Resource Room IEP goals
2,252 templates across 90 skills in 12 areas, led by math, reading, and writing. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
2,252 templates · 90 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Begin each sentence with a capital letter in own writing
Capital letter at the start of a sentence
By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
End each sentence with the correct punctuation mark in own writing
End punctuation in own writing
By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Algebra & Equations Math
Translate word phrases into algebraic expressions
Variables and expressions
By the annual IEP review date, given 10 word phrases that use one operation and one unknown (such as 7 more than a number), the student will write an algebraic expression with a variable for each phrase independently with at least 80% accuracy on word phrases, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Combine like terms to simplify expressions
Variables and expressions
By the annual IEP review date, given 10 expressions with 3 to 5 terms using one variable and constants, the student will circle or color like terms and write the simplified expression independently with at least 85% accuracy on expressions to simplify, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Paragraph Organization Writing
Write an organized paragraph with a topic sentence, details, and a conclusion
Topic sentence, supporting details, and conclusion
By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Use transition words to connect sentences in a paragraph
Transitions between sentences
By the annual IEP review date, when writing a sequence or how-to paragraph, the student will use at least three different transition words or phrases that correctly signal order or connect ideas between sentences independently in at least 4 of 5 opportunities, across 3 consecutive weeks of writing samples, as measured by opportunity-by-opportunity data collected weekly.
Spelling Writing
Spell dictated short-vowel words
Short-vowel words with blends and digraphs
By the annual IEP review date, given 10 dictated unpracticed one-syllable short-vowel words with consonant blends and digraphs, the student will spell each dictated word in writing independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell words with silent-e, vowel-team, and r-controlled patterns
Long-vowel and r-controlled patterns
By the annual IEP review date, given 15 dictated unpracticed one-syllable words with silent-e, vowel-team, and r-controlled vowel patterns, the student will spell each dictated target word in writing independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write multiplication facts on a timed probe
Multiplication fact fluency
By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10 (total divided by 2 for the per-minute rate), the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write division facts on a timed probe
Division fact fluency
By the annual IEP review date, given a 1-minute probe of division facts related to multiplication facts with factors 0 to 10, the student will write the quotient for each division fact independently at a rate of at least 15 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Fractions Math
Name the fraction shown by an area or set model
Naming fractions from models
By the annual IEP review date, given 10 area or set models showing fractions with denominators of 2, 3, 4, 6, and 8, the student will write the fraction that names the shaded part of each model independently with at least 80% accuracy on fraction models, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Locate fractions on a number line
Fractions on a number line
By the annual IEP review date, given 10 fractions between 0 and 2 and number lines marked only at whole numbers, the student will mark and label the location of each fraction on the number line independently with at least 80% accuracy on fraction placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Sentence Construction Writing
Write a complete simple sentence from a picture or oral prompt
Writing a complete simple sentence
By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Combine short sentences into compound and complex sentences
Sentence combining
By the annual IEP review date, given 10 pairs of short related sentences, the student will combine each pair into one grammatically complete compound or complex sentence that keeps the meaning of both sentences independently with at least 80% accuracy on sentence-combining items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write addition facts on a timed probe
Addition fact fluency
By the annual IEP review date, given a 2-minute probe of mixed addition facts with sums to 20 (total divided by 2 for the per-minute rate), the student will write the answer to each addition fact independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Use a taught strategy to solve unknown addition facts
Fact strategies (counting on, making ten)
By the annual IEP review date, when given a single-digit addition fact that the student does not yet recall automatically, the student will solve the fact by counting on from the larger addend independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
All 90 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Math
Reading
Writing
Executive Function
Transition & Postsecondary Skills
Social-Emotional & Communication
Science, Social Studies & Digital Literacy
Vision, Hearing & Assistive Technology
Behavior & Classroom Expectations
Motor & Sensory Skills (OT, PT & Adapted PE)
Functional & Independence Skills
Goals taught and measured in small-group pull-out instruction. Resource room goals are taught in small groups and measured with probes, work samples, and trial data that a special educator can collect in a short block. Most academic goals in the library were written with this setting in mind.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 130 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 973 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 560 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 41 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 301 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 193 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 44 goals here
Frequently asked questions
What goals are usually taught in a resource room?
Reading, writing, and math skills below grade level, study and organization skills, and sometimes social or regulation skills practiced in a small group before being used in the general classroom.
How often should resource room goals be probed?
Weekly or biweekly probes are typical for academic goals; the goal's mastery rule should state the schedule. More frequent data does not help unless the measure is sensitive enough to show change that often.
Should the goal say 'in the resource room'?
Only if the skill is expected to be measured there. Many teams write the condition in terms of materials and task rather than the room so the goal transfers when the student moves to the general setting.
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