What is a good accuracy rate for a reading comprehension IEP goal?

Teams often use 80 percent on 4 of 5 probes as an annual criterion when the baseline is much lower. The right number is the one the present level can support. Objectives should show the steps between the baseline and that criterion.

Should reading comprehension goals name a grade-level text?

Name the type and length of text the student will actually be given. A goal can sit below grade-level text and still be appropriate if that matches evaluation data. The IEP team decides the text, not this bank.

How many reading comprehension goals should an IEP have?

As many as the evaluation data justify, and no more. One well-measured goal is easier to implement than several that overlap. Short-term objectives can mark progress inside a single goal.

Can parents use these reading goals at home?

Parents can bring an example to the IEP meeting. The goal that goes into the IEP has to be based on the student's evaluation and agreed to by the team. Home reading practice does not replace that decision.

What is the difference between a retell goal and a main-idea goal?

A retell goal scores whether the student recounts events, often in order. A main-idea goal scores whether the student states what the passage is mostly about, sometimes with a supporting detail. They need different probes.

Section 1 of 6

Reading Comprehension IEP Goals: 50 Examples by Grade

Draft a goal for your studentLast updated October 5, 2026

This page lists 50 measurable reading comprehension IEP goals for PreK through transition. Each one names the text the student is given, the comprehension behavior, a percent criterion, and the IEP period.

Goals are grouped by the kind of thinking they ask for: literal questions, retell, main idea, inference, and functional reading. Use the grade filter to narrow the list, then copy a goal and replace the numbers with the student's baseline.

Grade

50 entries

Literal questions and retell

001
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.
Present level
Currently, [Student] is able to answer a who question about a just-read picture book with about 25% accuracy.
1. 1By the first progress review, given a read-aloud of a picture book and one verbal question, with a visual cue, [Student] will answer a who question about a just-read picture book with 45% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a read-aloud of a picture book and one verbal question, during an unscheduled class period, [Student] will answer a who question about a just-read picture book with 55% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
002
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.
Present level
Currently, [Student] is able to read a memorized sentence aloud from a picture book at about 15 correct words per minute on this probe.
1. 1By the first progress review, given a repeated picture-book sentence and no adult model, with a check of the first step, [Student] will read a memorized sentence aloud from a picture book at 10 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given a repeated picture-book sentence and no adult model, in a setting the student does not choose, [Student] will read a memorized sentence aloud from a picture book at 25 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
003
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.
Present level
Currently, [Student] is able to retell two events from a read-aloud in order on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a read-aloud and a two-box story map, with a check of the first step, [Student] will retell two events from a read-aloud in order scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a read-aloud and a two-box story map, with a different adult and no visual cue, [Student] will retell two events from a read-aloud in order scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
004
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.
Present level
Currently, [Student] is able to point to the picture that matches a one-sentence story on about 2 of 5 trials.
1. 1By the first progress review, given three pictures and a one-sentence story, with one restatement of the task, [Student] will point to the picture that matches a one-sentence story on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given three pictures and a one-sentence story, with a new adult and a moved seating location, [Student] will point to the picture that matches a one-sentence story on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
005
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.
Present level
Currently, [Student] is able to name the main character after a read-aloud with about 25% accuracy.
1. 1By the first progress review, given a read-aloud and the question who was this about, with a highlighted direction, [Student] will name the main character after a read-aloud with 50% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a read-aloud and the question who was this about, with a different adult in a second setting, [Student] will name the main character after a read-aloud with 60% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
006
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.
Present level
Currently, [Student] is able to tell what happens at the end of a short read-aloud on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a short read-aloud and a verbal prompt to tell the ending, with a picture organizer, [Student] will tell what happens at the end of a short read-aloud scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a short read-aloud and a verbal prompt to tell the ending, with a new adult in another room, [Student] will tell what happens at the end of a short read-aloud scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
007
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.
Present level
Currently, [Student] is able to answer a what question about a decodable paragraph with about 25% accuracy.
1. 1By the first progress review, given a decodable paragraph of about 40 words, with a visual cue, [Student] will answer a what question about a decodable paragraph with 45% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a decodable paragraph of about 40 words, with the same adult in an unscheduled setting, [Student] will answer a what question about a decodable paragraph with 55% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
008
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.
Present level
Currently, [Student] is able to identify the setting of a short narrative on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a short narrative and a setting question, with an example paragraph beside the draft, [Student] will identify the setting of a short narrative scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a short narrative and a setting question, in a setting the student does not choose, [Student] will identify the setting of a short narrative scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
009
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.
Present level
Currently, [Student] is able to retell a story with a beginning and an end on about 2 of 5 trials.
1. 1By the first progress review, given a short story read aloud once, with the material within reach, [Student] will retell a story with a beginning and an end on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a short story read aloud once, with a different adult and no visual cue, [Student] will retell a story with a beginning and an end on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
010
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.
Present level
Currently, [Student] is able to locate a stated detail to answer a literal question with about 25% accuracy.
1. 1By the first progress review, given a passage of about 150 words and one literal question, with one worked example beside the task, [Student] will locate a stated detail to answer a literal question with 55% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a passage of about 150 words and one literal question, with a different adult in a second setting, [Student] will locate a stated detail to answer a literal question with 65% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes

Main idea, inference, and vocabulary

011
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.
Present level
Currently, [Student] is able to answer one why question using a detail from the text with about 25% accuracy.
1. 1By the first progress review, given a short paragraph and a why question, with a highlighted direction, [Student] will answer one why question using a detail from the text with 50% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a short paragraph and a why question, with a new adult and a moved seating location, [Student] will answer one why question using a detail from the text with 60% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
012
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.
Present level
Currently, [Student] is able to state the main idea of a one-paragraph passage on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a one-paragraph informational passage, with a check of the first step, [Student] will state the main idea of a one-paragraph passage scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a one-paragraph informational passage, with a new adult in another room, [Student] will state the main idea of a one-paragraph passage scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
013
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.
Present level
Currently, [Student] is able to cite one sentence that supports an answer on about 2 of 5 trials.
1. 1By the first progress review, given a passage and a question that can be answered from one sentence, with the material within reach, [Student] will cite one sentence that supports an answer on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a passage and a question that can be answered from one sentence, during an unscheduled class period, [Student] will cite one sentence that supports an answer on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
014
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.
Present level
Currently, [Student] is able to sequence four events from an informational paragraph with about 25% accuracy.
1. 1By the first progress review, given an informational paragraph with four events, with a check of the first step, [Student] will sequence four events from an informational paragraph with 45% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given an informational paragraph with four events, in a setting the student does not choose, [Student] will sequence four events from an informational paragraph with 55% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
015
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.
Present level
Currently, [Student] is able to state the meaning of a taught word using the sentence around it with about 25% accuracy.
1. 1By the first progress review, given a sentence that contains one taught vocabulary word, with a highlighted direction, [Student] will state the meaning of a taught word using the sentence around it with 50% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a sentence that contains one taught vocabulary word, with a different adult and no visual cue, [Student] will state the meaning of a taught word using the sentence around it with 60% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
016
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.
Present level
Currently, [Student] is able to compare two characters using one detail for each on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a short narrative with two named roles called character A and character B, with a check of the first step, [Student] will compare two characters using one detail for each scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a short narrative with two named roles called character A and character B, with a new adult and a moved seating location, [Student] will compare two characters using one detail for each scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
017
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.
Present level
Currently, [Student] is able to identify the author's purpose in a short article on about 2 of 5 trials.
1. 1By the first progress review, given a short article and three purpose choices, with one restatement of the task, [Student] will identify the author's purpose in a short article on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a short article and three purpose choices, with a different adult in a second setting, [Student] will identify the author's purpose in a short article on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
018
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.
Present level
Currently, [Student] is able to summarize a passage in two sentences on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a grade-band article of two paragraphs, with a checklist of the rubric traits, [Student] will summarize a passage in two sentences scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a grade-band article of two paragraphs, with a new adult in another room, [Student] will summarize a passage in two sentences scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
019
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.
Present level
Currently, [Student] is able to answer an inferential question and name the supporting sentence with about 25% accuracy.
1. 1By the first progress review, given a grade-band paragraph and one inferential question, with one rereading of the directions, [Student] will answer an inferential question and name the supporting sentence with 55% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a grade-band paragraph and one inferential question, with the same adult in an unscheduled setting, [Student] will answer an inferential question and name the supporting sentence with 65% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
020
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.
Present level
Currently, [Student] is able to distinguish a fact from an opinion in a paragraph on about 2 of 5 trials.
1. 1By the first progress review, given a paragraph that contains one fact and one opinion, with the task modeled once, [Student] will distinguish a fact from an opinion in a paragraph on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a paragraph that contains one fact and one opinion, in a setting the student does not choose, [Student] will distinguish a fact from an opinion in a paragraph on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
021
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.
Present level
Currently, [Student] is able to identify the central idea and one supporting detail with about 25% accuracy.
1. 1By the first progress review, given a one-page informational article, with one worked example beside the task, [Student] will identify the central idea and one supporting detail with 55% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a one-page informational article, with a different adult and no visual cue, [Student] will identify the central idea and one supporting detail with 65% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
022
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.
Present level
Currently, [Student] is able to explain a cause-and-effect link stated across two sentences on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given two adjacent sentences that state a cause and an effect, with a checklist of the rubric traits, [Student] will explain a cause-and-effect link stated across two sentences scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given two adjacent sentences that state a cause and an effect, with a new adult and a moved seating location, [Student] will explain a cause-and-effect link stated across two sentences scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
023
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.
Present level
Currently, [Student] is able to state which meaning of a multiple-meaning word fits the sentence with about 25% accuracy.
1. 1By the first progress review, given a sentence and two meanings, with the task modeled once, [Student] will state which meaning of a multiple-meaning word fits the sentence with 50% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a sentence and two meanings, with a different adult in a second setting, [Student] will state which meaning of a multiple-meaning word fits the sentence with 60% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
024
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.
Present level
Currently, [Student] is able to describe how a heading supports the topic of a section on about 2 of 5 trials.
1. 1By the first progress review, given an article section with one heading, with a visual cue, [Student] will describe how a heading supports the topic of a section on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given an article section with one heading, with a new adult in another room, [Student] will describe how a heading supports the topic of a section on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
025
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.
Present level
Currently, [Student] is able to write a three-sentence summary that includes the central idea on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a grade-band text of about one page, with a check of the first step, [Student] will write a three-sentence summary that includes the central idea scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a grade-band text of about one page, with the same adult in an unscheduled setting, [Student] will write a three-sentence summary that includes the central idea scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
026
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.
Present level
Currently, [Student] is able to describe how a character's action changes from the start to the end on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a grade-band narrative of about one page, with an example paragraph beside the draft, [Student] will describe how a character's action changes from the start to the end scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a grade-band narrative of about one page, during an unscheduled class period, [Student] will describe how a character's action changes from the start to the end scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
027
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.
Present level
Currently, [Student] is able to mark whether a sentence supports a claim with about 25% accuracy.
1. 1By the first progress review, given an argument paragraph and one claim, with one worked example beside the task, [Student] will mark whether a sentence supports a claim with 55% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given an argument paragraph and one claim, in a setting the student does not choose, [Student] will mark whether a sentence supports a claim with 65% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
028
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.
Present level
Currently, [Student] is able to identify the tone and quote one supporting line on about 2 of 5 trials.
1. 1By the first progress review, given a passage of about one page and a tone question, with a visual cue, [Student] will identify the tone and quote one supporting line on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a passage of about one page and a tone question, with a new adult and a moved seating location, [Student] will identify the tone and quote one supporting line on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
029
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.
Present level
Currently, [Student] is able to state one difference between two authors' claims with about 25% accuracy.
1. 1By the first progress review, given two short argument paragraphs on the same topic, with one rereading of the directions, [Student] will state one difference between two authors' claims with 55% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given two short argument paragraphs on the same topic, with a different adult in a second setting, [Student] will state one difference between two authors' claims with 65% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
030
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.
Present level
Currently, [Student] is able to name the text structure used to organize an article on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given an article organized as problem and solution, with an example paragraph beside the draft, [Student] will name the text structure used to organize an article scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given an article organized as problem and solution, with a new adult in another room, [Student] will name the text structure used to organize an article scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
031
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.
Present level
Currently, [Student] is able to retell the problem and the solution in a narrative on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a narrative of about 150 words, with a picture organizer, [Student] will retell the problem and the solution in a narrative scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a narrative of about 150 words, with a new adult in another room, [Student] will retell the problem and the solution in a narrative scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
032
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.
Present level
Currently, [Student] is able to use a glossary line to state the meaning of a content word with about 25% accuracy.
1. 1By the first progress review, given a glossary line and the target word, with one worked example beside the task, [Student] will use a glossary line to state the meaning of a content word with 55% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a glossary line and the target word, with the same adult in an unscheduled setting, [Student] will use a glossary line to state the meaning of a content word with 65% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
033
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.
Present level
Currently, [Student] is able to identify who is speaking in one line of dialogue on about 2 of 5 trials.
1. 1By the first progress review, given a three-line dialogue, with the task modeled once, [Student] will identify who is speaking in one line of dialogue on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a three-line dialogue, during an unscheduled class period, [Student] will identify who is speaking in one line of dialogue on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
034
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.
Present level
Currently, [Student] is able to point to the clue that supports a prediction with about 25% accuracy.
1. 1By the first progress review, given a short story that stops before the last event, with the task modeled once, [Student] will point to the clue that supports a prediction with 50% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a short story that stops before the last event, in a setting the student does not choose, [Student] will point to the clue that supports a prediction with 60% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
035
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.
Present level
Currently, [Student] is able to sort three details under a stated main idea on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a main idea and five detail cards, with a checklist of the rubric traits, [Student] will sort three details under a stated main idea scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a main idea and five detail cards, with a different adult and no visual cue, [Student] will sort three details under a stated main idea scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
036
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.
Present level
Currently, [Student] is able to identify the theme and one supporting event with about 25% accuracy.
1. 1By the first progress review, given a short story and a theme question, with a check of the first step, [Student] will identify the theme and one supporting event with 45% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a short story and a theme question, with a new adult and a moved seating location, [Student] will identify the theme and one supporting event with 55% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
037
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.
Present level
Currently, [Student] is able to paraphrase a quoted sentence on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given one quoted sentence and the sentences around it, with the task modeled once, [Student] will paraphrase a quoted sentence scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given one quoted sentence and the sentences around it, with a different adult in a second setting, [Student] will paraphrase a quoted sentence scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
038
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.
Present level
Currently, [Student] is able to find two pieces of evidence for a provided claim on about 2 of 5 trials.
1. 1By the first progress review, given a claim and a one-page article, with the task modeled once, [Student] will find two pieces of evidence for a provided claim on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a claim and a one-page article, with a new adult in another room, [Student] will find two pieces of evidence for a provided claim on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
039
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.
Present level
Currently, [Student] is able to read an informational paragraph aloud at about 15 correct words per minute on this probe.
1. 1By the first progress review, given an unfamiliar informational paragraph of about 100 words, with the timer visible, [Student] will read an informational paragraph aloud at 10 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given an unfamiliar informational paragraph of about 100 words, during an unscheduled class period, [Student] will read an informational paragraph aloud at 25 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures

Functional reading

040
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.
Present level
Currently, [Student] is able to follow a two-step written direction on a workplace notice on about 2 of 5 trials.
1. 1By the first progress review, given a workplace notice with two steps, with the material within reach, [Student] will follow a two-step written direction on a workplace notice on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a workplace notice with two steps, with a job-site coach observing, [Student] will follow a two-step written direction on a workplace notice on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
041
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.
Present level
Currently, [Student] is able to locate one required fact on a simple form with about 25% accuracy.
1. 1By the first progress review, given a one-page form and a question about one line, with one worked example beside the task, [Student] will locate one required fact on a simple form with 55% accuracy on 4 of 5 weekly probes.
2. 2By the second progress review, given a one-page form and a question about one line, during an unscheduled class period, [Student] will locate one required fact on a simple form with 65% accuracy on 4 of 5 weekly probes.
Measurement
weekly skill probes
042
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.
Present level
Currently, [Student] is able to summarize a one-page job description in two spoken sentences on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a one-page job description, with the task modeled once, [Student] will summarize a one-page job description in two spoken sentences scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a one-page job description, on a second day at the same work site, [Student] will summarize a one-page job description in two spoken sentences scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
043
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.
Present level
Currently, [Student] is able to read a community flyer aloud at about 15 correct words per minute on this probe.
1. 1By the first progress review, given a community flyer of about 80 words, with a visual cue, [Student] will read a community flyer aloud at 10 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given a community flyer of about 80 words, with a different adult and no visual cue, [Student] will read a community flyer aloud at 25 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
044
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.
Present level
Currently, [Student] is able to answer a literal question about a bus schedule with about 25% accuracy.
1. 1By the first progress review, given a simple bus schedule and one when question, with one rereading of the directions, [Student] will answer a literal question about a bus schedule with 55% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a simple bus schedule and one when question, with a different staff member at the same site, [Student] will answer a literal question about a bus schedule with 65% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
045
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.
Present level
Currently, [Student] is able to state the purpose of a short school email on about 2 of 5 trials.
1. 1By the first progress review, given a short email of about 60 words, with the material within reach, [Student] will state the purpose of a short school email on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a short email of about 60 words, with a different adult in a second setting, [Student] will state the purpose of a short school email on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
046
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.
Present level
Currently, [Student] is able to state the next action in a recipe step with about 25% accuracy.
1. 1By the first progress review, given one written recipe step, with a visual cue, [Student] will state the next action in a recipe step with 45% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given one written recipe step, with the same adult in an unscheduled setting, [Student] will state the next action in a recipe step with 55% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes

More examples

047
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.
Present level
Currently, [Student] is able to read a first-grade passage aloud at about 15 correct words per minute on this probe.
1. 1By the first progress review, given an unfamiliar first-grade passage of about 60 words, with a visual cue, [Student] will read a first-grade passage aloud at 10 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given an unfamiliar first-grade passage of about 60 words, during an unscheduled class period, [Student] will read a first-grade passage aloud at 25 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
048
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.
Present level
Currently, [Student] is able to read a third-grade passage aloud at about 15 correct words per minute on this probe.
1. 1By the first progress review, given an unfamiliar third-grade passage, with the passage marked for line tracking, [Student] will read a third-grade passage aloud at 10 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given an unfamiliar third-grade passage, with the same adult in an unscheduled setting, [Student] will read a third-grade passage aloud at 25 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
049
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.
Present level
Currently, [Student] is able to read a sixth-grade passage aloud at about 15 correct words per minute on this probe.
1. 1By the first progress review, given an unfamiliar sixth-grade passage, with a check of the first step, [Student] will read a sixth-grade passage aloud at 30 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given an unfamiliar sixth-grade passage, during an unscheduled class period, [Student] will read a sixth-grade passage aloud at 45 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
050
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.
Present level
Currently, [Student] is able to read a ninth-grade passage aloud at about 15 correct words per minute on this probe.
1. 1By the first progress review, given an unfamiliar ninth-grade passage, with one rereading of the directions, [Student] will read a ninth-grade passage aloud at 5 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given an unfamiliar ninth-grade passage, with a different adult and no visual cue, [Student] will read a ninth-grade passage aloud at 15 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures

Drafter

Draft a goal for one student

Nothing entered yet

A useful present level names the task, the support the student currently needs, and roughly how often they succeed. "Reads at a low second-grade level with 3 unknown words per minute" gives the drafter more to work with than "reading is hard."

Adapting an example

An example is a starting point, not a finished goal. Four things have to change before it belongs on a student's IEP.

Start from the present level, not from a grade-level standard the student has not reached. If a student answers literal questions about a read-aloud at 40 percent, the annual criterion should sit above that baseline and the objectives should stop in between.

Match the text to how the student actually receives instruction. A read-aloud, a decodable passage, and a one-page article are different conditions, and the goal should name the one the team will use.

Keep the behavior observable. Answering a who question, citing a sentence, or summarizing in two sentences can be scored. Understanding the story cannot.

Write the probe into the goal. Weekly oral questions, a story map, or a short written response tell the next teacher how the goal will be measured.

Questions teachers ask

01What is a good accuracy rate for a reading comprehension IEP goal?: Teams often use 80 percent on 4 of 5 probes as an annual criterion when the baseline is much lower. The right number is the one the present level can support. Objectives should show the steps between the baseline and that criterion.
02Should reading comprehension goals name a grade-level text?: Name the type and length of text the student will actually be given. A goal can sit below grade-level text and still be appropriate if that matches evaluation data. The IEP team decides the text, not this bank.
03How many reading comprehension goals should an IEP have?: As many as the evaluation data justify, and no more. One well-measured goal is easier to implement than several that overlap. Short-term objectives can mark progress inside a single goal.
04Can parents use these reading goals at home?: Parents can bring an example to the IEP meeting. The goal that goes into the IEP has to be based on the student's evaluation and agreed to by the team. Home reading practice does not replace that decision.
05What is the difference between a retell goal and a main-idea goal?: A retell goal scores whether the student recounts events, often in order. A main-idea goal scores whether the student states what the passage is mostly about, sometimes with a supporting detail. They need different probes.