Fraction Operations

Adding/Subtracting Unlike Fractions

CCSS.MATH.CONTENT.5.NF.A.1

Annual Goal: By the end of the IEP period, when presented with addition or subtraction fraction equations with unlike denominators, [Student Name] will accurately find equivalent common denominators and solve the equations with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify common multiples of single-digit denominators with 70% accuracy.

Benchmark 2

Convert unlike fractions into equivalent common denominator fractions with 75% accuracy.

Benchmark 3

Compute final sum/difference of unlike equations and convert mixed numbers with 80% accuracy.

Decimals & Base Ten

Multi-Digit Decimal Computations

CCSS.MATH.CONTENT.5.NBT.B.7

Annual Goal: By the end of the IEP period, when given addition, subtraction, multiplication, or division problems involving decimals to the hundredths, [Student Name] will compute solutions accurately with [80%] accuracy in [4 out of 5] consecutive evaluation opportunities.

Benchmark 1

Add and subtract decimal values to the hundredths with physical place value alignment support with 70% accuracy.

Benchmark 2

Multiply decimals to hundredths using area models or standard algorithm with 75% accuracy.

Benchmark 3

Solve short-division decimal equations up to the hundredths place with 80% accuracy.

Matched Math Accommodations

• Provide a visual common denominator matrix chart
• Utilize visual fraction tiles and circles for instruction
• Provide pre-drawn place-value grids to align decimal calculations
• Read word problems aloud to isolate calculations from reading load

Grade 5 IEP Goal Bank Toolkit Page 2 of 4

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HORIZON FIVE

IEP Goal Bank & Progress Toolkit

Executive Function & Behavior

Grade 5 Autonomy Pathways

Fifth graders prepare for middle school transitions. Key focus areas include minimizing adult cue dependency and building structured pathways for self-regulation during routine shifts.

Transition Routine

Transition Pace & Preparation

Annual Goal: By the end of the IEP period, when transitioning between academic activities, classes, or locations, [Student Name] will follow transition steps (clean up, move quietly, gather new materials) within [3 minutes] of a single verbal/visual cue in [4 out of 5] opportunities.

Benchmark 1

Clean up task materials and pack backpack within 1 minute of a teacher prompt in 70% of trials.

Benchmark 2

Transition directly to the next classroom area with 2 or fewer prompts in 75% of trials.

Benchmark 3

Complete total shift and gather new materials within 3 minutes with 1 prompt in 80% of trials.

Self-Regulation

De-escalation & Visual break Systems

Annual Goal: By the end of the IEP period, when experiencing learning frustration or sensory overload, [Student Name] will utilize an independent self-regulation routine (e.g., visual break card, deep breathing card) to de-escalate and return to work within [5 minutes], in [4 out of 5] opportunities.

Benchmark 1

Identify feelings of frustration and select a visual "coping card" with direct teacher prompt in 70% of trials.

Benchmark 2

Utilize a quiet 5-minute break area and return to work with 2 or fewer verbal prompts in 75% of trials.

Benchmark 3

Independently initiate a break request card and return to task with 1 or fewer prompts in 80% of trials.

Matched Behavior Accommodations

• Use visual checklists with icon symbols for transitions
• Provide peer modeling structures during transitions
• Establish a designated quiet classroom "cool-down spot"
• Provide a visual sequence board of current activities (First/Then)

Grade 5 IEP Goal Bank Toolkit Page 3 of 4

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HORIZON FIVE

IEP Goal Bank & Progress Toolkit

Teacher Utility

Rubric: Transition and Emotional Regulation

Printable IEP Weekly Data Log

Student Name:

Target Goal / Standard:

Week Commencing:

Grade 5 IEP Goal Bank Toolkit Page 4 of 4

Fraction Operations

Adding & Subtracting Like Fractions

CCSS.MATH.CONTENT.4.NF.B.3

Annual Goal: By the end of the IEP period, when presented with equations adding or subtracting fractions with like denominators, [Student Name] will compute the solution with [80%] accuracy in [4 out of 5] consecutive math opportunities.

Benchmark 1

Identify numerators and denominators in fractions and model addition visually in 4 out of 5 trials.

Benchmark 2

Add or subtract fractions with like denominators without converting mixed numbers with 75% accuracy.

Benchmark 3

Solve word problems requiring addition/subtraction of like fractions with 80% accuracy.

Operations & Base Ten

Multi-Digit Standard Algorithm

CCSS.MATH.CONTENT.4.NBT.B.4

Annual Goal: By the end of the IEP period, when presented with multi-digit whole number addition or subtraction equations, [Student Name] will compute solutions using the standard algorithm with [80%] accuracy in [4 out of 5] consecutive evaluation opportunities.

Benchmark 1

Align numbers by place value and solve multi-digit equations without regrouping with 70% accuracy.

Benchmark 2

Solve multi-digit equations with 1 regrouping step using grid guidance with 75% accuracy.

Benchmark 3

Independently compute multi-digit whole number problems with multiple regroupings with 80% accuracy.

Matched Math Accommodations

• Provide physical fraction strips for concrete exploration
• Utilize 1-cm grid paper to ensure place value vertical alignment
• Provide a visual "regrouping guide" flow-chart card
• Read computational problems aloud to isolate performance focus

Grade 4 IEP Goal Bank Toolkit Page 2 of 4

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HORIZON FOUR

IEP Goal Bank & Progress Toolkit

Executive Function & Behavior

Organizing the Learning Area

Fourth-grade organization begins to focus on desk systems and self-monitoring task completion. Visual reminder strips attached directly to the student desk provide consistent non-verbal guidance.

Desk Organization

Desk & Material Maintenance

Annual Goal: By the end of the IEP period, when prompted at the end of the academic day, [Student Name] will independently use a 5-step desk organization checklist to clear, sort, and organize their work materials with no more than [1 reminder prompt] in [4 out of 5] opportunities.

Benchmark 1

Identify and throw away trash/scrap paper from the desk surface with 1 prompt in 70% of trials.

Benchmark 2

File worksheets directly into color-coded folders when prompted in 75% of trials.

Benchmark 3

Execute the entire 5-step desk organization routine with 1 or fewer prompts in 80% of trials.

Task Stamina

Focused Work Duration

Annual Goal: By the end of the IEP period, when presented with independent academic tasks, [Student Name] will maintain active focus on the task for [12 consecutive minutes] without off-task behaviors, requiring no more than [1 verbal cue] in [4 out of 5] consecutive observation logs.

Benchmark 1

Maintain continuous academic task focus for up to 6 minutes with 2 or fewer prompts in 70% of trials.

Benchmark 2

Maintain task focus for 9 consecutive minutes with 1 or fewer prompts in 75% of trials.

Benchmark 3

Focus and work continuously on tasks for 12 minutes without off-task distractions in 80% of trials.

Matched Behavior Accommodations

• Tape a physical "desk diagram template" directly onto student desk
• Utilize visual sand timers or digital focus clocks during work
• Chunk independent worksheets into 2-3 manageable sections
• Provide seat cushions or sensory wiggle-pads for focused seating

Grade 4 IEP Goal Bank Toolkit Page 3 of 4

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HORIZON FOUR

IEP Goal Bank & Progress Toolkit

Teacher Utility

Rubric: Desk Organization and Stamina

Printable IEP Weekly Data Log

Student Name:

Target Goal / Standard:

Week Commencing:

Grade 4 IEP Goal Bank Toolkit Page 4 of 4

Operations & Algebraic Thinking

Multiplication & Division Word Problems

CCSS.MATH.CONTENT.3.OA.A.3

Annual Goal: By the end of the IEP period, when presented with multiplication or division word problems within 100, [Student Name] will use drawings, arrays, or equal group models to set up and solve the problem with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Represent multiplication problems using arrays or equal circles in 4 out of 5 trials.

Benchmark 2

Solve basic multiplication word problems with facts up to 5x5 with 75% accuracy.

Benchmark 3

Set up and solve multiplication or division word problems within 100 with 80% accuracy.

Fractions Introduction

Part-to-Whole Fraction Representation

CCSS.MATH.CONTENT.3.NF.A.1

Annual Goal: By the end of the IEP period, when given a visual fractional model (such as partitioned circles or squares), [Student Name] will correctly identify, write, or model fractions (with denominators of 2, 3, 4, 6, 8) with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify and write unit fractions (e.g., 1/2, 1/4) from visual models with 70% accuracy.

Benchmark 2

Shade a blank geometric model to represent a given fraction with 75% accuracy.

Benchmark 3

Identify and write proper fractions (numerator > 1) from circle or area shapes with 80% accuracy.

Matched Math Accommodations

• Provide color-coded counters or tiles to model equal groups
• Offer pre-cut fraction circle shapes and partitioned strips
• Provide a laminated multiplication table grid (up to 10x10)
• Incorporate highlighters to isolate digits and words in problems

Grade 3 IEP Goal Bank Toolkit Page 2 of 4

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HORIZON THREE

IEP Goal Bank & Progress Toolkit

Executive Function & Behavior

Following Simple Directions

At Grade 3, independent classroom routines become more complex. Introduce first-then schedules and break cue cards to aid verbal prompt reduction and self-regulation.

Task Initiation

Prompt Reduction & Initiation

Annual Goal: By the end of the IEP period, when given a multi-step classroom task, [Student Name] will independently begin the task within [5 minutes] of the initial instruction, requiring no more than [1 verbal cue] in [4 out of 5] opportunities.

Benchmark 1

Initiate a simple task within 5 minutes of a direct, individual prompt in 70% of trials.

Benchmark 2

Locate task materials and begin step 1 with 2 or fewer verbal prompts in 75% of trials.

Benchmark 3

Independently start tasks within 5 minutes of initial whole-group instructions in 80% of trials.

Self-Regulation

Requesting a Sensory Break

Annual Goal: By the end of the IEP period, when experiencing learning frustration or emotional dysregulation, [Student Name] will raise their hand and request a visual break pass, then transition directly to a designated cool-down spot for up to 5 minutes, in [4 out of 5] opportunities.

Benchmark 1

Indicate frustration when asked by an adult using a visual emoticon card in 70% of trials.

Benchmark 2

Use a visual break pass to transition to the calm area when prompted by adult in 75% of trials.

Benchmark 3

Independently initiate raising a break pass to request a 5-minute break when stuck in 80% of trials.

Matched Behavior Accommodations

• Provide a physical "First/Then" visual schedule card on desk
• Utilize visual token economy boards for task completions
• Offer a laminated "break pass" card placed on desk corner
• Seat student within arms reach of quiet sensory toy bin

Grade 3 IEP Goal Bank Toolkit Page 3 of 4

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HORIZON THREE

IEP Goal Bank & Progress Toolkit

Teacher Utility

Rubric: Task Initiation and Break System

Printable IEP Weekly Data Log

Student Name:

Target Goal / Standard:

Week Commencing:

Grade 3 IEP Goal Bank Toolkit Page 4 of 4

Number & Operations

Double-Digit Computations

CCSS.MATH.CONTENT.2.NBT.B.5

Annual Goal: By the end of the IEP period, when presented with addition or subtraction equations within 100, [Student Name] will solve using place value strategies or regrouping algorithms with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Solve addition and subtraction equations within 50 without regrouping steps with 70% accuracy.

Benchmark 2

Solve double-digit equations with 1 regrouping step using tens/ones block frames with 75% accuracy.

Benchmark 3

Independently compute double-digit addition and subtraction equations up to 100 with 80% accuracy.

Operations & Algebraic Thinking

Word Problems within 100

CCSS.MATH.CONTENT.2.OA.A.1

Annual Goal: By the end of the IEP period, when presented with one- or two-step addition and subtraction word problems, [Student Name] will correctly model the problem and calculate the solution with [80%] accuracy over [4 out of 5] consecutive trials.

Benchmark 1

Model basic word problems containing "in all" or "take away" language with 70% accuracy.

Benchmark 2

Solve 1-step addition/subtraction word problems within 100 with 75% accuracy.

Benchmark 3

Solve complex 2-step word problems involving comparison language with 80% accuracy.

Matched Math Accommodations

• Provide Base-Ten blocks (tens rods and ones units) during work
• Utilize visual hundred-charts taped directly to desk surface
• Use double-sided counters to represent addition/subtraction steps
• Incorporate math checklists with "Underline, Draw, Write" rules

Grade 2 IEP Goal Bank Toolkit Page 2 of 4

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HORIZON TWO

IEP Goal Bank & Progress Toolkit

Executive Function & Behavior

Classroom Behavior Focus

Second-grade behaviors center on classroom participation (hand-raising) and following simple 2-step daily routines. Use visual sequence boards to reinforce expectations.

Social-Emotional

Class Participation & Calling-Out

Annual Goal: By the end of the IEP period, during whole-group instruction, [Student Name] will raise their hand and wait to be called on before sharing an answer, with no more than [2 calling-out incidents] per 30-minute block in [4 out of 5] observations.

Benchmark 1

Raise hand when prompted by teacher during lessons in 70% of opportunities.

Benchmark 2

Maintain quiet hands and feet during a 15-minute carpet lesson in 75% of trials.

Benchmark 3

Participate in a 30-minute lesson with 2 or fewer calling-out incidents in 80% of trials.

Routine Independence

Following 2-Step Routines

Annual Goal: By the end of the IEP period, when presented with a 2-step instructional routine (e.g., "put folder away, then sit at your desk"), [Student Name] will independently follow both steps in order, using visual visual schedules, in [4 out of 5] opportunities.

Benchmark 1

Follow the 1st step of a daily routine with 1 prompt in 70% of trials.

Benchmark 2

Point to a visual schedule step and execute it with adult cue in 75% of trials.

Benchmark 3

Independently perform a 2-step transition routine using a visual checklist in 80% of trials.

Matched Behavior Accommodations

• Tape a personalized "My Raising Hand Rule" cue card to desk corner
• Provide a 2-step visual schedule strip (First/Then) with icons
• Give a quiet physical reminder (such as a hand on shoulder) before sharing
• Utilize verbal "pre-corrects" immediately prior to transitions

Grade 2 IEP Goal Bank Toolkit Page 3 of 4

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HORIZON TWO

IEP Goal Bank & Progress Toolkit

Teacher Utility

Rubric: Hand Raising and Routine Following

Printable IEP Weekly Data Log

Student Name:

Target Goal / Standard:

Week Commencing:

Grade 2 IEP Goal Bank Toolkit Page 4 of 4

Silent-E (VCe) Word Patterns

CCSS.ELA-LITERACY.RF.2.3.B

Annual Goal: By the end of the IEP period, when given a randomized list of 20 words containing short vowels and long silent-e patterns (e.g., "cap" vs "cape"), [Student Name] will correctly distinguish the vowel sounds and decode the words with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Orally read 10 simple single-syllable VCe words with direct visual highlight support (e.g., silent "e" in blue) with 70% accuracy.

Benchmark 2

Read and contrast matching CVC/VCe word pairs (e.g., "pin" and "pine") with 75% accuracy.

Benchmark 3

Independently decode unhighlighted, isolated VCe words at a rate of 20 words/minute with 80% accuracy.

Level 4: Vowel Teams

Long Vowel Digraph Teams

CCSS.ELA-LITERACY.RF.2.3.B

Annual Goal: By the end of the IEP period, when given a list of 20 words featuring common long vowel team patterns (e.g., ai, ay, ee, ea, oa, oe), [Student Name] will decode and read the words aloud with [80%] accuracy in [4 out of 5] testing opportunities.

Benchmark 1

Identify and isolate vowel teams within printed single-syllable words by underlining them with 70% accuracy.

Benchmark 2

Read 15 words featuring matching vowel team pairings (e.g., ai/ay, ee/ea) with 75% accuracy.

Benchmark 3

Decode and read isolated single-syllable vowel team words independently with 80% accuracy.

Matched Accommodations

• Provide a visual "silent-e magic wand" bookmark pointer
• Color-code vowel team letters in pink on practice lists
• Utilize flip cards where a final -e is added or folded back
• Provide high-contrast text sizing on a clean page layout

Grade-Neutral Decoding Goal Bank Page 2 of 4

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HORIZON DECODING

IEP Goal Bank & Progress Toolkit

Level 5 & 6 Decoding

Morphological Word Construction

At Levels 5 and 6, decoding advances from letter sounds to identifying word structures (morphology), including r-controlled vowels, prefixes, base roots, and suffixes.

Level 5: R-Controlled

R-Controlled Vowel Patterns (Bossy R)

CCSS.ELA-LITERACY.RF.2.3.B

Annual Goal: By the end of the IEP period, when given a list of 20 words featuring r-controlled vowel spellings (ar, er, ir, or, ur), [Student Name] will decode and read the words aloud with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify and isolate r-controlled spelling groups by highlighting them in words with 70% accuracy.

Benchmark 2

Read 15 words with ar and or spelling patterns in single-syllable forms with 75% accuracy.

Benchmark 3

Read single-syllable words featuring er, ir, ur patterns in random lists with 80% accuracy.

Level 6: Affixes

Decoding Affixes & Suffixes

CCSS.ELA-LITERACY.RF.3.3.A

Annual Goal: By the end of the IEP period, when given a list of 20 unfamiliar words containing common prefixes (e.g., un-, re-, dis-, pre-) and derivational suffixes (e.g., -ful, -less, -able, -ment), [Student Name] will accurately decode the base word and affix with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Isolate and read the isolated prefix and base word parts in 15 printed card words with 70% accuracy.

Benchmark 2

Read words containing common inflectional suffixes with 75% accuracy.

Benchmark 3

Independently decode and read unfamiliar words containing both a prefix and a suffix with 80% accuracy.

Matched Accommodations

• Provide color-coded suffix strips for structural parsing
• Utilize physical wooden blocks for prefix/root breakdown
• Incorporate high-visibility r-controlled reference bookmarks
• Utilize whiteboards for dividing morphologic roots with slashes

Grade-Neutral Decoding Goal Bank Page 3 of 4

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HORIZON DECODING

IEP Goal Bank & Progress Toolkit

Advanced & Utility

Level 7: Multisyllabic Division

Syllable Division Rules (VC/CV, V/CV)

CCSS.ELA-LITERACY.RF.4.3.A

Annual Goal: By the end of the IEP period, when given a list of 20 unfamiliar, printed multisyllabic words, [Student Name] will utilize syllable division rules (VC/CV, V/CV, open/closed syllables) to mark, divide, and decode the words with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify vowel-consonant combinations and divide 15 VC/CV words with slashes with 70% accuracy.

Benchmark 2

Identify and read open and closed syllables in divided word structures with 75% accuracy.

Benchmark 3

Divide and decode unfamiliar 3-syllable words independently with 80% accuracy.

Printable Phonics & Decoding Diagnostic Log

Student Name:

Target Phonetic Level:

Assessment Date:

Grade-Neutral Decoding Goal Bank Page 4 of 4

Level 3: Central Message

Central Message & Morals

CCSS.ELA-LITERACY.RL.3.2

Annual Goal: By the end of the IEP period, when given a grade-level fable, folktale, or myth, [Student Name] will recount the story to determine the central message, lesson, or moral with [80%] accuracy in [4 out of 5] trials.

Benchmark 1

Determine the primary conflict of a main character in a fable with 70% accuracy.

Benchmark 2

Select the central moral from a 3-choice list after reading with 75% accuracy.

Benchmark 3

Orally explain the lesson of a fable and link it directly to character actions with 80% accuracy.

Level 4: Summarization

Main Idea & Summaries

CCSS.ELA-LITERACY.RI.3.2

Annual Goal: By the end of the IEP period, when given an informational text at instructional level, [Student Name] will determine the main idea of a text, recount the key supporting details, and write a 3-sentence summary with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify the main idea of a 3-paragraph informational text in 4 out of 5 trials.

Benchmark 2

Fill in a graphic organizer with a central main idea and 3 supporting facts with 75% accuracy.

Benchmark 3

Write a cohesive, 3-sentence summary highlighting the main idea and 2 details with 80% accuracy.

Matched Accommodations

• Provide summary writing templates with "Who/What/When/Why" prompts
• Provide printed, laminated main idea vs detail sorting mats
• Utilize graphic organizers with arrows tracing central moral pathways
• Provide vocabulary matching cards with key story definitions

Developmental Comprehension Goal Bank Page 2 of 4

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HORIZON COMPREHENSION

IEP Goal Bank & Progress Toolkit

Level 5 & 6 Upper-Inter.

Abstract Theme & Structure analysis

Upper-intermediate comprehension focuses on pulling abstract elements (theme, multi-step summary details) out of longer texts and differentiating structures across various readings.

Level 5: Theme Analysis

Theme Identification & Narrative Summary

CCSS.ELA-LITERACY.RL.5.2

Annual Goal: By the end of the IEP period, when given a grade-level narrative text or chapter, [Student Name] will determine a central theme, outline how characters respond to challenges, and write a 4-sentence summary, scoring [3 out of 4] on a summary rubric in [4 out of 5] opportunities.

Benchmark 1

Identify how a main character reacts to a major obstacle in a story with 70% accuracy.

Benchmark 2

Determine a central theme from a text and pair it with a character behavior example with 75% accuracy.

Benchmark 3

Write a cohesive, 4-sentence summary covering theme, challenge, reaction, and resolution with 80% accuracy.

Level 6: Multi-Idea Structure

Multiple Main Ideas & Key Details

CCSS.ELA-LITERACY.RI.5.2

Annual Goal: By the end of the IEP period, when given an informational passage with multiple headings/subheadings, [Student Name] will determine at least two main ideas, match supporting details to each main idea, and draft a summary with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify the main idea of two separate subheaded sections in an informational text with 70% accuracy.

Benchmark 2

Determine 2 main ideas and categorize supporting details under correct columns with 75% accuracy.

Benchmark 3

Draft a 5-sentence summary of an informational text covering both central main ideas with 80% accuracy.

Matched Accommodations

• Provide graphic organizers featuring pre-divided "Main Idea A" and "Main Idea B" columns
• Provide a visual "Theme Bank" (e.g., perseverance, friendship) for reference
• Chunk long passages into sections separated by visual colored markers
• Utilize text-to-speech software for vocabulary preview steps

Developmental Comprehension Goal Bank Page 3 of 4

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HORIZON COMPREHENSION

IEP Goal Bank & Progress Toolkit

Advanced & Utility

Level 7: Complex Inference

Evidence Citation & Inferences

CCSS.ELA-LITERACY.RI.6.1

Annual Goal: By the end of the IEP period, when given a grade-level informational or literary passage, [Student Name] will draw a complex inference and support it by citing at least two pieces of direct textual evidence, achieving [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify 2 lines of text that directly prove a literal factual statement with 70% accuracy.

Benchmark 2

Draw a simple character-trait inference and cite 1 supporting text line with 75% accuracy.

Benchmark 3

Draw a complex inference and independently write out 2 direct text citations with 80% accuracy.

Printable Reading Comprehension Data Sheet

Student Name:

Text Checked / Level:

Evaluation Date:

Developmental Comprehension Goal Bank Page 4 of 4

Multi-Digit Whole Number Multiplication

CCSS.MATH.CONTENT.4.NBT.B.5

Annual Goal: By the end of the IEP period, when given equations multiplying a 2-digit number by a 2-digit number, [Student Name] will calculate the final product using a standard algorithm or area model with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Multiply a 2-digit number by a 1-digit number with standard algorithm with 70% accuracy.

Benchmark 2

Solve 2-digit by 2-digit multiplication equations using an area model worksheet with 75% accuracy.

Benchmark 3

Independently compute 2-digit by 2-digit products using the standard algorithm with 80% accuracy.

Level 4: Division

Long Division with Single-Digit Divisors

CCSS.MATH.CONTENT.4.NBT.B.6

Annual Goal: By the end of the IEP period, when given a division equation involving up to a 3-digit dividend and a 1-digit divisor, [Student Name] will compute the quotient (including remainders) with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Compute quotients for 2-digit dividends and 1-digit divisors with no remainder with 70% accuracy.

Benchmark 2

Solve 2-digit dividends and 1-digit divisors yielding a remainder with 75% accuracy.

Benchmark 3

Solve 3-digit dividends and 1-digit divisors using standard long division steps with 80% accuracy.

Matched Accommodations

• Provide step-by-step "Does McDonald's Sell Cheeseburgers?" (DMSC) division checklist cards
• Utilize pre-printed blank 2x2 area model grids for multiplication tasks
• Provide a multiplication table on desk for division steps
• Incorporate grid lines over assessment equations to keep columns aligned

Developmental Computation Goal Bank Page 2 of 4

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HORIZON COMPUTATION

IEP Goal Bank & Progress Toolkit

Level 5 & 6 Upper-Inter.

Decimal & Fraction Operations

Advanced computation focuses heavily on rational numbers. Students must establish stable algorithmic rules for both unlike fraction denominators and decimal alignment.

Level 5: Fractions

Adding & Subtracting Unlike Fractions

CCSS.MATH.CONTENT.5.NF.A.1

Annual Goal: By the end of the IEP period, when given addition or subtraction fraction equations with unlike denominators, [Student Name] will determine common denominators and compute the sum or difference with [80%] accuracy over [4 out of 5] consecutive work samples.

Benchmark 1

Generate common multiples for two single-digit numbers with 70% accuracy.

Benchmark 2

Convert unlike fractions to equivalent fractions sharing common denominators with 75% accuracy.

Benchmark 3

Compute sums or differences of unlike fractions and simplify final fractional values with 80% accuracy.

Level 6: Decimals

Decimal Calculations to Hundredths

CCSS.MATH.CONTENT.5.NBT.B.7

Annual Goal: By the end of the IEP period, when given equations requiring addition, subtraction, multiplication, or division of decimals to the hundredths place, [Student Name] will compute solutions accurately with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Align decimal points vertically to accurately add and subtract decimals to the hundredths with 70% accuracy.

Benchmark 2

Multiply decimal numbers up to hundredths by converting to whole numbers and adjusting products with 75% accuracy.

Benchmark 3

Solve decimal division equations using standard algorithms with decimal adjustments with 80% accuracy.

Matched Accommodations

• Provide common denominator calculation grids and factor cards
• Offer visual fraction circle overlays to confirm equivalent sizes
• Provide vertical place value decimal-dot alignment sheets
• Offer calculators to double-check decimal calculations

Developmental Computation Goal Bank Page 3 of 4

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HORIZON COMPUTATION

IEP Goal Bank & Progress Toolkit

Advanced & Utility

Level 7: Equations

Solving Single-Variable Equations

CCSS.MATH.CONTENT.6.EE.B.7

Annual Goal: By the end of the IEP period, when given single-variable algebraic equations (e.g., x + a = b or ax = b, where a, b, and x are non-negative rational numbers), [Student Name] will compute and solve for the unknown variable using inverse operations with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Identify inverse mathematical operations (e.g., addition vs subtraction) in equations with 70% accuracy.

Benchmark 2

Solve one-step addition/subtraction variable equations with integer values with 75% accuracy.

Benchmark 3

Solve algebraic variable equations involving multiplication and division steps with 80% accuracy.

Printable Mathematical Computation Diagnostic Log

Student Name:

Tested Math Level:

Assessment Date:

Developmental Computation Goal Bank Page 4 of 4

Level 3: Opinion Drafts

Opinion Paragraph Structure

CCSS.ELA-LITERACY.W.3.1

Annual Goal: By the end of the IEP period, when given a familiar topic or book, [Student Name] will write an opinion paragraph that clearly states their opinion, supplies at least two supporting reasons, and provides a concluding statement with [80%] accuracy in [4 out of 5] trials.

Benchmark 1

Write an opinion statement about a familiar book or topic using sentence starters in 4 out of 5 trials.

Benchmark 2

Write an opinion statement supported by 2 reasons connected by basic transitional terms in 4 out of 5 trials.

Benchmark 3

Construct an opinion paragraph with intro, reasons, and a closing sentence with 80% accuracy.

Level 4: Informative Paragraphs

Informational Details & Facts

CCSS.ELA-LITERACY.W.4.2

Annual Goal: By the end of the IEP period, when given a science or social studies research topic, [Student Name] will construct an informative paragraph containing a clear topic sentence, three relevant facts/details, and a concluding sentence with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Draft a clear topic sentence that introduces a researched subject in 4 out of 5 trials.

Benchmark 2

Incorporate 2 direct facts from an informational graphic organizer into a paragraph draft with 75% accuracy.

Benchmark 3

Write a complete informational paragraph with a topic, 3 facts, and a concluding sentence with 80% accuracy.

Matched Accommodations

• Provide physical "Hamburger Paragraph" graphic outlines
• Offer a transition-word checklist (e.g., first, next, in addition)
• Utilize graphic organizers that separate topic from body details
• Allow student to type paragraphs using text-prediction systems

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HORIZON WRITING

IEP Goal Bank & Progress Toolkit

Level 5 & 6 Multi-Paragraph

Essay Structure & Flow

At Levels 5 and 6, written expression demands multi-paragraph development, logical structural transitions, and defending a central thesis statement/claim with direct citations.

Level 5: Argumentation

Argumentative Claim & Evidence Structure

CCSS.ELA-LITERACY.W.6.1

Annual Goal: By the end of the IEP period, when given a text-based debate prompt, [Student Name] will write a cohesive argumentative paragraph that states a clear claim, supports it with at least two direct evidence details, and provides a logical concluding statement, scoring a [3 out of 4] on a standardized argumentative rubric in [4 out of 5] trials.

Benchmark 1

Write an argumentative claim statement directly addressing a debate topic in 4 out of 5 trials.

Benchmark 2

Construct a claim supported by 1 source of direct textual evidence with transition templates in 4 out of 5 trials.

Benchmark 3

Write an argumentative paragraph containing a claim, 2 sources of evidence, and a conclusion in 4 out of 5 trials.

Level 6: Multi-Paragraph

Essay Introductions, Bodies & Closings

CCSS.ELA-LITERACY.W.5.1

Annual Goal: By the end of the IEP period, when given a researched writing prompt, [Student Name] will write a 3-paragraph essay (introduction with thesis, 1 body paragraph with supporting reasons, and a closing summary) with [80%] accuracy in [4 out of 5] opportunities.

Benchmark 1

Draft a 3-sentence introduction including a clear thesis statement with 70% accuracy.

Benchmark 2

Write a cohesive, transitions-supported body paragraph expanding on the thesis statement with 75% accuracy.

Benchmark 3

Construct a complete 3-paragraph essay containing an intro, body, and summary closing with 80% accuracy.

Matched Accommodations

• Provide multi-paragraph graphic organizer templates separating intro, body, and closing sections
• Provide a visual "Citation Guide" card outlining how to quote text
• Offer a detailed transition list categorizing sequencing words
• Allow student to utilize digital speech-to-text writing aids

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HORIZON WRITING

IEP Goal Bank & Progress Toolkit

Advanced & Utility

Level 7: Editing

Editing, Proofreading & Revising

CCSS.ELA-LITERACY.W.6.5

Annual Goal: By the end of the IEP period, when given a first draft of their own writing, [Student Name] will independently utilize a 4-step proofreading checklist to locate and self-correct capitalization, punctuation, and spelling errors, improving their draft accuracy by [80%] across [4 out of 5] opportunities.

Benchmark 1

Locate and correct capitalization and ending period errors in a pre-written, peer draft with 70% accuracy.

Benchmark 2

Correct spelling and comma boundaries in their own writing draft with the help of editing symbols with 75% accuracy.

Benchmark 3

Independently revise and edit their own writing draft using an active proofreading checklist with 80% accuracy.

Printable Written Expression Diagnostic Log

Student Name:

Writing Task Level:

Assessment Date:

Developmental Writing Goal Bank Page 4 of 4

Level 3: Material Management

Binder & Desk Organization Maintenance

Annual Goal: By the end of the IEP period, when prompted at the end of the academic day, [Student Name] will independently use a 5-step checklist to clean, sort, and organize their binder, folders, and desk space with no more than [1 reminder prompt] in [4 out of 5] opportunities.

Benchmark 1

Locate and sort papers directly into color-coded subject folders when prompted with 70% accuracy.

Benchmark 2

Discard trash/scrap paper from the desk surface and store writing tools in 75% of trials.

Benchmark 3

Execute the full 5-step desk and binder organization routine with 1 or fewer cues in 80% of trials.

Level 4: Transition Flow

Physical Transition Independence

Annual Goal: By the end of the IEP period, when transitioning between activities or locations within the school, [Student Name] will independently complete transition tasks (pack up, gather tools, move quietly) within [3 minutes] of a single whole-group cue in [4 out of 5] opportunities.

Benchmark 1

Clean up current activity and prepare tools within 1 minute of a direct verbal prompt in 70% of trials.

Benchmark 2

Quietly transition to the next designated classroom area with 2 or fewer cues in 75% of trials.

Benchmark 3

Independently follow visual schedule to complete shifts and gather next tools under 3 minutes in 80% of trials.

Matched Accommodations

• Tape a visual "desk layout diagram" directly to student's desk
• Color-code notebooks and binders to match instructional folders
• Utilize visual classroom transition cards (First/Then sequence)
• Provide a discrete peer buddy model to shadow during transitions

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HORIZON EXECUTIVE

IEP Goal Bank & Progress Toolkit

Level 5 & 6 Planning

Higher-Order Cognitive Control

Advanced executive skills transition to self-directed planning and task pacing. Focus targets active assignment recording, chunking long-term deadlines, and establishing working stamina.

Level 5: Planning

Planner Tracking & Agenda Use

Annual Goal: By the end of the IEP period, when given academic assignments, [Student Name] will independently record instructions, materials, and due dates in a written or digital planner with no more than [1 verbal cue], achieving [80%] accuracy on weekly planner inspections.

Benchmark 1

Copy academic tasks directly from the classroom whiteboard into a structured planner with 70% accuracy.

Benchmark 2

Write due dates and necessary materials for 3 distinct tasks in the planner with 75% accuracy.

Benchmark 3

Independently check off planner items daily and record upcoming assignments with 80% accuracy.

Level 6: Focus Stamina

Focused Work Duration & Stamina

Annual Goal: By the end of the IEP period, when presented with independent learning tasks, [Student Name] will maintain active work engagement for [15 consecutive minutes] without off-task signs, requiring ≤ [1 verbal cue] in [4 out of 5] checks.

Benchmark 1

Maintain active focus on a task for up to 8 minutes with 2 or fewer reminders in 70% of trials.

Benchmark 2

Maintain focused work engagement for 12 consecutive minutes with 1 prompt in 75% of trials.

Benchmark 3

Work continuously on independent assignments for 15 minutes with no off-task behaviors in 80% of trials.

Matched Accommodations

• Provide color-coded calendar segments in planner checklists
• Chunk long homework tasks into 3 smaller, numbered sheets
• Provide a desk-sized digital timer to track focused working cycles
• Provide noise-reducing headphones during silent working blocks

Developmental Executive Function Goal Bank Page 3 of 4

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HORIZON EXECUTIVE

IEP Goal Bank & Progress Toolkit

Advanced & Utility

Level 7: Self-Advocacy

Self-Advocacy & Help-Seeking Actions

CCSS.ELA-LITERACY.SL.5.1

Annual Goal: By the end of the IEP period, when experiencing learning difficulty or encountering a barrier, [Student Name] will advocate for their learning needs by raising their hand and asking a specific clarifying question (e.g., "Could you explain step 2 again?") in [4 out of 5] opportunities.

Benchmark 1

Indicate that help is required using a discrete, non-verbal "help card" placed on desk with 70% accuracy.

Benchmark 2

Ask a general help question (e.g., "Can you help me?") when prompted by an adult in 75% of trials.

Benchmark 3

Independently ask a highly specific, clarifying question when experiencing frustration in 80% of trials.

Printable Executive Functioning Data Sheet

Student Name:

Target EF Criteria:

Assessment Date:

Developmental Executive Function Goal Bank Page 4 of 4