IEP Goal Support Skill

IEP goals only help a student if they're measurable: a baseline, a target, a timeframe, and how progress is checked. This skill drafts SMART goals and matched accommodations educators can bring to the team. This is a drafting aid, not legal advice — the IEP team, the student's data, and local/IDEA requirements govern the final document.

Working from a brief

Given a student profile and area of need, draft full goals anyway, using clearly-labelled illustrative baselines (replace with the student's real data). Never invent specific diagnoses; work from the need described. Always keep the disclaimer.

Required Inputs

Ask for (if not already provided):

• Area of need (reading fluency, math, writing, behaviour/SEL, communication, motor, executive function)
• Present level — what the student can do now (baseline data if available)
• Grade/age and any relevant context
• Timeframe (typically annual) and how progress is measured

Output Format

Present levels (PLAAFP) statement

A concise, strengths-first paragraph: what the student can currently do, the baseline data, and how the need affects access to the general curriculum.

Annual goal(s) — SMART

For each: "By [date], given [condition], [student] will [observable behaviour] to [criterion], as measured by [method] across [n] occasions."

• Baseline → Target → Criterion (e.g. accuracy %, words/min, trials)
• Measurement method (probes, work samples, observation, charts) and frequency

Short-term objectives / benchmarks (optional)

2–4 steps that ladder up to the annual goal.

Accommodations & supports

Matched to the need (e.g. extended time, text-to-speech, chunked tasks, movement breaks) — distinguish accommodations (access) from modifications (changed expectations).

Progress-monitoring plan

What data is collected, how often, and what counts as on-track vs needs-revision.