Free IEP Goal Bank

Given a structured conversational exchange, [student] will initiate a topic-relevant comment using a complete sentence (3+ words) in 4 out of 5 opportunities across 4 consecutive sessions, as measured by classroom observation data.

Given access to AAC (augmentative and alternative communication), [student] will request preferred items, activities, or breaks using 2+ symbol combinations in 80% of opportunities across 4 consecutive weeks, as measured by AAC use logs.

Given a 2-step verbal direction, [student] will follow both steps independently in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer's question, [student] will respond with a topic-relevant answer (verbal or AAC) within 5 seconds in 4 out of 5 opportunities across 4 consecutive sessions, as measured by classroom observation.

Given a structured small-group activity, [student] will take a conversational turn (initiate or respond) at least 3 times in a 10-minute session across 4 consecutive weeks, as measured by tally of turns.

Given a peer's name and a greeting prompt, [student] will use a verbal or AAC greeting (e.g., "hi [name]") in 4 out of 5 opportunities across 4 consecutive sessions.

Given a wh-question (who, what, where, when, why) about a familiar topic, [student] will respond with a relevant 2+ word answer in 80% of opportunities across 4 consecutive weeks.

Given access to a core-vocabulary AAC board, [student] will activate a new core word (e.g., "more," "stop," "go," "help") in functional context in 4 out of 5 opportunities across 4 consecutive weeks, as measured by AAC use logs.

Given a familiar object or activity, [student] will produce a 2-word phrase (action + object, agent + action) to comment or request in 80% of opportunities across 4 consecutive sessions, as measured by classroom observation.

Given a moment when [student] is not understood by a communication partner, [student] will use a learned repair strategy (repeat, rephrase, gesture, or AAC) in 4 out of 5 opportunities across 4 consecutive sessions, as measured by classroom observation.

Given a conversational topic introduced by a peer, [student] will maintain the topic across 3 or more conversational turns in 80% of opportunities across 4 consecutive weeks, as measured by classroom observation.

Given an inferential question about a familiar story or scenario ("why do you think," "how did the character feel"), [student] will respond with a relevant inference and 1 supporting detail in 4 out of 5 opportunities across 9 weeks, as measured by curriculum-based reading assessment.

Given a classroom discussion prompt, [student] will state an opinion and support it with at least 2 reasons in 4 out of 5 opportunities across 4 consecutive weeks, as measured by writing rubric.

Given a need for an accommodation or break in the classroom, [student] will self-advocate using a learned phrase (e.g., "I need a break," "can you repeat that") in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a mock job-interview question, [student] will respond with a relevant 2-3 sentence answer that includes a personal example in 80% of opportunities across 9 weeks, as measured by transition-services rubric.

Given different communication settings (library, hallway, recess), [student] will adjust voice volume to match the setting in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a question during a daily home activity, [student] will answer in a sentence of 3 or more words in 4 out of 5 opportunities across 4 consecutive weeks, as measured by a caregiver tally taken three days per week.

Given a difficult task during home learning, [student] will request help using words, a sign, or an AAC button instead of abandoning the task in 4 out of 5 opportunities across 4 consecutive weeks, as measured by a caregiver tally.

Given a preferred item out of reach, [student] will request it using words, a sign, or an AAC button in 4 out of 5 opportunities across 4 consecutive weeks, as measured by caregiver frequency data.

Given a family meal, [student] will take 2 on-topic conversational turns in 4 out of 5 meals across 3 consecutive weeks, as measured by a caregiver checklist.

Given a structured free-play setting and one verbal prompt, [student] will initiate interaction with a peer (offering a toy, joining play, or starting a game) in 3 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer expressing an emotion (verbally or facially), [student] will identify the emotion correctly using a verbal label or visual aid in 4 out of 5 opportunities across 4 consecutive sessions.

Given a turn-taking activity (board game, conversation, shared materials), [student] will wait for their turn without interrupting in 80% of opportunities across 4 consecutive weeks.

Given a peer conflict scenario, [student] will use a learned conflict-resolution script (e.g., "I feel ___ when ___") in 3 out of 5 opportunities across 4 consecutive sessions.

Given an unstructured social setting (recess, lunch), [student] will engage in cooperative play with at least one peer for 5+ minutes in 4 out of 5 opportunities across 4 consecutive weeks.

Given a peer-initiated social cue (offered toy, smile, greeting), [student] will respond with a matching cue (accept, return smile, return greeting) in 4 out of 5 opportunities across 4 consecutive sessions.

Given a small-group instructional setting, [student] will demonstrate active listening (orienting body toward speaker, maintaining attention for 3+ minutes) in 80% of opportunities across 4 consecutive weeks.

Given a shared toy or activity, [student] will respond to a peer's bid for joint attention (looking, pointing, showing) in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a small-group lunch or snack setting, [student] will ask a peer a personal question ("what did you do this weekend," "what is your favorite color") in 3 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer who appears upset (crying, sighing, withdrawn), [student] will offer a supportive response (verbal check-in, AAC message, or gesture) in 4 out of 5 opportunities across 9 weeks, as measured by classroom observation.

Given a structured group project, [student] will negotiate a shared role and follow through on the assigned task in 4 out of 5 opportunities across 4 consecutive weeks, as measured by project rubric.

Given an idiom or sarcastic statement in a peer conversation, [student] will identify whether the meaning is literal or figurative in 80% of opportunities across 9 weeks, as measured by classroom observation.

Given a social setting that requires reading group dynamics (cafeteria table, hallway cluster), [student] will identify whether a group is open to a new member before joining in 4 out of 5 opportunities across 9 weeks, as measured by classroom observation.

Given a workplace or community social interaction, [student] will use a setting-appropriate greeting and small-talk script (weather, schedule, recent event) in 4 out of 5 opportunities across 9 weeks, as measured by transition-services rubric.

Given a social misunderstanding (peer felt hurt, plans changed, expectation not met), [student] will offer a verbal or written repair (apology, clarification, plan revision) in 4 out of 5 opportunities across 9 weeks, as measured by classroom observation.

Given arrival at a familiar group setting (classroom, therapy room, family gathering), [student] will greet a familiar adult or peer with a word, sign, or AAC message within 30 seconds of entering in 4 out of 5 opportunities across 4 consecutive weeks, as measured by an arrival-routine data sheet.

Given a play activity or conversation [student] wants to leave, [student] will use a closing phrase ("I am done," "see you later") before walking away in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a line, a shared table, or a circle-time seat, [student] will keep about an arm's length of space from the nearest peer without physical contact in 80% of opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a frustration trigger (denied request, transition, sensory overload), [student] will use a learned coping strategy (deep breath, fidget, request a break) before escalating in 4 out of 5 opportunities across 4 consecutive weeks, as measured by behavior tracking data.

Given a 5-minute warning before a transition, [student] will move to the next activity within 60 seconds without protest behaviors in 4 out of 5 transitions across 4 consecutive weeks.

Given a 1-to-5 emotion scale or visual aid, [student] will identify their current emotional state in 80% of opportunities across 4 consecutive sessions.

Given a stressful situation, [student] will request a sensory break or use a learned self-regulation tool independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a non-preferred task (academic or daily living), [student] will begin the task within 2 minutes of being prompted in 80% of opportunities across 4 consecutive weeks.

Given an environment with sensory triggers (noise, lights, crowds), [student] will use a self-advocacy phrase (e.g., "I need a break," "this is too loud") in 4 out of 5 opportunities across 4 consecutive weeks.

Given a meltdown event, [student] will recover (return to baseline, resume task) within 15 minutes in 80% of episodes across 4 consecutive weeks, as measured by behavior tracking data.

Given a body-scan check-in twice per day, [student] will identify one physical signal of dysregulation (tight shoulders, fast breathing, clenched hands) in 80% of opportunities across 4 consecutive weeks, as measured by self-check log.

Given an unexpected sensory trigger (fire drill, loud assembly), [student] will use a pre-taught calming sequence (move to a quiet spot, use noise-reducing headphones, count to 10) in 4 out of 5 opportunities across 4 consecutive weeks, as measured by behavior tracking data.

Given a 3-minute visual timer for a preferred activity ending, [student] will end the activity without protest in 4 out of 5 opportunities across 4 consecutive weeks, as measured by behavior tracking data.

Given a self-monitoring chart, [student] will rate their regulation level 3 times during the school day and choose a matching strategy in 80% of opportunities across 9 weeks, as measured by self-monitoring log.

Given a frustration trigger in an academic setting, [student] will pause, name the trigger, and select a coping strategy independently in 4 out of 5 opportunities across 9 weeks, as measured by behavior tracking data.

Given a peer or staff interaction that feels unsafe or unfair, [student] will use a calm verbal or written script to report the concern to a trusted adult in 4 out of 5 opportunities across 9 weeks, as measured by counselor log.

Given a workplace or community setting, [student] will recognize a rising stress signal and use an independently chosen regulation tool (walk, water, music) in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a setback or disappointment (lost item, plan change, low grade), [student] will recover and resume the next planned activity within 10 minutes in 80% of opportunities across 9 weeks, as measured by behavior tracking data.

Given a wearable or app-based regulation tracker, [student] will log 3 daily check-ins and review the trend with a staff member weekly in 80% of opportunities across 9 weeks, as measured by tracker log.

Given table work at home and access to a break card, [student] will use the card to request a break instead of leaving the table in 4 out of 5 observed instances across 2 consecutive weeks, as measured by caregiver frequency data.

Given a 5-minute warning before a transition, [student] will move to the next activity without escalation in 4 out of 5 transitions across 4 consecutive weeks, as measured by a daily caregiver tally.

Given a frustrating task and a taught calming strategy, [student] will use the strategy before escalating in 3 out of 4 observed opportunities across 4 consecutive weeks, as measured by caregiver ABC notes.

Given the end of a preferred screen activity and a visual timer, [student] will hand over the device within 2 minutes without escalation in 4 out of 5 opportunities across 3 consecutive weeks, as measured by a caregiver checklist.

Given a picture or AAC symbol for "help" placed within reach during a tabletop activity, [student] will touch or hand over the symbol to request help when a task is hard in 3 out of 5 opportunities across 4 consecutive weeks, as measured by a staff tally of independent requests.

Given a transition object that stands for the next activity (a ball for recess, a cup for snack), [student] will carry the object to the next area within 2 minutes in 3 out of 5 transitions across 4 consecutive weeks, as measured by a transition data sheet.

Given a calm-down choice board with 3 pictured options, [student] will point to or select one option when an adult notices early signs of distress in 3 out of 5 opportunities across 4 consecutive weeks, as measured by staff ABC notes.

Given a walk between school locations with an adult, [student] will stay within arm's reach of the adult or hold a designated handle for the full route in 4 out of 5 walks across 4 consecutive weeks, as measured by a staff safety checklist.

Given a shared toy or material that a peer is using, [student] will use a word, sign, or picture to ask for a turn and wait up to 1 minute in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a 5-minute adult-led table activity and a first-then card, [student] will stay engaged with the materials for at least 4 of the 5 minutes in 4 out of 5 sessions across 4 consecutive weeks, as measured by momentary time sampling.

Given a moment of upset that has passed, [student] will rejoin the group activity with no more than 1 adult cue within 5 minutes in 4 out of 5 episodes across 6 consecutive weeks, as measured by behavior tracking data.

Given a break card taped to the desk and a non-preferred task, [student] will hand the card to an adult to request a 2-minute break, in place of leaving the area, in 3 out of 5 opportunities across 4 consecutive weeks, as measured by a staff frequency count of card use.

Given a frustrating moment with a peer during play, [student] will move to a taught calm spot or say "stop" in 3 out of 5 observed opportunities across 4 consecutive weeks, as measured by recess observation notes.

Given a 15-minute independent work period and a visual checklist of the steps, [student] will be engaged with the task in at least 80% of 1-minute intervals across 4 consecutive weeks, as measured by momentary time sampling.

Given a change to the daily schedule shown on the visual schedule, [student] will move the changed card, state or show the new activity, and transition with the group in 4 out of 5 schedule changes across 6 consecutive weeks, as measured by a transition data sheet.

Given a self-monitoring card with 3 pictured expectations, [student] will rate their own behavior at the end of each class period and match the adult rating in 80% of periods across 6 consecutive weeks, as measured by a self-monitoring agreement check.

Given a frustrating academic task and a laminated card listing 3 help phrases, [student] will say or point to a card phrase to request help or a break in 3 out of 5 opportunities across 6 consecutive weeks, as measured by a staff frequency count.

Given a hallway transition between classes with a peer buddy or a printed route card, [student] will arrive at the next class before the bell in 3 out of 5 transitions across 6 consecutive weeks, as measured by teacher arrival logs.

Given a pre-agreed signal for rising stress (hand flat on the desk, a colored card), [student] will show the signal to the teacher before leaving the room in 3 out of 5 opportunities across 6 consecutive weeks, as measured by behavior tracking data.

Given a disagreement with a peer during group work, [student] will state their view in a calm voice and propose 1 compromise in 4 out of 5 opportunities across 9 weeks, as measured by teacher observation notes.

Given a non-preferred assignment and a choice of 2 starting tasks, [student] will choose a task and begin it within 3 minutes in 4 out of 5 opportunities across 9 weeks, as measured by latency recording.

Given a moment when [student] feels unsafe or overwhelmed at school, [student] will go to a pre-arranged safe location and check in with a named adult within 5 minutes in 4 out of 5 occurrences across 9 weeks, as measured by a staff check-in log.

Given a conflict or upset that has ended, [student] will complete a short written or pictured reflection naming the trigger and one thing to try next time in 4 out of 5 incidents across 9 weeks, as measured by completed reflection sheets.

Given an unstructured setting such as lunch or a club meeting, [student] will join a peer conversation or activity using a taught entry strategy in 4 out of 5 observed opportunities across 9 weeks, as measured by counselor observation notes.

Given an upcoming known stressor (a test, an assembly, a substitute teacher), [student] will name the stressor and choose a coping plan with a staff member before the event in 4 out of 5 opportunities across 9 weeks, as measured by a coping-plan log.

Given a work task that becomes too hard or too long, [student] will use an AAC message, a card, or a spoken phrase to ask for help, a break, or a different task in 3 out of 5 opportunities across 9 weeks, as measured by a job-coach frequency log.

Given a visual or phone-based schedule for a community-based instruction outing, [student] will move between each scheduled stop with the group in 3 out of 5 outings across 9 weeks, as measured by a community instruction data sheet.

Given a sensory kit (headphones, fidget, sunglasses) kept in a set place, [student] will retrieve and use one item when a setting becomes overwhelming in 3 out of 5 opportunities across 9 weeks, as measured by staff ABC notes.

Given a community setting such as a store or a bus stop, [student] will follow 3 taught safety rules (stay with the group, wait at the curb, keep belongings close) in 4 out of 5 outings across 9 weeks, as measured by a community safety checklist.

Given a vocational task with a written or pictured task list, [student] will work on the task for 20 consecutive minutes before taking a scheduled break in 4 out of 5 work sessions across 9 weeks, as measured by duration recording.

Given corrective feedback from a teacher, coach, or supervisor, [student] will acknowledge it with a taught response ("okay," "can you show me") and try the correction in 4 out of 5 opportunities across 9 weeks, as measured by supervisor observation notes.

Given a stressful morning or class period, [student] will use a self-chosen recovery plan and arrive at the next scheduled class on time in 80% of opportunities across 9 weeks, as measured by attendance records and a self-report log.

Given a disagreement in a group chat or an online class discussion, [student] will pause before replying and then post a respectful response or ask an adult for advice in 4 out of 5 opportunities across 9 weeks, as measured by a teacher-reviewed communication log.

Given a draft of their own behavior support plan, [student] will name 2 triggers and 2 strategies that work for them and share them with a new teacher or at a team meeting in 2 out of 2 scheduled opportunities across one semester, as measured by meeting notes.

Given a grade-level reading passage, [student] will read with fluency at 80 words per minute (or grade-appropriate target) with 95% accuracy across 3 consecutive sessions, as measured by curriculum-based reading assessment.

Given a list of grade-level sight words, [student] will read 90% accurately in 3 consecutive sessions, as measured by sight-word fluency probes.

Given a set of 10 alphabet letters in random order, [student] will name each letter and produce its primary sound in 8 out of 10 trials across 3 consecutive sessions, as measured by letter-sound probe.

Given a familiar word at grade-appropriate level, [student] will decode the word using consonant-vowel-consonant blending in 8 out of 10 trials across 3 consecutive sessions, as measured by decoding probe.

Presented with 20 spoken words, [student] will segment each into its individual phonemes in 16 out of 20 trials across 3 consecutive sessions, as measured by phonological awareness probe.

Shown a printed word containing a consonant blend or digraph, [student] will read it aloud correctly in 8 out of 10 trials across 3 consecutive sessions, as measured by decoding probe.

Working from a list of 25 words with silent-e and vowel-team patterns, [student] will read 20 correctly across 3 consecutive sessions, as measured by a scored word-reading inventory.

After hearing a passage modeled once, [student] will reread it aloud raising accuracy to 95% or better in 4 out of 5 opportunities across 4 consecutive weeks, as measured by repeated-reading fluency charts.

During oral reading of connected text, [student] will self-correct meaning-changing errors within 2 words in 7 out of 10 instances across 4 consecutive weeks, as measured by running record.

Reading a passage marked with punctuation, [student] will pause at periods and commas and apply end-punctuation intonation in 4 out of 5 readings across 4 consecutive weeks, as measured by a prosody rubric.

Faced with an unfamiliar multisyllabic word, [student] will divide it into syllables and read it aloud in 8 out of 10 trials across 3 consecutive sessions, as measured by syllable-division probe.

Using a list of 30 high-frequency irregular words, [student] will read 27 within 3 seconds each across 3 consecutive sessions, as measured by timed flashcard probe.

Reading grade-level text aloud, [student] will maintain 100 words per minute at 97% accuracy across 3 consecutive sessions, as measured by curriculum-based measurement probes.

Encountering a word with a common prefix or suffix, [student] will identify the affix and read the whole word in 8 out of 10 trials across 3 consecutive sessions, as measured by morphology probe.

Provided a decodable text at instructional level, [student] will read 3 pages with 4 or fewer uncorrected errors in 4 out of 5 sessions across 4 consecutive weeks, as measured by running record.

Asked to read a short passage in a content-area textbook, [student] will decode subject vocabulary with 90% accuracy across 3 consecutive sessions, as measured by content-vocabulary reading probe.

With access to a text-to-speech tool and a printed passage, [student] will use the tool independently to access assigned text in 4 out of 5 opportunities across 4 consecutive weeks, as measured by a technology-use log.

Reading aloud to an adult for 5 minutes daily, [student] will increase reading rate by 20 words per minute over 9 weeks, as measured by charted weekly fluency probes.

Handed a list of 15 words containing r-controlled vowels, [student] will read 13 correctly across 3 consecutive sessions, as measured by a scored word-pattern probe.

Given a list of 20 new sight words practiced at home, [student] will read 15 independently in 4 out of 5 weekly checks across 4 consecutive weeks, as measured by a caregiver-kept word list.

Given a comprehension question after a read-aloud, [student] will answer correctly using "wh-" question vocabulary in 80% of opportunities across 4 consecutive weeks.

Given a story or text, [student] will identify the main idea and 2 supporting details in 4 out of 5 opportunities across 9 weeks.

Given a non-fiction passage at grade level, [student] will identify the author's main argument and 2 pieces of supporting evidence in 4 out of 5 opportunities across 9 weeks, as measured by reading rubric.

After listening to a short story, [student] will retell the events in correct sequence naming characters and setting in 4 out of 5 opportunities across 4 consecutive weeks, as measured by a retell rubric.

Partway through an unfamiliar story, [student] will predict what happens next and cite the detail behind the prediction in 4 out of 5 opportunities across 9 weeks, as measured by a comprehension log.

Presented with an unknown word in context, [student] will infer its meaning from surrounding sentences in 7 out of 10 trials across 4 consecutive weeks, as measured by context-clue probe.

Following a narrative passage, [student] will describe a character's feelings and name the text evidence for it in 4 out of 5 opportunities across 9 weeks, as measured by a scored response sheet.

Comparing two texts on one topic, [student] will state 2 similarities and 2 differences in 4 out of 5 opportunities across 9 weeks, as measured by a comparison organizer scored with a rubric.

Reading a passage containing a stated problem, [student] will identify the problem and how it was resolved in 4 out of 5 opportunities across 9 weeks, as measured by a story-structure organizer.

Working with an informational text, [student] will use headings, captions, and diagrams to answer 4 of 5 questions across 4 consecutive weeks, as measured by a text-feature worksheet.

Asked about a passage with no directly stated answer, [student] will make an inference and justify it with one quotation in 4 out of 5 opportunities across 9 weeks, as measured by a scored short-answer response.

Reading a persuasive article, [student] will distinguish statements of fact from statements of opinion in 8 out of 10 items across 4 consecutive weeks, as measured by an annotated text task.

Following a chapter of a novel, [student] will summarize it in 5 sentences or fewer without including minor details in 4 out of 5 opportunities across 9 weeks, as measured by a summarization rubric.

Presented with a set of written multi-step directions, [student] will carry out all steps in order in 4 out of 5 opportunities across 4 consecutive weeks, as measured by task-completion checklist.

Studying a text with an implied central theme, [student] will state the theme and support it with 2 events in 4 out of 5 opportunities across 9 weeks, as measured by a theme-analysis rubric.

Given a functional text such as a schedule, menu, or job application, [student] will locate 4 of 5 requested pieces of information across 4 consecutive weeks, as measured by a functional-reading checklist.

Monitoring their own understanding while reading, [student] will flag a confusing sentence and apply a fix-up strategy in 4 out of 5 opportunities across 9 weeks, as measured by an annotated reading log.

Reading a passage containing cause and effect, [student] will identify 3 cause-and-effect pairs in 4 out of 5 opportunities across 9 weeks, as measured by a cause-and-effect organizer.

Offered a choice of 3 texts at instructional level, [student] will select one, read it, and answer 4 of 5 comprehension questions across 4 consecutive weeks, as measured by an independent-reading record.

Given a passage at instructional level read aloud together, [student] will answer 3 of 4 who, what, or where questions across 4 consecutive sessions, as measured by a caregiver tally.

Given a 4-sentence prompt, [student] will write a paragraph with a topic sentence, two supporting details, and a conclusion sentence in 4 out of 5 writing samples across 9 weeks, as measured by writing rubric.

Given a grade-level chapter book, [student] will summarize the chapter using a 3-sentence beginning, middle, end structure in 4 out of 5 opportunities across 9 weeks, as measured by writing rubric.

Given a 5-paragraph essay prompt, [student] will produce a draft with introduction, 3 body paragraphs, and conclusion in 4 out of 5 writing samples across 9 weeks, as measured by writing rubric.

Given a research task, [student] will locate 3 credible sources, take notes, and produce a cited summary paragraph in 4 out of 5 opportunities across 9 weeks, as measured by writing rubric.

Shown a picture prompt, [student] will write a complete sentence containing a subject and a verb in 4 out of 5 opportunities across 4 consecutive weeks, as measured by dated work samples.

Composing a sentence about a familiar topic, [student] will begin with a capital letter and close with correct end punctuation in 9 out of 10 sentences across 4 consecutive weeks, as measured by scored writing samples.

Expanding a simple 4-word sentence, [student] will add a describing word and a where-or-when phrase in 4 out of 5 opportunities across 4 consecutive weeks, as measured by a sentence-expansion rubric.

Planning before drafting, [student] will complete a graphic organizer with a topic and 3 supporting ideas in 4 out of 5 writing tasks across 9 weeks, as measured by collected planning sheets.

Writing a personal narrative, [student] will sequence at least 4 events using transition words in 4 out of 5 samples across 9 weeks, as measured by a narrative-writing rubric.

Asked to state and defend a position, [student] will write an opinion paragraph giving 2 reasons and one example in 4 out of 5 samples across 9 weeks, as measured by an opinion-writing rubric.

Editing a draft against a posted checklist, [student] will find and correct 4 of 5 capitalization and punctuation errors across 4 consecutive weeks, as measured by marked-up drafts.

Revising after teacher or peer feedback, [student] will make 3 substantive changes beyond spelling in 4 out of 5 drafts across 9 weeks, as measured by comparison of draft versions.

Writing to explain a process, [student] will produce an informational paragraph with 4 sequenced steps and topic vocabulary in 4 out of 5 samples across 9 weeks, as measured by an expository rubric.

Using a word bank and spell-check, [student] will spell 90% of grade-level words correctly in final drafts across 3 consecutive writing tasks, as measured by scored final copies.

Producing a written response to a text, [student] will include one direct quotation with correct punctuation in 4 out of 5 responses across 9 weeks, as measured by a text-evidence rubric.

Drafting on a device with word prediction or speech-to-text, [student] will compose a paragraph of 6 or more sentences in 4 out of 5 sessions across 9 weeks, as measured by saved digital drafts.

Completing a functional writing task such as an email, form, or cover letter, [student] will supply all required fields with appropriate tone in 4 out of 5 tasks across 9 weeks, as measured by a functional-writing checklist.

Taking notes during a lesson, [student] will record at least 5 key points in an organized format in 4 out of 5 lessons across 9 weeks, as measured by collected notebooks.

Writing under a time limit, [student] will plan, draft, and close a response within 30 minutes in 4 out of 5 opportunities across 9 weeks, as measured by timed writing samples.

Given a daily 10-minute writing block, [student] will write 2 complete sentences on a familiar topic with no more than one prompt in 4 out of 5 sessions across 3 consecutive weeks, as measured by dated work samples the caregiver keeps.

Given a multi-step math word problem, [student] will identify the operation needed and solve correctly in 4 out of 5 problems across 4 consecutive sessions, as measured by scored problem sets.

Given a math computation problem at grade level, [student] will solve correctly in 9 out of 10 problems across 4 consecutive sessions, as measured by curriculum-based math assessment.

Given a set of 10 objects, [student] will count using one-to-one correspondence and state the total in 4 out of 5 trials across 4 consecutive weeks, as measured by curriculum-based math assessment.

Given a 2-digit by 2-digit multiplication problem, [student] will solve using the standard algorithm in 9 out of 10 trials across 4 consecutive sessions, as measured by curriculum-based math assessment.

Given a multi-step algebraic equation, [student] will isolate the variable and solve correctly in 8 out of 10 problems across 4 consecutive sessions, as measured by curriculum-based math assessment.

Shown numerals 1 through 20 in random order, [student] will name each correctly in 18 out of 20 trials across 3 consecutive sessions, as measured by a numeral-identification probe.

Presented with two sets of objects, [student] will identify which set has more, fewer, or the same in 8 out of 10 trials across 3 consecutive sessions, as measured by a number-comparison probe.

Solving single-digit addition and subtraction facts, [student] will answer 18 of 20 correctly within 3 minutes across 3 consecutive sessions, as measured by a timed math-fact probe.

Working with place-value blocks, [student] will represent 3-digit numbers in hundreds, tens, and ones in 8 out of 10 trials across 3 consecutive sessions, as measured by a place-value task.

Regrouping across 2-digit and 3-digit problems, [student] will add and subtract correctly in 8 out of 10 problems across 4 consecutive sessions, as measured by scored computation sheets.

Reading an analog clock, [student] will state the time to the nearest 5 minutes in 8 out of 10 trials across 3 consecutive sessions, as measured by a time-telling probe.

Handling coins and bills up to 20 dollars, [student] will count out a requested amount in 4 out of 5 trials across 4 consecutive weeks, as measured by a money-skills checklist.

Comparing fractions with unlike denominators, [student] will order 4 fractions from least to greatest in 8 out of 10 trials across 3 consecutive sessions, as measured by a fractions probe.

Converting between fractions, decimals, and percents, [student] will complete 8 of 10 conversions correctly across 3 consecutive sessions, as measured by a scored conversion worksheet.

Measuring length, weight, or volume with the appropriate tool, [student] will record the measurement to the correct unit in 8 out of 10 trials across 4 consecutive weeks, as measured by a measurement task sheet.

Interpreting a bar graph or table, [student] will answer 4 of 5 questions about the data across 4 consecutive weeks, as measured by a data-interpretation worksheet.

Using a calculator for multi-step computation, [student] will enter the operations in correct order and record the result in 8 out of 10 problems across 3 consecutive sessions, as measured by a calculator-skills probe.

Planning a purchase within a set budget, [student] will total the items, apply tax, and confirm affordability in 4 out of 5 trials across 9 weeks, as measured by a consumer-math task.

Calculating area and perimeter of rectangles, [student] will solve 8 of 10 problems correctly across 3 consecutive sessions, as measured by a geometry probe.

Given ten single-digit addition problems, [student] will solve 8 correctly across 3 consecutive weekly checks, as measured by caregiver-scored worksheets.

Given up to 5 objects in a row, [student] will touch each object once while counting aloud or with AAC in 4 out of 5 trials across 4 consecutive weeks, as measured by a counting probe.

Given a counting song or a visual number line, [student] will count from 1 to 10 in order, aloud or with AAC, in 4 out of 5 trials across 4 consecutive weeks, as measured by a rote-counting probe.

Given a mixed set of circles, squares, and triangles, [student] will sort the shapes into matching groups with 90% accuracy across 3 consecutive sessions, as measured by a shape-sorting task.

Given dot cards showing 1 to 5 dots, [student] will state or show the quantity without counting each dot in 8 out of 10 trials across 3 consecutive sessions, as measured by a subitizing probe.

Given numeral cards 1 through 10 and a pile of counters, [student] will place the matching number of counters on each card in 8 out of 10 trials across 3 consecutive sessions, as measured by a numeral-quantity matching probe.

Given an AB color or shape pattern started by an adult, [student] will extend the pattern by at least 3 more items in 4 out of 5 trials across 4 consecutive weeks, as measured by a patterning probe.

Given two objects of clearly different length or weight, [student] will identify which is longer, shorter, heavier, or lighter in 8 out of 10 trials across 3 consecutive sessions, as measured by a measurement-comparison probe.

Given a story problem acted out with up to 10 objects, [student] will join two groups and state the total in 4 out of 5 trials across 4 consecutive weeks, as measured by a scored story-problem task.

Given a line of 5 objects or pictures, [student] will identify the first, middle, and last item in 8 out of 10 trials across 3 consecutive sessions, as measured by a position-words probe.

Given a number line from 0 to 20, [student] will locate a named number and count on 1 or 2 more in 8 out of 10 trials across 3 consecutive sessions, as measured by a number-line probe.

Given a penny, a nickel, a dime, and a quarter, [student] will name or select each coin when asked in 8 out of 10 trials across 3 consecutive sessions, as measured by a coin-identification probe.

Given a sheet of multiplication facts from 0 to 10, [student] will answer 36 of 40 correctly within 4 minutes across 3 consecutive sessions, as measured by a timed math-fact probe.

Given a shape or set divided into equal parts, [student] will name the fraction shaded (halves, thirds, or fourths) in 8 out of 10 trials across 3 consecutive sessions, as measured by a fractions probe.

Given a picture graph or bar graph with up to 4 categories, [student] will answer how-many and how-many-more questions correctly in 4 out of 5 trials across 4 consecutive weeks, as measured by a scored graphing task.

Given a price under 5 dollars and a stack of 1-dollar bills, [student] will pay using the next-dollar strategy (one more dollar than the dollar amount) in 4 out of 5 trials across 6 consecutive weeks, as measured by a money-skills checklist.

Given a digital clock or phone display, [student] will read the time aloud and state whether it is before or after a scheduled event in 8 out of 10 trials across 3 consecutive sessions, as measured by a time-telling probe.

Given decimal addition and subtraction problems to the hundredths place, [student] will line up the place values and solve 8 of 10 correctly across 3 consecutive sessions, as measured by a scored computation sheet.

Given a sale-price problem with a percent discount, [student] will calculate the discount and the final price in 4 out of 5 problems across 4 consecutive weeks, as measured by a scored problem set.

Given a one-step or two-step word problem read aloud, [student] will draw a model or write an equation before solving and reach the correct answer in 4 out of 5 problems across 4 consecutive weeks, as measured by a problem-solving rubric.

Given addition and subtraction problems with positive and negative integers, [student] will solve 8 of 10 correctly across 3 consecutive sessions, as measured by curriculum-based math assessment.

Given one-step equations with whole numbers, [student] will solve for the unknown and check the answer by substitution in 8 out of 10 problems across 3 consecutive sessions, as measured by an equations probe.

Given a set of up to 10 data points, [student] will calculate the mean, median, and range in 4 out of 5 problems across 4 consecutive weeks, as measured by a data-analysis worksheet.

Given a basic calculator and a one-step addition or subtraction problem with money amounts, [student] will enter the numbers and read the answer correctly in 8 out of 10 trials across 3 consecutive sessions, as measured by a calculator-skills probe.

Given a price tag and a set of bills, [student] will hand over enough money to cover the price in 4 out of 5 purchases across 9 weeks, as measured by a community-based instruction data sheet.

Given a daily schedule listing start times, [student] will match each start time to an analog or digital clock display in 8 out of 10 trials across 3 consecutive sessions, as measured by a time-matching probe.

Given a sample pay stub, [student] will identify the gross pay, the deductions, and the net pay in 4 out of 5 trials across 9 weeks, as measured by a consumer-math task.

Given two package sizes and prices of the same item, [student] will use a calculator to find each unit price and choose the better buy in 4 out of 5 trials across 6 consecutive weeks, as measured by a scored comparison-shopping task.

Given a recipe and standard measuring cups and spoons, [student] will measure each ingredient to the stated amount in 8 out of 10 measurements across 6 consecutive weeks, as measured by a measurement task checklist.

Given a linear equation in slope-intercept form, [student] will graph the line by plotting the y-intercept and using the slope in 4 out of 5 problems across 4 consecutive weeks, as measured by a scored graphing probe.

Given a start time and a list of tasks with their durations, [student] will calculate the finish time of each task and build a written schedule in 4 out of 5 trials across 9 weeks, as measured by a scored schedule-building task.

Given a sequenced visual schedule for the morning routine (wake, dress, eat, brush teeth), [student] will complete all steps independently in 4 out of 5 mornings across 4 consecutive weeks, as measured by parent log.

Given a personal hygiene task (handwashing, tooth brushing), [student] will complete all steps in correct order in 4 out of 5 opportunities across 4 consecutive weeks.

Given mealtime utensils and food, [student] will use age-appropriate utensils to feed themselves with minimal spills in 80% of meals across 4 consecutive weeks.

Given a self-dressing task (top, pants, shoes), [student] will complete dressing independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a clear instruction to clean up materials, [student] will return all items to designated locations in 4 out of 5 opportunities across 4 consecutive weeks.

Given a community access task (entering a store, purchasing an item, ordering food), [student] will complete the steps with minimal prompting in 80% of opportunities across 9 weeks.

Given a bathroom routine, [student] will recognize the urge to use the toilet and complete the routine independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a snack and a sealed container (juice box, applesauce pouch), [student] will open the container independently in 4 out of 5 opportunities across 4 consecutive weeks, as measured by parent log.

Given a daily medication or vitamin routine with parent support, [student] will swallow the medication or place it in a designated spot in 4 out of 5 days across 4 consecutive weeks, as measured by parent log.

Given a list of 4 chores (make bed, put dishes away, feed pet, take out trash), [student] will complete each step with a single picture prompt in 4 out of 5 opportunities across 9 weeks, as measured by parent log.

Given a written grocery list of 5 items in a familiar store, [student] will locate and gather all 5 items independently in 4 out of 5 opportunities across 9 weeks, as measured by parent log.

Given a clean kitchen setup and a 3-step recipe (sandwich, salad, microwave meal), [student] will prepare the meal independently in 4 out of 5 opportunities across 9 weeks, as measured by parent log.

Given a public transit task (read schedule, board the correct bus, exit at correct stop), [student] will complete the route independently in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a personal banking task (deposit check, use ATM, check balance via app), [student] will complete the task with minimal prompting in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a weekly chore and household-budget routine (laundry, meal planning, paying a small recurring bill), [student] will complete each step on schedule in 4 out of 5 weeks across 9 weeks, as measured by parent log.

Given a personal hygiene routine at the start and end of the day (shower, deodorant, dental care), [student] will complete the routine independently in 4 out of 5 days across 9 weeks, as measured by parent log.

Given a 6-step visual schedule for the morning routine, [student] will complete all steps with no more than one prompt in 4 out of 5 days across 4 consecutive weeks, as measured by a daily caregiver checklist.

Given a visual recipe, [student] will prepare a simple snack with supervision but no physical help in 4 out of 5 tries across 3 consecutive weeks, as measured by caregiver data.

Given a mixed laundry basket and a sorting model, [student] will sort lights and darks independently in 4 out of 5 tries across 3 consecutive weeks, as measured by a caregiver checklist.

Given a two-item picture shopping list, [student] will find both items in the store with supervision in 4 out of 5 community trips across 6 weeks, as measured by caregiver trip notes.

Given a pencil and writing surface, [student] will form age-appropriate letters with correct grip and orientation in 4 out of 5 writing samples across 4 consecutive weeks.

Given a pair of scissors and outlined shapes, [student] will cut along straight, curved, and angled lines within 1/4 inch of the line in 4 out of 5 opportunities across 4 consecutive weeks.

Given a fastening task (buttons, zippers, snaps), [student] will complete the task independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a ball and a partner, [student] will catch a tossed ball at chest level in 4 out of 5 attempts across 4 consecutive sessions.

Given a balance task (one-foot stand, tightrope walking), [student] will maintain balance for 10+ seconds in 4 out of 5 attempts across 4 consecutive sessions.

Given a typing task at grade level, [student] will type 15+ words per minute with 90% accuracy across 3 consecutive sessions.

Given playground equipment, [student] will use climbing structures, swings, or slides safely and appropriately in 80% of recess periods across 4 consecutive weeks.

Given a tripod-grip pencil and tracing template, [student] will trace vertical, horizontal, and diagonal lines within 1/4 inch of the line in 4 out of 5 attempts across 4 consecutive weeks, as measured by OT data.

Given a set of large beads and a lace, [student] will string 8 beads in sequence using a pincer grip in 4 out of 5 attempts across 4 consecutive sessions, as measured by OT data.

Given a step-up bench, [student] will alternate feet to ascend and descend 4 steps in 4 out of 5 attempts across 4 consecutive sessions, as measured by PT data.

Given a jump rope, [student] will complete 5 consecutive self-turned jumps in 4 out of 5 attempts across 4 consecutive sessions, as measured by PT data.

Given a paragraph dictation task, [student] will produce legible handwriting at 20+ letters per minute with consistent letter sizing in 4 out of 5 samples across 9 weeks, as measured by OT data.

Given a keyboard and a 100-word passage, [student] will type at 25+ words per minute with 95% accuracy across 3 consecutive sessions, as measured by typing-program report.

Given a bicycle and an open paved area, [student] will ride 50 feet with steady balance, starting and stopping safely, in 4 out of 5 attempts across 9 weeks, as measured by PT data.

Given a job-related fine-motor task (sorting, packaging, basic assembly), [student] will complete a 10-item batch with 90% accuracy in 4 out of 5 sessions across 9 weeks, as measured by transition-services rubric.

Given a school transition between classrooms while carrying their own bag and materials, [student] will navigate stairs, doorways, and a crowded corridor without dropping items or needing physical assistance in 4 out of 5 transitions across 9 weeks, as measured by staff observation.

Given a full-page writing task and a 10-minute working period, [student] will sustain legible handwriting from the first line to the last, scoring no more than one legibility band lower at the end than at the start, in 4 out of 5 samples across 9 weeks, as measured by a handwriting legibility rubric.

Given a keyboard or speech-to-text tool and a composing task, [student] will set up their own position and equipment and produce a paragraph without adult adjustment of the device in 4 out of 5 sessions across 9 weeks, as measured by staff observation.

Given a two-handed classroom task (steadying paper while cutting, holding a ruler while drawing a line, stabilizing a container while opening it), [student] will use one hand to stabilize and the other to act, without adult support, in 4 out of 5 opportunities across 4 consecutive weeks, as measured by staff data collection.

Given a loaded lunch tray, [student] will carry it from the serving line to a table and set it down without spilling in 4 out of 5 opportunities across 9 weeks, as measured by staff observation.

Given a multi-step task (homework, project, classroom assignment), [student] will independently break the task into smaller steps and complete each in order in 4 out of 5 opportunities across 4 consecutive weeks, as measured by task completion logs.

Given a daily planner or visual schedule, [student] will review and check off completed tasks at least once per day across 4 consecutive weeks.

Given a workspace, [student] will organize materials (desk, backpack, locker) before transitioning to the next activity in 4 out of 5 opportunities across 4 consecutive weeks.

Given a 30-minute work period with one prompt, [student] will sustain attention to a non-preferred task for 20+ minutes in 4 out of 5 opportunities across 4 consecutive weeks.

Given an assignment deadline, [student] will independently plan and complete the task at least 24 hours before the due date in 80% of opportunities across 9 weeks.

Given a problem-solving scenario (academic or social), [student] will identify the problem, generate 2+ solutions, and select one in 4 out of 5 opportunities across 4 consecutive weeks.

Given an unexpected change to routine, [student] will adapt and continue the next activity within 5 minutes in 80% of opportunities across 4 consecutive weeks.

Given a first-then visual board, [student] will complete the first activity and transition to the second activity in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a 3-step picture sequence for a familiar task, [student] will follow the sequence in correct order in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a visual timer and a 15-minute preferred activity, [student] will end the activity when the timer signals without protest in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a backpack-checkpoint routine at the start and end of the school day, [student] will verify required materials using a written checklist in 4 out of 5 days across 4 consecutive weeks, as measured by classroom observation.

Given a weekly assignment list, [student] will estimate the time needed for each task and create a written schedule in 4 out of 5 weeks across 9 weeks, as measured by planner audit.

Given a long-term project with 3 or more milestones, [student] will produce a written timeline and self-check progress weekly in 4 out of 5 projects across 9 weeks, as measured by project log.

Given a multi-app digital workflow (calendar, email, task list), [student] will keep all 3 surfaces in sync at the end of each school day in 4 out of 5 days across 9 weeks, as measured by digital workflow audit.

Given a workplace task with shifting priorities, [student] will pause, reorder tasks, and confirm the new sequence with a supervisor in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a college-style course load with weekly readings and assignments, [student] will use a written or digital syllabus tracker to flag upcoming due dates 3 days in advance in 4 out of 5 weeks across 9 weeks, as measured by tracker audit.

Given a picture card showing the first step of a familiar activity, [student] will begin that step within 1 minute with no more than 1 gestural prompt in 3 out of 5 opportunities across 4 consecutive weeks, as measured by latency recording.

Given a cleanup song and labeled picture bins, [student] will put 3 or more materials into the matching bins in 3 out of 5 cleanup times across 4 consecutive weeks, as measured by a staff checklist.

Given a 1-step direction paired with a picture of the action, [student] will complete the direction within 30 seconds in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a change to a familiar game's rules or materials, shown with a picture, [student] will keep playing under the new rule in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a visual wait card during a group activity, [student] will hold the card and wait for a turn for up to 2 minutes in 4 out of 5 opportunities across 4 consecutive weeks, as measured by duration recording.

Given a picture checklist of 3 arrival steps (hang the backpack, put the folder in the bin, choose a center), [student] will complete and mark each step with no more than 1 verbal prompt in 4 out of 5 mornings across 4 consecutive weeks, as measured by a staff checklist.

Given a choice board of 4 centers, [student] will choose a center, state or show the plan, and go to that center within 2 minutes in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a 4-step picture sequence for a classroom job, [student] will complete the job in order with no adult prompts in 4 out of 5 opportunities across 6 consecutive weeks, as measured by a task analysis data sheet.

Given a planned activity that is canceled, [student] will choose a replacement from 2 pictured options within 3 minutes in 4 out of 5 opportunities across 6 consecutive weeks, as measured by classroom observation.

Given a written or pictured first step placed on the desk, [student] will begin independent work within 3 minutes of the direction with no more than 1 verbal prompt in 3 out of 5 opportunities across 4 consecutive weeks, as measured by latency recording.

Given a 2-pocket take-home folder labeled "keep at home" and "return to school," [student] will place each paper in the correct pocket in 4 out of 5 school days across 4 consecutive weeks, as measured by a daily folder check.

Given a 2-step classroom direction and a written or pictured reminder card, [student] will complete both steps in order in 3 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a visual timer set for a 10-minute work block, [student] will check the timer at least once and finish the assigned portion before it ends in 4 out of 5 work blocks across 6 consecutive weeks, as measured by a work-completion log.

Given a 3-item check-off list for finished work, [student] will check the work against each item before turning it in for 4 out of 5 assignments across 6 consecutive weeks, as measured by a permanent-product review.

Given a 3-part assignment, [student] will number the parts in the order they plan to do them and complete them in that order for 4 out of 5 assignments across 6 consecutive weeks, as measured by a planning-sheet review.

Given a math or reading problem where the first strategy did not work, [student] will try a second taught strategy before asking for help in 4 out of 5 opportunities across 6 consecutive weeks, as measured by teacher observation notes.

Given homework announced at the end of the day, [student] will record each assignment in a planner and have it initialed by the teacher in 4 out of 5 school days across 9 weeks, as measured by planner audit.

Given a desk or cubby map showing where each item belongs, [student] will keep at least 90% of materials in their mapped places at a weekly check across 9 weeks, as measured by a desk-organization checklist.

Given a book report or project due in 2 weeks with 3 dated checkpoints, [student] will complete each checkpoint task by its date in 3 out of 4 projects across 2 grading periods, as measured by a project checkpoint log.

Given a task card that breaks an assignment into 3 to 5 steps, [student] will start the first step within 3 minutes with no more than 1 adult prompt in 3 out of 5 class periods across 6 consecutive weeks, as measured by latency recording.

Given a color-coded binder and folder system with one color per class, [student] will bring the correct binder to each class in 4 out of 5 school days across 6 consecutive weeks, as measured by a teacher materials check.

Given a multi-step direction in class, [student] will write or type the steps in a notebook or notes app and complete them in order in 4 out of 5 opportunities across 9 weeks, as measured by a permanent-product review.

Given a homework task, [student] will estimate how long it will take, time the actual work, and record both numbers for 4 out of 5 assignments across 9 weeks, as measured by a time-estimation log.

Given a schedule change such as a substitute, an assembly, or a moved test, [student] will review the changed plan and state one adjustment they will make in 4 out of 5 changes across 9 weeks, as measured by a case manager log.

Given access to the online gradebook, [student] will check grades weekly, list any missing assignments, and write a plan to submit them in 4 out of 5 weeks across 9 weeks, as measured by a weekly check-in log.

Given a long-term research assignment, [student] will break it into at least 4 dated steps on a calendar and meet each step's date with no more than 1 reminder in 4 out of 5 steps across 9 weeks, as measured by a project checkpoint log.

Given a test announced at least 5 days ahead, [student] will write a study plan with at least 3 study sessions and complete those sessions for 4 out of 5 tests across 9 weeks, as measured by a study-plan review.

Given a job task with a pictured or written first step, [student] will begin the task within 2 minutes of the supervisor's direction with no more than 1 prompt in 3 out of 5 opportunities across 9 weeks, as measured by a job-coach data sheet.

Given a phone or tablet with alarms set by staff, [student] will respond to each alarm by starting the linked task within 5 minutes in 3 out of 5 opportunities across 9 weeks, as measured by a reminder-response log.

Given a weekly list of appointments and deadlines, [student] will enter each one into a digital calendar with a reminder in 4 out of 5 weeks across 9 weeks, as measured by a calendar audit.

Given a checklist of required materials for each class, [student] will arrive with every listed item in 4 out of 5 class periods across 9 weeks, as measured by a teacher materials check.

Given a problem on a job site or in a class project (a missing supply, a broken tool, an absent partner), [student] will name the problem, list 2 options, and act on one in 4 out of 5 opportunities across 9 weeks, as measured by a supervisor observation log.

Given a completed work task and a quality checklist, [student] will inspect the work, correct errors, and record the check before submitting it for 4 out of 5 tasks across 9 weeks, as measured by a work-quality checklist.

Given a multi-week transition task such as a job application or a college form, [student] will list the steps, set a due date for each, and complete 4 out of 5 steps by their dates across 9 weeks, as measured by a transition-planning checklist.

Given a task that is too hard and a modeled help signal, [student] will request help using a word, sign, or AAC symbol before leaving the activity in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a choice of two activities, [student] will indicate a preference by pointing, signing, or selecting an AAC symbol within 10 seconds in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given an unwanted item or activity, [student] will refuse using a taught signal such as "no thank you" or an AAC refusal symbol, rather than pushing or leaving, in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a familiar routine and a visual break card, [student] will request a break before escalating in 4 out of 5 observed instances across 4 consecutive weeks, as measured by classroom observation paired with the break log.

Given a worked example and an independent task, [student] will state which part is unclear rather than saying only "I do not get it" in 4 out of 5 opportunities across 4 consecutive weeks, as measured by work samples and observation.

Given a list of their own accommodations in student-friendly wording, [student] will name 3 of them and say what each one is for in 4 out of 5 opportunities across 4 consecutive weeks, as measured by a structured interview.

Given a sensory or regulation need during class, [student] will request the supporting item or space using their communication system in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer conflict, [student] will state their own position once using an I-statement before seeking adult help in 4 out of 5 opportunities across 6 consecutive weeks, as measured by observation and the behavior log.

Given a new teacher and a one-page profile they helped write, [student] will introduce 2 accommodations they use and why in 4 out of 5 opportunities across 9 weeks, as measured by a teacher checklist.

Given an assignment they cannot complete as written, [student] will email or ask the teacher for the specific accommodation they need, naming it, in 4 out of 5 opportunities across 9 weeks, as measured by a communication log.

Given a disagreement with an adult decision, [student] will state their objection and one reason in a calm voice, then accept the outcome, in 4 out of 5 opportunities across 9 weeks, as measured by observation.

Given their AAC device and a group discussion, [student] will pre-program or navigate to one prepared comment and contribute it in 4 out of 5 sessions across 9 weeks, as measured by session notes.

Given a rehearsed agenda item, [student] will lead one section of their own IEP meeting, such as strengths or goals, in 1 of 1 annual meetings and 2 of 2 practice runs, as measured by the meeting agenda and observer notes.

Given a written summary of their disability and accommodations, [student] will disclose to an employer or instructor and request one accommodation in 3 out of 4 opportunities across 9 weeks, as measured by a transition-services log.

Given a workplace instruction they did not understand, [student] will ask a clarifying question before starting the task in 4 out of 5 opportunities across 9 weeks, as measured by a supervisor checklist.

Given a postsecondary disability services intake, [student] will describe their own support needs and name the documentation required in 1 of 1 intake meetings and 2 of 2 rehearsals, as measured by transition-services notes.