Maine IEP Goal Bank: Writing Measurable Goals That Actually Hold Schools Accountable

IEP goals determine whether your child's services can be held accountable. A measurable goal creates a standard the school must demonstrate progress toward. A vague goal gives the district room to claim progress while your child falls further behind.

Maine's MUSER Chapter 101 requires goals that are measurable annual goals tied to the child's individual needs as identified in the Present Levels of Academic Achievement and Functional Performance (PLAAFP). That sounds straightforward, but in practice, many Maine IEPs are filled with goals that are either too generic to measure or too easy to achieve without meaningful learning.

This goal bank offers starting-point examples across common need areas, along with guidance on what makes a goal legally defensible under MUSER.

What Makes a Goal Measurable Under MUSER

A legally adequate goal under Maine's framework must answer four questions:

1. What will the student do? (Observable behavior)
2. How well will they do it? (Criterion — accuracy percentage, rate, frequency)
3. How often must they demonstrate it? (Consistency — trials, consecutive sessions, school days)
4. How will it be measured? (Assessment method — teacher observation, data sheet, standardized probe, work sample)

A goal that says "Emma will improve her reading fluency" fails all four tests. A goal that says "Emma will read grade-level passages at a rate of 90 words per minute with 95% accuracy, as measured by weekly curriculum-based measurement probes on 4 of 5 consecutive data points" passes all four.

The Endrew F. standard applies here as well: goals must be appropriately ambitious. A goal that any student could meet without specially designed instruction is not adequate. If your child met every goal at the last annual review, ask whether the goals were pitched at the right level — or whether they were written low enough to guarantee "success."

Reading and Literacy Goals

Phonological Awareness (foundational) Given a set of 20 single-syllable CVC words presented orally, [Student] will segment each word into individual phonemes with 90% accuracy on 4 of 5 consecutive weekly probes, as measured by the teacher using a phoneme segmentation fluency probe.

Decoding / Word Reading Given a list of 20 grade-level words containing targeted vowel patterns (e.g., vowel teams, r-controlled vowels), [Student] will correctly read 18 of 20 words on 4 of 5 weekly probes, as measured by teacher observation using a structured word list.

Reading Fluency [Student] will read a grade-level passage at a rate of [X] words per minute with no more than 3 errors per minute on 4 of 5 weekly curriculum-based measurement probes, as measured by the special education teacher.

Reading Comprehension After reading a grade-level informational text of approximately [X] paragraphs, [Student] will correctly identify the main idea and three supporting details with 80% accuracy on 4 of 5 assessed passages, as measured by teacher-scored written responses.

Writing Goals

Sentence-Level Writing Given a writing prompt, [Student] will independently compose sentences containing a complete subject, predicate, and at least one detail, with 80% of sentences meeting this standard on 4 of 5 writing samples collected biweekly.

Paragraph Organization [Student] will write a five-sentence paragraph containing a topic sentence, three supporting details, and a concluding sentence with 80% accuracy across 4 of 5 writing assignments, as scored using the classroom rubric.

Editing Given a paragraph containing 5 errors (capitalization, punctuation, or spelling), [Student] will identify and correct at least 4 errors in 4 of 5 weekly editing probes, as measured by teacher scoring.

Math Goals

Computation Fluency [Student] will correctly solve [X] single-digit addition/subtraction/multiplication/division facts per minute on 4 of 5 weekly timed probes, as measured by curriculum-based measurement.

Problem Solving Given a set of 10 one-step word problems aligned to grade-level standards, [Student] will correctly solve 8 of 10 using an identified problem-solving strategy on 4 of 5 biweekly probes, as measured by teacher scoring.

Fraction Concepts [Student] will correctly identify, compare, and convert fractions and mixed numbers with 80% accuracy across 4 of 5 weekly teacher-administered quizzes.

Executive Function and Organization Goals

These goals are particularly relevant for students with ADHD, autism, and learning disabilities.

Task Initiation Given a multi-step assignment with clear written directions, [Student] will begin the task within 2 minutes of the instruction on 4 of 5 observed opportunities across 4 consecutive weeks, as measured by teacher observation log.

Assignment Completion [Student] will record all homework assignments in their planner and submit completed work on the due date with 80% accuracy across a 4-week measurement period, as measured by review of planner and gradebook records.

Materials Organization [Student] will arrive to class with all required materials (binder, pencil, planner) on 4 of 5 school days across 4 consecutive weeks, as measured by teacher observation using a daily checklist.

Time Management Given a 30-minute work period, [Student] will independently allocate time across a two-task assignment and complete both tasks within the allotted time on 4 of 5 weekly observed opportunities.

Behavior and Social-Emotional Goals

Emotional Regulation When experiencing frustration in the classroom, [Student] will independently use a pre-taught coping strategy (e.g., deep breathing, requesting a break, using a fidget tool) rather than engaging in disruption on 4 of 5 observed opportunities across 4 consecutive weeks, as measured by teacher behavior data sheet.

Peer Interaction During unstructured social situations (e.g., lunch, recess), [Student] will initiate a positive interaction with a peer on at least 3 of 5 observed opportunities per week across 4 consecutive weeks, as measured by school counselor or paraprofessional observation log.

Self-Advocacy When [Student] does not understand an assignment or instruction, they will independently request clarification from the teacher using an appropriate phrase (e.g., "I need help understanding...") on 4 of 5 observed opportunities per week across 4 weeks, as measured by teacher observation.

Communication and Speech Goals

Articulation Given a set of 20 words or sentences containing the target phoneme /r/, [Student] will correctly produce the target sound at the word level with 90% accuracy on 4 of 5 weekly probes, as measured by the speech-language pathologist.

Expressive Language When asked an open-ended question, [Student] will provide a response of at least 3 grammatically complete sentences with correct subject-verb agreement on 4 of 5 opportunities across 4 weeks, as measured by SLP observation.

Social Communication During structured group activities, [Student] will maintain a two-turn conversational exchange with a peer or adult on 4 of 5 observed opportunities per week across 4 consecutive weeks, as measured by SLP or teacher.

Using This Goal Bank Effectively

These examples are starting points. Every goal must be calibrated to your child's specific baseline data from the PLAAFP. A goal appropriate for one second-grader reading at the mid-first-grade level will be wrong for a different second-grader at the same grade level with different prior interventions.

When the school presents IEP goals at a meeting, ask these three questions:

1. What is the baseline data that supports setting this goal at this level?
2. How will progress be measured and how often will data be collected?
3. If this goal is met, what will my child be able to do that they cannot do now?

Vague or low goals should be challenged before you sign. Under MUSER, you can consent to some parts of the IEP and not others, meaning you can accept the placement and services while requesting revision of inadequate goals. You do not have to accept the entire document or reject it entirely.

The Maine IEP & 504 Blueprint includes goal-writing guidance and a framework for evaluating the IEP your child's school presents before the annual review meeting. Arriving at the meeting having already analyzed the goals changes the dynamic of the entire conversation.

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