IEP Goal Bank

By the annual review, when a preferred item or activity is out of reach during classroom routines, [student] will request it using a 3-word phrase (spoken, signed, or typed), increasing from 1-word requests in 20% of opportunities at baseline to 3-word requests in 80% of opportunities across 3 consecutive data sessions, measured by teacher and SLP data collection.

By the annual review, when shown a picture or real object, [student] will describe it using at least 3 attributes (such as category, function, color, or size), increasing from 1 attribute at baseline to 3 attributes in 4 of 5 opportunities across 3 consecutive sessions, measured by SLP probe data.

By the annual review, during structured language activities, [student] will produce grammatically complete sentences of 5 or more words to describe an event, increasing from 30% to 80% of utterances in a 20-utterance language sample, measured by monthly SLP language samples.

By the annual review, after listening to a short grade-level story, [student] will retell it in order, including the character, setting, problem, and solution, increasing from 1 of 4 elements at baseline to 4 of 4 elements in 4 of 5 retells, measured by an SLP story-grammar rubric.

By the annual review, during shared reading, [student] will answer who, what, and where questions about the text with a relevant response (spoken, signed, or AAC), increasing from 40% to 80% accuracy across 3 consecutive data sessions, measured by teacher data collection.

By the annual review, during structured speaking tasks, [student] will use regular past-tense verbs correctly, increasing from 25% to 85% accuracy across 3 consecutive weekly probes, measured by SLP probe data.

By the annual review, when given a category (such as animals, foods, or school tools), [student] will name 5 items in the category within 30 seconds in 4 of 5 opportunities, increasing from 2 items at baseline, measured by biweekly SLP probes.

By the annual review, during morning meeting or another sharing time, [student] will share one piece of personal news using a sentence starter, a visual, or AAC as needed in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 opportunities at baseline, measured by teacher data collection.

By the annual review, during classroom routines, [student] will follow 2-step directions without the direction being repeated, increasing from 30% to 80% of opportunities across 3 consecutive data sessions, measured by teacher data collection.

By the annual review, during structured tasks, [student] will follow directions that contain spatial or time concepts (before, after, under, next to) with 80% accuracy across 3 consecutive weekly probes, increasing from 40% at baseline, measured by SLP probe data.

By the annual review, when shown a field of 4 pictures, [student] will point to the named picture for 40 core classroom vocabulary words with 90% accuracy across 3 consecutive sessions, increasing from 15 words at baseline, measured by SLP probe data.

By the annual review, when asked yes/no questions about preferences and facts, [student] will answer accurately using speech, sign, gesture, or AAC in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 50% accuracy at baseline, measured by SLP and teacher data collection.

By the annual review, after listening to a grade-level passage read aloud, [student] will answer 4 of 5 literal and inferential questions correctly across 3 consecutive weekly probes, increasing from 2 of 5 at baseline, measured by teacher-administered comprehension checks.

By the annual review, when given grade-level sentences that contain idioms or figurative language, [student] will explain the intended meaning in 4 of 5 items across 3 consecutive sessions, increasing from 1 of 5 at baseline, measured by SLP probe data.

By the annual review, when [student] does not understand a direction or question, [student] will ask for clarification (such as 'Can you say it again?' or an AAC message) in 4 of 5 observed opportunities across 3 consecutive data sessions, increasing from 0 of 5 at baseline, measured by teacher data collection.

By the annual review, during snack, play, and work routines, [student] will use a speech-generating device or communication board to request preferred items or actions, increasing from 2 to 10 independent requests per day across 3 consecutive data days, measured by communication partner tally sheets.

By the annual review, during structured and natural activities, [student] will use 25 different core words on an AAC system (such as more, stop, go, help, and different) across 2 school settings, increasing from 5 core words at baseline, measured by a weekly AAC vocabulary log.

By the annual review, during classroom activities, [student] will combine 2 or more symbols on an AAC system to comment, request, or protest in 4 of 5 opportunities across 3 consecutive data sessions, increasing from single-symbol messages at baseline, measured by SLP and teacher data collection.

By the annual review, when asked to find a word, [student] will navigate to the correct page of the AAC system and select the target symbol within 10 seconds in 8 of 10 trials across 3 consecutive sessions, increasing from 3 of 10 at baseline, measured by SLP probe data.

By the annual review, when offered a non-preferred item or activity, [student] will refuse or protest using an AAC message (such as 'no thanks' or 'stop') instead of pushing materials away in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, during shared reading or play, [student] will use the AAC system to make a comment (such as 'funny,' 'uh oh,' or 'I like it') at least 3 times per 15-minute activity across 3 consecutive sessions, increasing from 0 comments at baseline, measured by SLP data collection.

By the annual review, when a communication partner does not understand a spoken message, [student] will repair the breakdown by repeating it, using a gesture, or switching to the AAC system in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 1 of 5 at baseline, measured by SLP data collection.

By the annual review, during general education lessons, [student] will use the AAC system to answer a question or add to the discussion at least 2 times per lesson in 4 of 5 observed lessons, increasing from 0 at baseline, measured by a teacher observation checklist.

By the annual review, when a familiar adult or peer greets [student], [student] will return the greeting in a way of their choice (spoken word, wave, sign, or AAC) in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, during a structured conversation with a peer on a topic of shared interest, [student] will keep the conversation going for 4 or more turns in 4 of 5 conversations across 3 consecutive weeks, increasing from 1 turn at baseline, measured by SLP data collection.

By the annual review, during peer conversations, [student] will ask a peer a related question about the peer's topic at least once per conversation in 4 of 5 conversations, increasing from 0 of 5 at baseline, measured by SLP observation data.

By the annual review, when [student] wants to change the topic, [student] will use a transition phrase (such as 'Can I tell you about something else?') before shifting topics in 4 of 5 opportunities across 3 consecutive sessions, increasing from 1 of 5 at baseline, measured by SLP data collection.

By the annual review, when shown video clips or written scenarios of peer interactions, [student] will identify what a character is thinking or feeling and name one clue that supports the answer with 80% accuracy across 3 consecutive sessions, increasing from 30% at baseline, measured by SLP probe data.

By the annual review, during recess or free choice time, [student] will join a peer activity by asking to join, offering a toy, or watching and then joining in at least 3 times per week across 4 consecutive weeks, increasing from 0 times per week at baseline, measured by a staff observation checklist.

By the annual review, when meeting a new teacher, peer partner, or substitute, [student] will share 2 facts about how they communicate best (for example, 'I use my talker' or 'I need extra time to answer') using a self-advocacy card, a script, or AAC in 4 of 5 opportunities, increasing from 0 at baseline, measured by case manager data collection.

By the annual review, when a conversation partner signals they need to leave (such as saying 'I have to go' or packing up), [student] will close the conversation with a parting phrase in 4 of 5 opportunities across 3 consecutive sessions, increasing from 1 of 5 at baseline, measured by SLP data collection.

By the annual review, during a structured game with 1 to 3 peers, [student] will wait for and take turns for the full game (at least 10 minutes) with no more than 1 adult reminder in 4 of 5 games across 3 consecutive weeks, increasing from 3 minutes at baseline, measured by teacher data collection.

By the annual review, during free play, [student] will take part in a shared activity with a peer (building, pretend play, or a game) for 5 consecutive minutes in 4 of 5 observed sessions, increasing from 1 minute at baseline, measured by staff observation data.

By the annual review, during group art or building activities, [student] will share or trade materials when a peer asks in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, when [student] loses a game, [student] will use a chosen coping statement or strategy (such as 'next time' or a deep breath) and stay with the group for the next activity in 4 of 5 games across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, during group projects, [student] will propose a compromise or accept a peer's idea when the group disagrees in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by a teacher observation checklist.

By the annual review, during lunch or a structured club, [student] will start an interaction with a peer about a shared interest at least 2 times per week across 6 consecutive weeks, increasing from 0 times per week at baseline, measured by a staff observation log.

By the annual review, during play with a peer, [student] will add a new action or idea to a pretend play scenario (such as feeding a doll or driving a toy car to the store) at least 3 times per 10-minute session in 4 of 5 sessions, increasing from 0 at baseline, measured by teacher data collection.

By the annual review, when [student] shows the early signs of distress listed in the behavior plan, [student] will request a break using a break card, sign, words, or AAC in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by daily behavior data sheets.

By the annual review, after a scheduled or requested break, [student] will return to the assigned activity within 3 minutes of the timer ending in 80% of breaks across 3 consecutive weeks, increasing from 30% at baseline, measured by a teacher break log.

By the annual review, when frustrated, [student] will use one strategy from a personal regulation menu (deep breathing, a movement break, headphones, or a fidget) and return to work within 5 minutes in 4 of 5 observed opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, at 3 scheduled check-ins per day, [student] will identify their own emotional state using a feelings scale or visual chart and name one matching strategy in 90% of check-ins across 3 consecutive weeks, increasing from 40% at baseline, measured by check-in sheets.

By the annual review, when given a visual schedule and a 2-minute warning, [student] will move to the next activity within 2 minutes in 80% of transitions across 5 consecutive school days, increasing from 35% at baseline, measured by teacher transition data.

By the annual review, when [student] wants an adult or peer to stop an action, [student] will use a functional communication response (saying or signing 'stop' or 'all done,' or using AAC) instead of hitting, reducing hitting from an average of 6 incidents per week at baseline to 1 or fewer per week across 4 consecutive weeks, measured by daily frequency and ABC data.

By the annual review, when asked to wait for a preferred item or activity, [student] will wait using a visual timer or waiting strategy for up to 3 minutes in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 30 seconds at baseline, measured by teacher data collection.

By the annual review, during 20-minute independent work periods, [student] will stay engaged with the assigned task (working, asking for help, or taking an approved movement break) for 80% of 1-minute intervals across 3 consecutive observations, increasing from 45% at baseline, measured by momentary time-sampling data.

By the annual review, using a self-monitoring checklist, [student] will rate their own use of 2 target classroom skills and match the teacher's rating in 80% of rated periods across 3 consecutive weeks, increasing from 40% agreement at baseline, measured by self-monitoring sheets compared with teacher ratings.

By the annual review, when given an independent assignment, [student] will begin the task within 2 minutes using a first-step checklist in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, at the end of each class, [student] will record assignments and due dates in a paper planner or digital app with 90% accuracy across 4 consecutive weeks, increasing from 40% at baseline, measured by weekly case manager planner checks.

By the annual review, using a 5-item organization checklist (folders labeled, papers filed, materials present), [student] will keep a binder and backpack organized in 4 of 5 weekly checks across 6 consecutive weeks, increasing from 1 of 5 checks at baseline, measured by a case manager organization checklist.

By the annual review, when given a multi-step project, [student] will break it into steps with due dates using a task planning template and complete 80% of steps by their dates across 2 consecutive projects, increasing from 30% at baseline, measured by teacher review of the templates.

By the annual review, before starting a task, [student] will estimate how long it will take and compare the estimate with a timer, coming within 5 minutes of the actual time in 4 of 5 tasks across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by a self-monitoring log reviewed by the teacher.

By the annual review, [student] will turn in completed homework and classwork by the due date for 90% of assignments in a grading period, increasing from 55% at baseline, measured by the teacher gradebook.

By the annual review, when an expected routine changes (such as a substitute teacher or a schedule change), [student] will review the change on a visual or written schedule and state or select one plan for the change in 4 of 5 opportunities across 3 consecutive months, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, when given multi-step oral directions, [student] will use a memory strategy (writing the steps, repeating them back, or using a checklist) to complete all steps in 4 of 5 opportunities across 3 consecutive data sessions, increasing from 2 of 5 at baseline, measured by teacher data collection.

By the annual review, when given spoken 3- and 4-sound words, [student] will segment them into individual sounds with 90% accuracy across 3 consecutive weekly probes, increasing from 40% at baseline, measured by phonemic awareness probes.

By the annual review, when shown all 26 letters in random order, [student] will say the most common sound for 26 of 26 letters across 3 consecutive weekly probes, increasing from 12 of 26 at baseline, measured by letter-sound probes.

By the annual review, when given a list of 20 decodable consonant-vowel-consonant words, [student] will read them correctly with 90% accuracy across 3 consecutive weekly probes, increasing from 35% at baseline, measured by curriculum-based decoding probes.

By the annual review, when given a list of 20 grade-level multisyllabic words, [student] will decode them with 85% accuracy using syllable division strategies across 3 consecutive biweekly probes, increasing from 40% at baseline, measured by decoding probes.

By the annual review, when shown words from the grade-level high-frequency list, [student] will read 100 words within 3 seconds each across 3 consecutive biweekly checks, increasing from 30 words at baseline, measured by teacher word-list checks.

By the annual review, when given an unfamiliar grade-level passage, [student] will read aloud at 90 words correct per minute with 95% accuracy across 3 consecutive biweekly probes, increasing from 52 words correct per minute at baseline, measured by curriculum-based measurement (CBM) oral reading fluency probes.

By the annual review, after reading an instructional-level passage, [student] will state the main idea and 2 supporting details in 4 of 5 passages across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by a teacher comprehension rubric.

By the annual review, after reading a grade-level passage, [student] will answer inferential questions and cite one piece of text evidence with 80% accuracy across 3 consecutive weekly probes, increasing from 30% at baseline, measured by teacher-made comprehension probes.

By the annual review, after reading a story, [student] will complete a story map that identifies the characters, setting, problem, key events, and solution with 4 of 5 elements correct across 3 consecutive stories, increasing from 2 of 5 at baseline, measured by teacher-scored story maps.

By the annual review, after listening to or reading a short passage, [student] will answer comprehension questions by pointing to or selecting the answer from a field of 3 choices (pictures, words, or AAC) with 80% accuracy across 3 consecutive sessions, increasing from 40% at baseline, measured by teacher data collection.

By the annual review, when given a picture prompt, [student] will write a complete sentence with a capital letter, a subject, a verb, and end punctuation in 4 of 5 prompts across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by a teacher writing rubric.

By the annual review, when given a grade-level prompt and a graphic organizer, [student] will write a paragraph with a topic sentence, 3 supporting details, and a closing sentence, scoring 3 of 4 or higher on the district rubric in 3 consecutive samples, increasing from 1 of 4 at baseline, measured by the district writing rubric.

By the annual review, when dictated 20 words that contain taught spelling patterns, [student] will spell them correctly with 80% accuracy across 3 consecutive weekly probes, increasing from 35% at baseline, measured by spelling inventory probes.

By the annual review, when given a story starter and 3 minutes to write, [student] will write 35 correct word sequences across 3 consecutive biweekly probes, increasing from 12 at baseline, measured by CBM written expression probes.

By the annual review, when given their own draft and an editing checklist, [student] will find and correct capitalization, punctuation, and spelling errors with 80% accuracy across 3 consecutive writing samples, increasing from 25% at baseline, measured by teacher review of edited drafts.

By the annual review, before writing, [student] will complete a planning organizer with a main idea and at least 3 details in 4 of 5 writing assignments, increasing from 1 of 5 at baseline, measured by teacher review of planning sheets.

By the annual review, when given a writing task, [student] will use speech-to-text or word prediction software to draft and then edit at least 5 sentences in 4 of 5 assignments across 3 consecutive weeks, increasing from 1 sentence at baseline, measured by saved drafts and teacher data collection.

By the annual review, when given an opinion prompt, [student] will write a piece that states a claim, gives 2 reasons with evidence, and ends with a conclusion, scoring 3 of 4 on the district rubric in 2 consecutive samples, increasing from 1 of 4 at baseline, measured by the district writing rubric.

By the annual review, when given sets of up to 20 objects, [student] will count them with one-to-one correspondence and state the total with 90% accuracy across 3 consecutive sessions, increasing from sets of up to 5 at baseline, measured by teacher data collection.

By the annual review, when given a 2-minute mixed addition and subtraction probe with facts within 20, [student] will write 40 correct digits across 3 consecutive weekly probes, increasing from 15 at baseline, measured by CBM math computation probes.

By the annual review, when given a 2-minute multiplication probe with facts from 0 to 10, [student] will answer 30 facts correctly across 3 consecutive weekly probes, increasing from 8 at baseline, measured by math fact fluency probes.

By the annual review, when given 10 multi-digit addition and subtraction problems with regrouping, [student] will solve them with 80% accuracy across 3 consecutive weekly probes, increasing from 30% at baseline, measured by teacher-made computation probes.

By the annual review, when given grade-level one- and two-step word problems (read aloud as needed), [student] will identify the operation, solve, and label the answer with 80% accuracy across 3 consecutive weekly probes, increasing from 25% at baseline, measured by teacher-made problem-solving probes.

By the annual review, when given numbers up to 1,000, [student] will identify the value of each digit with 90% accuracy across 3 consecutive probes, increasing from 50% at baseline, measured by teacher data collection.

By the annual review, when given fraction models and number lines, [student] will compare and order fractions with like and unlike denominators with 80% accuracy across 3 consecutive weekly probes, increasing from 20% at baseline, measured by curriculum-based assessments.

By the annual review, during classroom store or community practice, [student] will choose the correct bills to pay for an item up to $10.00 using the next-dollar strategy in 4 of 5 trials across 3 consecutive sessions, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, when shown an analog clock, [student] will tell time to the nearest 5 minutes with 90% accuracy across 3 consecutive sessions, increasing from telling time to the hour only at baseline, measured by teacher probes.

By the annual review, on arrival at school, [student] will complete a 5-step arrival routine (unpack, hang backpack, turn in folder, choose lunch, begin morning work) using a visual checklist with no more than 1 adult prompt on 4 of 5 days across 3 consecutive weeks, increasing from 2 of 5 steps done independently at baseline, measured by task analysis data.

By the annual review, during scheduled and self-started bathroom breaks, [student] will complete all steps of the toileting routine, including handwashing, independently in 90% of opportunities across 3 consecutive weeks, increasing from 50% of steps done independently at baseline, measured by task analysis data.

By the annual review, before lunch and after bathroom use, [student] will wash hands following a 7-step visual sequence independently in 4 of 5 opportunities across 3 consecutive weeks, increasing from 3 of 7 steps at baseline, measured by task analysis data.

By the annual review, in the cafeteria, [student] will open food containers, eat, and clean up the eating area independently in 4 of 5 lunch periods across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by staff task analysis data.

By the annual review, before recess and dismissal, [student] will put on and zip a jacket independently within 2 minutes in 4 of 5 opportunities across 3 consecutive weeks, increasing from full adult help at baseline, measured by teacher data collection.

By the annual review, when asked by a trusted adult, [student] will state, write, or show (using an ID card or AAC) their full name, a parent's phone number, and their home address in 4 of 5 opportunities across 3 consecutive weeks, increasing from name only at baseline, measured by teacher data collection.

By the annual review, during community-based instruction, [student] will cross streets at crosswalks by stopping, looking both ways, and waiting for the walk signal in 4 of 5 crossings across 3 consecutive outings, increasing from 1 of 5 at baseline, measured by a staff community safety checklist.

By the annual review, when [student] cannot finish a daily living task (such as opening a container or finding a lost item), [student] will ask for help using words, a help card, or AAC in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by staff data collection.

By the annual review, during writing tasks, [student] will use a functional pencil grasp (with or without a grip aid) for a full 10-minute task in 4 of 5 observations across 3 consecutive weeks, increasing from 2 minutes at baseline, measured by OT observation data.

By the annual review, when copying from a near-point model, [student] will form lowercase letters correctly (start point, direction, and size) with 80% accuracy across 3 consecutive weekly samples, increasing from 40% at baseline, measured by an OT handwriting rubric.

By the annual review, when writing 3 sentences, [student] will use correct spacing between words and keep letters on the line so that an unfamiliar reader can read 80% of words across 3 consecutive writing samples, increasing from 45% at baseline, measured by an OT legibility checklist.

By the annual review, during classroom art tasks, [student] will cut along a curved line within 1/4 inch of the line using adapted or standard scissors in 4 of 5 trials across 3 consecutive sessions, increasing from straight lines only at baseline, measured by OT data collection.

By the annual review, during computer tasks, [student] will type 20 words per minute with 90% accuracy across 3 consecutive probes, increasing from 8 words per minute at baseline, measured by keyboarding program reports.

By the annual review, during dressing and classroom routines, [student] will open and close 3 fastener types (zippers, buttons, and snaps) independently in 4 of 5 trials across 3 consecutive weeks, increasing from 1 fastener type at baseline, measured by OT data collection.

By the annual review, when copying 2 sentences from the board, [student] will copy them accurately within 3 minutes in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher and OT data collection.

By the annual review, when the environment is too loud or bright for [student], [student] will request or independently use a sensory support (such as noise-reducing headphones, sunglasses, or a quiet space) in 4 of 5 observed opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, during weekly check-ins, [student] will name 3 sensory situations that are hard for them and 1 support that helps with each, using words, writing, pictures, or AAC, in 4 of 5 check-ins across 3 consecutive months, increasing from 0 situations named at baseline, measured by OT and counselor data collection.

By the annual review, at the times set in the sensory plan, [student] will choose and complete a movement or sensory activity from a visual menu and return to class within 5 minutes in 80% of scheduled breaks across 3 consecutive weeks, increasing from 30% at baseline, measured by a sensory break log.

By the annual review, during fire drills and other planned loud events, [student] will follow a practiced plan (put on headphones, follow the line or a support person, and go to the meeting spot) in 4 of 5 drills or practice runs, increasing from 1 of 5 at baseline, measured by a staff drill checklist.

By the annual review, when [student] rates their stress at 3 or higher on a 5-point scale, [student] will choose a coping strategy from their personal list and rate their stress again after using it in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by self-rating sheets reviewed by the counselor.

By the annual review, during structured check-ins, [student] will identify a body signal (such as hunger, thirst, needing the bathroom, or feeling hot) and take a matching action in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher data collection.

By the annual review, before tests or other stressful tasks, [student] will use a practiced coping routine (a breathing exercise, a positive self-statement, or a checklist review) and begin the task within 3 minutes in 4 of 5 opportunities across 3 consecutive weeks, increasing from 1 of 5 at baseline, measured by teacher data collection.

Postsecondary goal: After high school, [student] will enroll in a community college certificate program in automotive technology. Annual goal: By the annual review, [student] will research 3 programs and complete the application steps for 1, including a disability services intake request, with no more than 2 adult prompts, measured by a transition checklist reviewed by the case manager.

Postsecondary goal: After high school, [student] will work part-time in a retail or warehouse job with support from vocational rehabilitation. Annual goal: By the annual review, during a school-based or community work experience, [student] will complete a 6-step job task sequence with 90% accuracy and no more than 1 prompt across 3 consecutive work sessions, increasing from 60% at baseline, measured by job coach task analysis data.

Postsecondary goal: After high school, [student] will prepare simple meals at home independently. Annual goal: By the annual review, [student] will follow a picture or written recipe to prepare a 3-step meal (such as a sandwich, salad, or microwave meal), completing 90% of steps independently in 4 of 5 trials, increasing from 40% at baseline, measured by task analysis data.

By the annual review, [student] will lead part of their own IEP meeting by presenting their strengths, their needs, and 2 accommodations they want, using slides, a script, or AAC, and complete 4 of 5 items on a student-led IEP checklist, increasing from 0 items at baseline, measured by the case manager.

By the annual review, [student] will ask the teacher for an IEP accommodation (such as extended time or a copy of notes) at least once per grading period in 4 of 5 classes, increasing from 0 requests at baseline, measured by teacher verification forms.

By the annual review, [student] will complete a job application and 2 mock interviews, giving relevant answers to at least 4 of 5 common interview questions in each interview, increasing from 1 of 5 at baseline, measured by a transition coordinator rubric.

By the annual review, [student] will plan and take a round trip on public transit between school and a community location using a phone app, completing 90% of travel-training steps independently across 3 consecutive trips, increasing from 40% at baseline, measured by travel-training task analysis data.

By the annual review, [student] will track spending of a monthly allowance or paycheck in a budgeting app or written register with 90% accuracy across 3 consecutive months, increasing from no budget tracking at baseline, measured by teacher review of the budget log.