Goal Tracker Data Sheet
IEP Goal Progress Tracker
Weekly Multi-Goal Data Collection & Performance Record
Confidential Special Education Record
Student Name: ___________________________
Case Manager / Provider: ___________________________
Grade / Room: ___________________________
Week of / Dates: ___________________________
Prompt Level Key:
IND: Independent VER: Verbal GES: Gestural MOD: Model PHY: Physical / Hand-over-Hand
(+) Correct (-) Incorrect (NR) No Resp
Domain 1: Academic Skills (Reading Comprehension, Writing, Functional Math)
Target Criteria: 80% accuracy over 3 consecutive trials
Goal 1 (Academic): Given a grade-level passage / problem set, student will answer comprehension or functional computation items with accuracy.
Baseline: 45% | Target: 80% IND
| Day | Trial 1 | Trial 2 | Trial 3 | Trial 4 | Trial 5 | Score / % | Prompt Level |
|---|
| Mon | | | | | | ____ / ____ | IND / VER / GES |
| Tue | | | | | | ____ / ____ | IND / VER / GES |
| Wed | | | | | | ____ / ____ | IND / VER / GES |
| Thu | | | | | | ____ / ____ | IND / VER / GES |
| Fri | | | | | | ____ / ____ | IND / VER / GES |
Goal 2 (Academic): Written Expression / Mechanics: Construct structured responses with capitalization, punctuation, and organization.
Baseline: 2/5 pts | Target: 4/5 pts (80%)
| Date/Day | Topic / Task | Capitalization | Punctuation | Sentence Struct | Rubric Score | Assistance Level |
|---|
| Trial 1: ___ | | + / - | + / - | + / - | ___ / 5 | IND · VER · GES |
| Trial 2: ___ | | + / - | + / - | + / - | ___ / 5 | IND · VER · GES |
| Trial 3: ___ | | + / - | + / - | + / - | ___ / 5 | IND · VER · GES |
Domain 2: Communication & Social Skills (Conversational Turns, Self-Advocacy, Peer Interaction)
Target: 4+ conversational turns / 3 independent self-advocacy instances weekly
Goal 3 (Social/Comm): Maintain topic-focused reciprocal interaction during peer group or structured conversation.
| Session / Setting | Initiation (IND/Prompt) | Turns Maintained (1-5+) | Topic Maintenance | Partner Response | Observational Note |
|---|
| Mon: Structured | | 1 · 2 · 3 · 4 · 5+ | Yes / Partial / No | Positive / Neutral | |
| Wed: Unstructured | | 1 · 2 · 3 · 4 · 5+ | Yes / Partial / No | Positive / Neutral | |
| Fri: Small Group | | 1 · 2 · 3 · 4 · 5+ | Yes / Partial / No | Positive / Neutral | |
Provider Signature / Initials: _______________________ Page 1 of 2 · Academic & Communication Domains
Page 2
Behavior, Self-Regulation, Vocational & Weekly Summary
Student: _______________________ | Week of: _____________
Domain 3: Behavior & Self-Regulation (On-Task Duration, Coping Strategies, Target Behaviors)
Method: Frequency count & Duration interval
Goal 4 (Behavior / On-Task): Student will sustain on-task engagement for 15+ minutes during independent work using visual schedule/coping strategies.
| Day | Observation Activity | On-Task Duration | Redirections (#) | Strategy Utilized | Goal Met? |
|---|
| Mon | | ___ min | 0 · 1 · 2 · 3+ | Timer / Break / Fidget | Y / N |
| Tue | | ___ min | 0 · 1 · 2 · 3+ | Timer / Break / Fidget | Y / N |
| Wed | | ___ min | 0 · 1 · 2 · 3+ | Timer / Break / Fidget | Y / N |
| Thu | | ___ min | 0 · 1 · 2 · 3+ | Timer / Break / Fidget | Y / N |
| Fri | | ___ min | 0 · 1 · 2 · 3+ | Timer / Break / Fidget | Y / N |
Domain 4: Transition & Vocational Skills (Daily Living, Workplace Readiness, Task Completion)
Task Analysis / Step Completion
Goal 5 (Transition / Vocational): Complete multi-step functional task (materials setup, execution, cleanup, checklist check-off).
Target: 100% IND steps
| Vocational Task | 1. Gathers Tools | 2. Follows Sequence | 3. Self-Checks Work | 4. Cleans Area | Overall Independence |
|---|
| Session A: ________ | + / VER / MOD | + / VER / MOD | + / VER / MOD | + / VER / MOD | ____ % IND |
| Session B: ________ | + / VER / MOD | + / VER / MOD | + / VER / MOD | + / VER / MOD | ____ % IND |
| Session C: ________ | + / VER / MOD | + / VER / MOD | + / VER / MOD | + / VER / MOD | ____ % IND |
Accommodations Implemented & Qualitative Progress Notes
Accommodations Active:
Visual Schedule / Cues Frequent Sensory Breaks Chunked Instructions Speech-to-Text / Scribe Preferential Seating
Weekly Progress Assessment:
[ ] Mastered [ ] Satisfactory [ ] Emerging [ ] Regressed
Specific observations, environmental factors, or next steps for subsequent reporting period:
Special Educator Initials: ________ Related Service Initials: ________ Date Logged: ____________
Page 2 of 2 · Behavior, Transition & Summary