IEP Goal Writer Skill
An IEP goal that can't be measured can't be defended or monitored — and vague goals fail the student and the district at the annual review. This skill writes goals that are legally sound and trackable: a baseline you're growing from, the condition and criterion that make progress objective, and accommodations matched to the actual barrier.
Working from a brief
Given the student's need area and present level, write complete goals — infer a reasonable baseline and criterion if not given, and label them as placeholders for the team to confirm. Never invent a diagnosis or evaluation data.
Required Inputs
Ask for (if not provided, else infer and label as a placeholder):
- Grade and the need area (reading fluency, written expression, self-regulation, math, social/communication…)
- Present level / baseline — what the student can do now
- The barrier — what's getting in the way (decoding, attention, processing, mobility…)
Output Format
Annual goal(s)
Each in the SMART/legal frame:
By [date], given [condition], [student] will [observable behavior] to [criterion], as measured by [method] across [number] of [trials/samples].
Baseline stated separately so growth is visible.
Short-term objectives
2–3 stepping-stone benchmarks that build toward the annual goal (the checkpoints for progress reports).
Accommodations
Matched to the barrier, sorted by setting (instruction, assignments, testing, environment). Each says what and when — not a generic menu.
Progress monitoring
How and how often the goal is measured, so a progress report can be written from data.
Quality Checks
Anti-Patterns
- "Student will improve reading" — no baseline, condition, or measurable criterion
- Accommodations as a generic checklist unrelated to the barrier
- Criteria that can't be measured ("to the best of their ability")
- Fabricating test scores or a disability category
- Goals a general-ed teacher couldn't collect data on
1---2name: iep-goal-writer3description: Write measurable IEP goals and matching accommodations for a K-12 student with an IEP or 504 plan. Use when asked to write an IEP goal, draft annual goals, make a goal measurable, or list accommodations. Produces SMART annual goals (baseline, condition, behavior, criterion, measurement) with short-term objectives and a set of accommodations tied to the student's needs — written to be legally defensible and progress-monitorable.4---5
6# IEP Goal Writer Skill
7
8An IEP goal that can't be measured can't be defended or monitored — and vague goals fail the student and the district at the annual review. This skill writes goals that are legally sound and trackable: a baseline you're growing from, the condition and criterion that make progress objective, and accommodations matched to the actual barrier.
9
10## Working from a brief
11
12Given the student's need area and present level, **write complete goals** — infer a reasonable baseline and criterion if not given, and label them as placeholders for the team to confirm. Never invent a diagnosis or evaluation data.
13
14## Required Inputs
15
16Ask for (if not provided, else infer and label as a placeholder):
17- **Grade** and the **need area** (reading fluency, written expression, self-regulation, math, social/communication…)
18- **Present level / baseline** — what the student can do now
19- **The barrier** — what's getting in the way (decoding, attention, processing, mobility…)
20
21## Output Format
22
23### Annual goal(s)
24Each in the SMART/legal frame:
25> _By [date], given [condition], [student] will [observable behavior] to [criterion], as measured by [method] across [number] of [trials/samples]._
26
27Baseline stated separately so growth is visible.
28
29### Short-term objectives
302–3 stepping-stone benchmarks that build toward the annual goal (the checkpoints for progress reports).
31
32### Accommodations
33Matched to the barrier, sorted by setting (instruction, assignments, testing, environment). Each says *what* and *when* — not a generic menu.
34
35### Progress monitoring
36How and how often the goal is measured, so a progress report can be written from data.
37
38## Quality Checks
39
40- [ ] Every goal has baseline, condition, observable behavior, criterion, and measurement method
41- [ ] The criterion is a number (accuracy, frequency, trials) — not "improve" or "better"
42- [ ] Accommodations map to the stated barrier, with a when/where
43- [ ] Short-term objectives are true stepping stones to the annual goal
44- [ ] Placeholders (baseline/criterion you inferred) are flagged for the team to confirm
45- [ ] No invented diagnosis, evaluation scores, or eligibility claims
46
47## Anti-Patterns
48
49- "Student will improve reading" — no baseline, condition, or measurable criterion
50- Accommodations as a generic checklist unrelated to the barrier
51- Criteria that can't be measured ("to the best of their ability")
52- Fabricating test scores or a disability category
53- Goals a general-ed teacher couldn't collect data on
gabrielmoreira