There is no box for a name or a detail about a child. Put those in your own school system.
Before you use theseThese are drafting aids. A goal has to come from the student's own evaluation and present levels, and it is set by the IEP team with the family. Peabody gives no legal or clinical advice. Check the wording against your district's form and your special education teacher or case manager.
Given a list of 20 words with one taught pattern and a picture or sound cue, [Student] will read grade-level words with the spelling patterns being taught with 70% accuracy in 3 of 4 trials, by the next annual review.
Given a list of 20 words that mix two taught patterns, [Student] will read grade-level words with the spelling patterns being taught with 80% accuracy in 3 consecutive sessions, by the next annual review.
Given a short decodable text of 50 to 80 words, [Student] will read grade-level words with the spelling patterns being taught with 85% accuracy in 4 of 5 trials, by the next annual review.
Given an unfamiliar grade-level passage, [Student] will read grade-level words with the spelling patterns being taught with 90% accuracy in 3 consecutive sessions, by the next annual review.
Given a familiar task in two different settings with two different adults, [Student] will read grade-level words with the spelling patterns being taught with 85% accuracy in 4 of 5 trials, by the next annual review.
Give a short word list or a running record once a week from the same level of text. Count words read correctly out of words tried and note the errors, so the next lesson teaches the pattern that tripped them.
Percent correct is the number right divided by the number tried, taken over the number of sessions in the criterion. Use work samples or a short probe, not memory.
For draft 5, take data in each setting and for each adult separately, then compare them.
Condition, behavior, criterion and timeline are the four parts of each goal. Change the numbers to fit the baseline in the evaluation.
Pick a subject area, a grade and a skill and get five draft goal wordings, each with a condition, a behavior, a criterion and a timeline, plus how to measure them. A drafting aid for your IEP team to adapt. Free, with no names and no AI.
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From the student's evaluation and present levels of performance, written by the IEP team with the family. A drafting aid cannot know a child. Use these wordings as a starting shape and change them to fit the real data.
No. Peabody gives no legal or clinical advice. Your district, your case manager and your special education teacher decide what a goal must include.
Specific, measurable, achievable, relevant and time-bound. Each draft here names the condition (what support or materials), the behavior (what the student will do), the criterion (how well, how often) and the timeline.
No. The wording says [Student]. There is no box for a name, a diagnosis or any detail about a child, so nothing like that can be typed in, saved or sent. Only your menu choices are remembered, in this browser.
No. A teacher-written bank of skills and wordings builds them. There is no model, no network request and no account.
Nothing you pick is sent to us, and there is no box for a student's name or details. Menu choices stay in this browser. No sign-in, no ads, no AI. What each tool stores