Inferencing IEP goals

• 3-5, 6-8, 9-12Rubric score

  Make inferences supported by text evidence

  Inference with text evidence

  By the annual IEP review date, after reading an unpracticed instructional-level passage and given 3 inferential questions, the student will answer each question with an inference and a quoted or paraphrased piece of text evidence that supports it independently, earning a score of at least 9 out of 12 on an inference-and-evidence rubric (3 questions, each scored 0–2 for the inference and 0–2 for the evidence), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.

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• K-2Opportunities

  Tell how a character feels and why

  Character inferences

  By the annual IEP review date, during a read-aloud of a picture book, at a planned stopping point after something happens to a character, the student will name how the character feels and the event in the story that caused it independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 106 reading comprehension goals

• K-2, 3-5Percent accuracy

  Infer causes and feelings from short scenarios

  Inferences from spoken information

  By the annual IEP review date, given 10 spoken scenarios of 2 to 3 sentences, each followed by an inference question about a cause or a feeling, the student will answer the inference question with an answer that the scenario supports but did not state independently with at least 80% accuracy on spoken inference questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 3-5, 6-8Percent accuracy

  Name the answer to a spoken clue riddle

  Inferences from spoken information

  By the annual IEP review date, given 10 spoken riddles of 3 clues each about everyday places, objects, or jobs, with no answer choices, the student will name the item, place, or person the clues describe independently with at least 85% accuracy on clue riddles, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 55 receptive language goals

• 6-8Rubric score

  Explain what drives a character's choice

  Character motivation

  By the annual IEP review date, after reading an instructional-level short story, given a key decision a character makes, the student will write an explanation of the character's motive for the choice, with two text clues and what the character hoped would happen independently, earning a score of at least 7 out of 9 on a 9-point character motivation rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks.

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See all 20 literary analysis & author's craft goals

• 3-5, 6-8Percent accuracy

  Infer what a character wants from clues

  Inferring wants and thoughts

  By the annual IEP review date, given 10 short passages or video clips in which a character's goal is shown but not stated, the student will say what the character wants or plans and name 2 clues independently with at least 75% accuracy on character passages or clips, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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• 3-5, 6-8Percent accuracy

  Name likely emotions when faces are hidden

  Emotions from the situation alone

  By the annual IEP review date, given 10 picture scenes in which faces are hidden or turned away (such as a dropped lunch tray, a lost game, a surprise party), the student will name the emotion a person in the scene would likely have and the part of the situation that tells them independently with at least 80% accuracy on picture scenes, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.

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See all 46 social awareness & perspective taking goals

• 3-5, 6-8, 9-12Percent accuracy

  Answer inference questions about a passage heard aloud

  Inferences from a heard passage

  By the annual IEP review date, after listening to a short passage read aloud, given 10 questions that require an inference (why, what will happen next, how does the character feel), the student will answer each inference question with a conclusion supported by what was heard independently with at least 80% accuracy on inference questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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See all 40 listening comprehension & auditory processing goals

• 3-5, 6-8, 9-12Rubric score

  Draw a conclusion or make a prediction from data

  Drawing conclusions and making predictions

  By the annual IEP review date, given a graph or table and a question such as "what will probably happen next?" or "what does this data show?", the student will state a conclusion or prediction that the data supports and give one piece of evidence from the display independently, earning a score of at least 3 out of 4 on a 2-row data conclusion rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.

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See all 40 patterns, data & graphs goals

• K-2, 3-5Percent accuracy

  Tell what probably happened from picture clues

  Making inferences aloud

  By the annual IEP review date, given 10 pictures with clear clues to an event that is not shown (such as a broken vase and a dog with a guilty look), the student will tell what probably happened and name the clue that shows it independently with at least 80% accuracy on picture inference questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 63 expressive language goals