem and a supervisor nearby, [Student] will tell a supervisor about a problem instead of stopping work during 80% of observed opportunities across 4 consecutive school days.

9-12 · classroom expectations

By the end of the IEP period, given a posted phone rule, [Student] will use a phone only during an approved time during 70% of observed opportunities across 5 consecutive school days.

6-8 · safety

Within 36 instructional weeks, given a posted route and a passing period, [Student] will use the expected route between classes on 100% of opportunities across 4 consecutive drills.

1-2 · routines

By the annual review date, given a line-up direction, [Student] will line up and leave a safe space from peers during 80% of observed opportunities across 5 consecutive school days.

3-5 · classroom expectations

By the end of the IEP period, given a quiet signal taught to the class, [Student] will use a quiet signal to gain attention during 70% of observed opportunities across 4 consecutive school days.

3-5 · work completion

Within 36 instructional weeks, given a finished bin and a completed paper, [Student] will place completed work in the finished bin during 75% of observed opportunities across 5 consecutive school days.

3-5 · self-regulation

By the annual review date, given a 5-point scale and a staff prompt after a conflict, [Student] will point to a feeling on a 5-point scale after a conflict during 80% of observed opportunities across 4 consecutive school days.

6-8 · replacement behavior

By the end of the IEP period, given a role-play and then the real class activity, [Student] will use a replacement behavior in class after practicing it in a role-play during 70% of observed opportunities across 5 consecutive school days.

6-8 · self-monitoring

Within 36 instructional weeks, given a daily point card, [Student] will meet a daily point goal on a behavior card during 75% of observed opportunities across 4 consecutive school days.

3-5 · social behavior

By the annual review date, given a problem the student caused and a repair menu, [Student] will name a repair action after causing a problem during 80% of observed opportunities across 5 consecutive school days.

6-8 · organization

By the end of the IEP period, given a labeled binder, [Student] will store a paper in the named binder section during 70% of observed opportunities across 4 consecutive school days.

9-12 · work initiation

Within 36 instructional weeks, given study hall and a homework list, [Student] will begin homework during study hall within 30 seconds on 4 of 5 opportunities across 4 consecutive school days.

9-12 · self-advocacy

By the annual review date, given a task due date and an accommodation list, [Student] will ask for a listed accommodation before the task is overdue during 80% of observed opportunities across 4 consecutive school days.

transition · work habits

By the end of the IEP period, given a clock-in routine and a station card, [Student] will start the assigned station after clock-in during 70% of observed opportunities across 5 consecutive school days.

PreK-K · flexibility

Within 36 instructional weeks, given a schedule change shown on a visual, [Student] will use a taught phrase when the schedule changes during 75% of observed opportunities across 4 consecutive school days.

1-2 · social behavior

By the annual review date, given a peer request for a material, [Student] will share a material when a peer asks during 80% of observed opportunities across 5 consecutive school days.

PreK-K · safety

By the end of the IEP period, given the class stop signal, [Student] will stop a hands-on behavior when given the class stop signal on all opportunities across 5 consecutive drills.

9-12 · self-monitoring

Within 36 instructional weeks, given the day's behavior data and a staff conference, [Student] will name one next step while reviewing the day's behavior data during 75% of observed opportunities across 5 consecutive school days.

PreK-K · communication

By the annual review date, given a wanted item in view and a familiar routine, [Student] will request a wanted item with a word, a sign, or a device selection making 6 or more spontaneous requests in a session across 4 consecutive sessions.

PreK-K · communication

By the end of the IEP period, given a familiar adult nearby and a wanted item, [Student] will gain an adult's attention before making a request making 4 or more spontaneous requests in a session across 4 consecutive sessions.

PreK-K · communication

Within 36 instructional weeks, given a present object and a yes or no question, [Student] will answer a yes or no question about a present object in 3 of 5 opportunities across 2 settings and 2 people.

PreK-K · communication

By the annual review date, given 10 classroom objects shown one at a time, [Student] will label a classroom object when asked what it is in 4 of 5 opportunities across 2 settings and 2 people.

PreK-K · routines

By the end of the IEP period, given a two-picture visual schedule, [Student] will move through two activities on a picture schedule in 3 of 5 opportunities across 2 settings and 2 people.

PreK-K · flexibility

Within 36 instructional weeks, given a schedule change marked with a new picture, [Student] will move to a new activity shown on the schedule in 4 of 5 opportunities across 2 settings and 2 people.

PreK-K · social

By the annual review date, given a familiar person arriving, [Student] will greet a familiar person with a wave or a spoken hi in 3 of 5 opportunities across 2 settings and 2 people.

PreK-K · play

By the end of the IEP period, given a toy and a model of one play action, [Student] will imitate a one-step play action and then ask for a turn making 4 or more spontaneous requests in a session across 4 consecutive sessions.

PreK-K · self care

Within 36 instructional weeks, given a handwashing visual in the classroom and then in the nurse's office, [Student] will complete a handwashing routine across two rooms in 3 of 5 opportunities across 2 settings and 2 people.

PreK-K · self care

By the annual review date, given a snack and a spoon or fork, [Student] will request help during a snack and take bites with a utensil making 6 or more spontaneous requests in a session across 4 consecutive sessions.

1-2 · communication

By the end of the IEP period, given a task that has one hard step, [Student] will ask for help with a phrase or a device button making 4 or more spontaneous requests in a session across 4 consecutive sessions.

1-2 · communication

Within 36 instructional weeks, given a picture and a who or what question, [Student] will answer a who or what question about a picture in 4 of 5 opportunities across 2 settings and 2 people.

1-2 · communication

By the annual review date, given a play item and a peer nearby, [Student] will comment on a play item with a two-word phrase in 3 of 5 opportunities across 2 settings and 2 people.

1-2 · social

By the end of the IEP period, given a simple game and one peer, [Student] will take turns with a peer in a game in 4 of 5 opportunities across 2 settings and 2 people.

1-2 · social

Within 36 instructional weeks, given a peer greeting, [Student] will respond to a peer's greeting in 3 of 5 opportunities across 2 settings and 2 people.

1-2 · social

By the annual review date, given a peer invitation and a shared toy, [Student] will join a peer activity when invited in 4 of 5 opportunities across 2 settings and 2 people.

1-2 · self care

By the end of the IEP period, given a coat and a visual sequence, [Student] will put on a coat using a visual, with a second adult nearby in 3 of 5 opportunities across 2 settings and 2 people.

1-2 · self care

Within 36 instructional weeks, given a picture packing list, [Student] will ask for a missing backpack item using a picture list making 5 or more spontaneous requests in a session across 4 consecutive sessions.

3-5 · communication

By the annual review date, given a need and a choice of three phrases, [Student] will state a need such as bathroom, break, or help making 6 or more spontaneous requests in a session across 4 consecutive sessions.

3-5 · communication

By the end of the IEP period, given a just-finished activity and a question, [Student] will retell a personal event in three sentences when asked by two different adults in 4 of 5 opportunities across 2 settings and 2 people.

3-5 · social

Within 36 instructional weeks, given a conversation card and one peer, [Student] will ask a peer a question from a conversation card making 5 or more spontaneous requests in a session across 4 consecutive sessions.

3-5 · social

By the annual review date, given a peer statement and a turn card, [Student] will stay on a peer's topic for two additional turns in 4 of 5 opportunities across 2 settings and 2 people.

3-5 · social

By the end of the IEP period, given a picture of a familiar situation, [Student] will state how a pictured person feels and why in 3 of 5 opportunities across 2 settings and 2 people.

3-5 · self regulation

Within 36 instructional weeks, given a routine change and a calm-down card, [Student] will use a calm-down sequence when a routine changes in 4 of 5 opportunities across 2 settings and 2 people.

3-5 · self care

By the annual review date, given clothing with one fastener, [Student] will fasten a zipper, a button, or a snap in 3 of 5 opportunities across 2 settings and 2 people.

3-5 · self care

By the end of the IEP period, given a packed lunch, [Student] will ask for help opening a lunch container and then clean the place making 4 or more spontaneous requests in a session across 4 consecutive sessions.

6-8 · communication

Within 36 instructional weeks, given a direction with one unclear word, [Student] will ask a speaker to repeat an unclear direction making 5 or more spontaneous requests in a session across 4 consecutive sessions.

6-8 · communication

By the annual review date, given a choice of two activities, [Student] will explain a preference with one reason to two adults in 4 of 5 opportunities across 2 settings and 2 people.

6-8 · social

By the end of the IEP period, given a small group already at work, [Student] will enter a group by using a taught joining phrase in 3 of 5 opportunities across 2 settings and 2 people.

6-8 · social

Within 36 instructional weeks, given a taught example of a nonliteral remark, [Student] will ask for the literal meaning of a confusing remark making 5 or more spontaneous requests in a session across 4 consecutive sessions.

6-8 · social

By the annual review date, given a choice that two peers must share, [Student] will offer one compromise sentence to a peer in 3 of 5 opportunities across 2 settings and 2 people.

6-8 · self regulation

By the end of the IEP period, given an individual sensory plan and a timer, [Student] will use a sensory strategy and return to work in two classes in 4 of 5 opportunities across 2 settings and 2 people.

6-8 · self care

Within 36 instructional weeks, given a hygiene checklist, [Student] will follow a hygiene checklist before two different classes in 3 of 5 opportunities across 2 settings and 2 people.

6-8 · self care

By the annual review date, given a written room list, [Student] will ask a staff member for the next room on a written list making 6 or more spontaneous requests in a session across 4 consecutive sessions.

9-12 · communication

By the end of the IEP period, given a message template and a class question, [Student] will send a teacher a message that asks a class question making 4 or more spontaneous requests in a session across 4 consecutive sessions.

9-12 · social

Within 36 instructional weeks, given a small-group discussion and a comment card, [Student] will add one on-topic comment in a discussion in 4 of 5 opportunities across 2 settings and 2 people.

9-12 · self advocacy

By the annual review date, given an accommodation script, [Student] will tell a teacher about a needed accommodation using a script making 6 or more spontaneous requests in a session across 4 consecutive sessions.

9-12 · social

By the end of the IEP period, given a peer request during a group task, [Student] will answer a peer's request with a related action in 4 of 5 opportunities across 2 settings and 2 people.

9-12 · self care

Within 36 instructional weeks, given a written chore list, [Student] will complete a chore from a written list in two rooms in 3 of 5 opportunities across 2 settings and 2 people.

9-12 · self care

By the annual review date, given a 5-step visual recipe, [Student] will ask for a missing ingredient while following a 5-step recipe making 6 or more spontaneous requests in a session across 4 consecutive sessions.

transition · communication

By the end of the IEP period, given a counter and a script card, [Student] will order a familiar item at a counter using a script in 3 of 5 opportunities across 2 settings and 2 people.

transition · communication

Within 36 instructional weeks, given a spoken direction from a coworker, [Student] will ask a coworker to repeat information making 5 or more spontaneous requests in a session across 4 consecutive sessions.

transition · social

By the annual review date, given one piece of workplace feedback, [Student] will restate a supervisor's feedback as a next step in 3 of 5 opportunities across 2 settings and 2 people.

transition · social

By the end of the IEP period, given a familiar person and a closing-phrase card, [Student] will start a short conversation and end it with a closing phrase in 4 of 5 opportunities across 2 settings and 2 people.

transition · self care

Within 36 instructional weeks, given a transit visual, [Student] will follow wait, board, and exit steps on a transit routine with two staff in 3 of 5 opportunities across 2 settings and 2 people.

transition · self care

By the annual review date, given a set place at school and at a work site, [Student] will return a personal item to a set place in two settings in 4 of 5 opportunities across 2 settings and 2 people.

3-5 · communication

By the end of the IEP period, given a feelings card that includes sick, [Student] will tell an adult about pain or illness with a specific phrase making 4 or more spontaneous requests in a session across 4 consecutive sessions.

1-2 · social

Within 36 instructional weeks, given a peer request, [Student] will share a material when a peer asks, using words in 4 of 5 opportunities across 2 settings and 2 people.

PreK-K · play

By the annual review date, given a choice board of three activities, [Student] will choose a leisure activity and ask to keep it making 6 or more spontaneous requests in a session across 4 consecutive sessions.

6-8 · self advocacy

By the end of the IEP period, given a reporting script, [Student] will tell an adult about teasing using a reporting script making 4 or more spontaneous requests in a session across 4 consecutive sessions.

PreK-K · school routines

Within 36 instructional weeks, given the arrival routine and a labeled hook, [Student] will hang a backpack and sit at the assigned spot by completing 6 of 8 task steps with no prompt on 4 of 5 days.

PreK-K · school routines

By the annual review date, given a finished snack and a labeled bin, [Student] will throw a snack wrapper in the bin by completing 7 of 8 task steps with no prompt on 4 of 5 days.

PreK-K · organization

By the end of the IEP period, given a personal item and a labeled cubby, [Student] will match a personal item to a labeled cubby by completing 5 of 8 task steps with no prompt on 4 of 5 days.

PreK-K · self care

Within 36 instructional weeks, given a toileting visual, [Student] will follow a toileting routine and request help when needed with no more than 1 gesture prompt on 4 of 5 opportunities.

PreK-K · dressing

By the annual review date, given shoes and a model of the first step, [Student] will put on shoes after a model by completing 7 of 8 task steps with no prompt on 4 of 5 days.

1-2 · school routines

By the end of the IEP period, given the cafeteria routine, [Student] will walk to the cafeteria line and pick up a tray by completing 5 of 8 task steps with no prompt on 4 of 5 days.

1-2 · communication

Within 36 instructional weeks, given two lunch choices, [Student] will state a lunch choice from two options with no more than 1 gesture prompt on 4 of 5 opportunities.

1-2 · hygiene

By the annual review date, given a tissue and a sink visual, [Student] will use a tissue and then wash hands by completing 7 of 8 task steps with no prompt on 4 of 5 days.

1-2 · community

By the end of the IEP period, given a room-number card, [Student] will walk to a classroom that shows a posted room number with no more than 1 gesture prompt on 4 of 5 opportunities.

1-2 · dressing

Within 36 instructional weeks, given a jacket, [Student] will zip a jacket or ask for help with one spoken request by completing 6 of 8 task steps with no prompt on 4 of 5 days.

3-5 · school routines

By the annual review date, given a picture or written schedule, [Student] will read a simple schedule and move to the next class by completing 7 of 8 task steps with no prompt on 4 of 5 days.

3-5 · organization

By the end of the IEP period, given a two-sided folder, [Student] will place papers in a home side and a school side of a folder by completing 5 of 8 task steps with no prompt on 4 of 5 days.

3-5 · time

Within 36 instructional weeks, given a clock and a schedule, [Student] will tell time to the hour and the half hour to start the next class with no more than 1 gesture prompt on 4 of 5 opportunities.

3-5 · money

By the annual review date, given a price under 5 dollars and coins, [Student] will count bills and coins to pay a school-store price by completing 7 of 8 task steps with no prompt on 4 of 5 days.

3-5 · work habits

By the end of the IEP period, given a three-step job card, [Student] will follow a three-step classroom job by completing 5 of 8 task steps with no prompt on 4 of 5 days.

3-5 · safety

Within 36 instructional weeks, given a safety drill question and no private number, [Student] will state a full name and the role of an emergency contact when asked on all opportunities across 5 consecutive drills.

3-5 · safety

By the annual review date, given a supervised crosswalk practice, [Student] will stop, look, wait, and walk at a crosswalk during a supervised practice on 100% of opportunities across 4 consecutive drills.

6-8 · organization

By the end of the IEP period, given a dismissal list, [Student] will pack the materials listed on the board before dismissal by completing 5 of 8 task steps with no prompt on 4 of 5 days.

6-8 · school routines

Within 36 instructional weeks, given a locker and a key, [Student] will open a locker and return a key to a set pocket with no more than 1 gesture prompt on 4 of 5 opportunities.

6-8 · money

By the annual review date, given a lunch line and a pay plan, [Student] will order lunch and pay with a practiced method by completing 7 of 8 task steps with no prompt on 4 of 5 days.

6-8 · hygiene

By the end of the IEP period, given a hygiene checklist, [Student] will follow a hygiene routine before physical education by completing 5 of 8 task steps with no prompt on 4 of 5 days.

6-8 · communication

Within 36 instructional weeks, given a message template, [Student] will send a short message to report an absence with no more than 1 gesture prompt on 4 of 5 opportunities.

6-8 · organization

By the annual review date, given a two-class checklist, [Student] will pack materials for two classes from a checklist by completing 7 of 8 task steps with no prompt on 4 of 5 days.

9-12 · money

By the end of the IEP period, given a price tag and cash, [Student] will compare a price with cash on hand and decide to buy or wait with no more than 1 gesture prompt on 4 of 5 opportunities.

9-12 · daily living

Within 36 instructional weeks, given a microwave meal and the package steps, [Student] will follow the package steps for a microwave meal by completing 6 of 8 task steps with no prompt on 4 of 5 days.

9-12 · daily living

By the annual review date, given posted washer steps, [Student] will wash one load of clothing using posted machine steps by completing 7 of 8 task steps with no prompt on 4 of 5 days.

9-12 · safety

By the end of the IEP period, given a sample label and an adult, [Student] will read a dose line on a label to an adult and not take it alone on all opportunities across 5 consecutive drills.

9-12 · communication

Within 36 instructional weeks, given one saved contact and a planned time, [Student] will call or text a saved contact at a planned time with no more than 1 gesture prompt on 4 of 5 opportunities.

9-12 · community

By the annual review date, given a form and an office route, [Student] will turn a form in at the school office by completing 7 of 8 task steps with no prompt on 4 of 5 days.

transition · vocational

By the end of the IEP period, given a blank time sheet and a clock, [Student] will complete a time sheet with hours in and hours out by completing 5 of 8 task steps with no prompt on 4 of 5 days.

transition · vocational

Within 36 instructional weeks, given a two-step workplace direction, [Student] will follow a two-step workplace direction and ask if a step is unclear with no more than 1 gesture prompt on 4 of 5 opportunities.

transition · money

By the annual review date, given a gift card and a checkout, [Student] will pay with a gift card and wait for the approved prompt by completing 7 of 8 task steps with no prompt on 4 of 5 days.

transition · community

By the end of the IEP period, given an item name and aisle signs, [Student] will locate an item using an aisle sign with no more than 1 gesture prompt on 4 of 5 opportunities.

transition · daily living

Within 36 instructional weeks, given a picture recipe and the foods, [Student] will prepare a packed lunch from a picture recipe by completing 6 of 8 task steps with no prompt on 4 of 5 days.

transition · safety

By the annual review date, given a store practice and a help script, [Student] will find a trusted adult and ask for help in a store practice on 100% of opportunities across 4 consecutive drills.

transition · vocational

By the end of the IEP period, given a sample pay stub, [Student] will read the hours line and the pay line on a sample pay stub with no more than 1 gesture prompt on 4 of 5 opportunities.

transition · daily living

Within 36 instructional weeks, given a mixed basket of clothes, [Student] will sort laundry into lights and darks by completing 6 of 8 task steps with no prompt on 4 of 5 days.

9-12 · time

By the annual review date, given a weekly calendar, [Student] will name the first appointment on the next day with no more than 1 gesture prompt on 4 of 5 opportunities.

6-8 · community

By the end of the IEP period, given a school form and a practiced address card, [Student] will copy a practiced address line onto a school form by completing 5 of 8 task steps with no prompt on 4 of 5 days.

1-2 · community

Within 36 instructional weeks, given a line and a staff member, [Student] will move forward when a line moves by completing 6 of 8 task steps with no prompt on 4 of 5 days.

3-5 · school routines

By the annual review date, given a cubby and a requested item, [Student] will open a cubby, take one item, and close it by completing 7 of 8 task steps with no prompt on 4 of 5 days.

PreK-K · daily living

By the end of the IEP period, given a place setting model, [Student] will set a place with a plate, a cup, and a utensil by completing 5 of 8 task steps with no prompt on 4 of 5 days.

1-2 · community

Within 36 instructional weeks, given a restroom sign and a return route, [Student] will use the restroom sign and return to class with no more than 1 gesture prompt on 4 of 5 opportunities.

6-8 · community

By the annual review date, given a bus-routine checklist, [Student] will wait, board, sit, and signal the stop on a bus routine by completing 7 of 8 task steps with no prompt on 4 of 5 days.

PreK-K · daily living

By the end of the IEP period, given a weather card and two clothing choices, [Student] will choose a coat or no coat after checking the weather card with no more than 1 gesture prompt on 4 of 5 opportunities.

transition · communication

Within 36 instructional weeks, given a phone with one saved number, [Student] will call one saved number from a contact list with no more than 1 gesture prompt on 4 of 5 opportunities.

transition · vocational

By the annual review date, given a picture list and the station, [Student] will stock a work station from a picture list by completing 7 of 8 task steps with no prompt on 4 of 5 days.

3-5 · daily living

By the end of the IEP period, given a spray bottle and a cloth, [Student] will clean a table with a spray, wait, and wipe sequence by completing 5 of 8 task steps with no prompt on 4 of 5 days.

3-5 · safety

Within 36 instructional weeks, given an alarm drill and a posted exit, [Student] will walk to the posted exit when the alarm sounds on all opportunities across 5 consecutive drills.

9-12 · self advocacy

By the annual review date, given a community outing and one direction, [Student] will ask for a direction to be repeated during a community outing with no more than 1 gesture prompt on 4 of 5 opportunities.