Nunavut IEP Goal Bank: Measurable ISSP Goals for Northern Classrooms

One of the most common frustrations parents report after an ISSP meeting is the vagueness of the goals. "The student will improve reading skills." "The student will work on social interactions." "The student will develop greater independence."

These are not goals. They are hopes. A goal is measurable — you can look at it at the end of the term and say definitively whether it was reached or not. The Nunavut Education Act and the Ilitaunnikuliriniq dynamic assessment framework both emphasize continuous, evidence-based progress monitoring. That only works if the goals are specific enough to track.

This goal bank is organized by skill area. Every goal below is written to be measurable, time-bound, and realistic in the context of a Nunavut classroom — one teacher, possibly one SSA, limited specialist access, and a full-inclusion setting where the student is alongside their peers.

When you review your child's ISSP, compare the proposed goals against examples like these. If the goals on the document can't be objectively measured, push for more specificity before you sign.

How to Read These Goals

Each goal follows a consistent structure:

[Student] will [observable behavior] [measured by what] [criteria for success] [timeline]

Adapt names, percentages, timelines, and subject areas to your child's actual needs and the current school term.

Literacy and Reading Goals

Beginning literacy:

• "By the end of Term 2, [student] will identify 30 common sight words in English with 90% accuracy across 3 consecutive assessment sessions, as measured by the teacher's weekly sight word probe."
• "By Term 3, [student] will decode consonant-vowel-consonant (CVC) words using phonetic blending at the word level with 80% accuracy, as measured by the SSA's reading log."

Inuktitut literacy:

• "By Term 2, [student] will read aloud 20 high-frequency Inuktitut syllabics words with 85% accuracy on 3 consecutive occasions, as measured by the classroom teacher's oral reading record."
• "By the end of the school year, [student] will demonstrate understanding of familiar Inuktitut texts at the emergent reader level by answering 3 comprehension questions with 75% accuracy."

Reading comprehension:

• "By Term 3, [student] will identify the main idea and 2 supporting details in a grade-appropriate text passage with 80% accuracy, as measured by written responses to teacher-created comprehension checks."
• "By Term 2, [student] will use context clues to determine the meaning of 5 unfamiliar words in a reading passage, as measured by written vocabulary responses."

Writing:

• "By Term 2, [student] will independently write 3 complete sentences in response to a structured writing prompt with correct capitalization and end punctuation on 4 out of 5 occasions, as measured by writing portfolio review."
• "By Term 3, [student] will produce a structured paragraph of at least 5 sentences with a topic sentence and 3 supporting details using a graphic organizer, on 3 of 4 assessed writing tasks."

Numeracy and Math Goals

Foundational numeracy:

• "By Term 2, [student] will count forward and backward from any number to 100 with 90% accuracy on 3 consecutive oral assessments."
• "By Term 2, [student] will identify and name all Canadian coins and bills and state their values with 100% accuracy."

Operations:

• "By Term 3, [student] will solve single-digit addition and subtraction facts (sums to 20) with 85% accuracy within 3 minutes on 3 consecutive timed probes."
• "By the end of the school year, [student] will add and subtract two-digit numbers with regrouping with 80% accuracy on 4 of 5 assessed tasks, using a calculator as an accommodation."

Functional math:

• "By Term 3, [student] will calculate the total cost of 3 grocery items and determine correct change from $20 with 80% accuracy using real or simulated items."
• "By Term 2, [student] will read an analog clock to the nearest 15 minutes and the nearest 5 minutes with 90% accuracy across 5 consecutive trials."

Communication and Language Goals

Expressive communication:

• "By Term 2, [student] will use full sentences to make requests, answer questions, and share information in 3 out of 4 daily classroom interactions, as tracked by the SSA communication log."
• "By Term 3, [student] will independently use their AAC device or picture communication system to initiate a minimum of 5 communicative acts per school day, as tracked by the SSA."

Receptive language:

• "By Term 2, [student] will follow 2-step oral instructions without repetition with 80% accuracy in 4 of 5 trials, as observed by the classroom teacher."
• "By Term 3, [student] will identify the meaning of 20 new academic vocabulary words in context with 80% accuracy."

Social communication:

• "By Term 2, [student] will initiate a conversation with a peer using a topic-starter prompt at least 3 times per week during unstructured time, as tracked by the classroom teacher."
• "By Term 3, [student] will maintain a conversation with a peer for at least 3 exchanges without changing the topic or walking away, in 4 of 5 observed opportunities."

Behavioral and Self-Regulation Goals

Attendance and engagement:

• "By Term 2, [student] will attend school a minimum of 4 days per week for 8 consecutive weeks, as documented by attendance records."
• "By Term 3, [student] will remain in the classroom for at least 80% of scheduled instructional time, as tracked by the SSA departure log."

On-task behavior:

• "By Term 2, [student] will work independently on a structured task for 15-minute intervals with no more than 2 teacher prompts, as measured by 3 weekly teacher observations."
• "By Term 3, [student] will transition between classroom activities within 3 minutes of the transition signal with no more than 1 verbal prompt in 4 of 5 transition opportunities, as observed by the classroom teacher."

Self-regulation:

• "By Term 2, [student] will identify their level of regulation (calm, alert, overwhelmed) using a personal scale and communicate it to the SSA at least once per school day."
• "By Term 3, [student] will independently use an agreed calming strategy (deep breathing, movement break, fidget tool) when presented with a transition or frustration trigger, without SSA prompt, on 4 of 5 observed occasions."

Social behavior:

• "By Term 2, [student] will resolve minor peer conflicts (verbal disagreements about turn-taking) using a taught strategy (using words, getting help) without physical response on 4 of 5 observed incidents."
• "By Term 3, [student] will make eye contact and greet peers and classroom staff by name during morning arrival on 4 of 5 school days, as observed by the classroom teacher."

Life Skills and Independence Goals

Daily living:

• "By Term 2, [student] will independently manage personal belongings (backpack, lunch, outerwear) without adult prompt from arrival to dismissal on 4 of 5 school days."
• "By Term 3, [student] will independently prepare a simple food item (sandwich, toast) following a visual recipe with no more than 2 prompts, in 4 of 5 trials."

Community and safety:

• "By Term 3, [student] will identify their full name, home community, and a trusted adult contact and state this information accurately in a role-play situation with 100% accuracy."
• "By the end of the school year, [student] will demonstrate safe pedestrian crossing skills in a simulated or community environment with 100% accuracy across 3 consecutive assessments."

Work skills and post-secondary preparation:

• "By Term 3, [student] will complete an assigned work task (filing, organizing, setting up materials) to the standard described on a task checklist with 85% accuracy without staff prompt."
• "By the end of the school year, [student] will independently locate and access disability support services information for their intended post-secondary program, as demonstrated in a planning session with the Student Support Teacher."

Using This Goal Bank Effectively

These goals are starting points. The right goals for your child depend on their current baseline — where they are right now — and the realistic expectations for one school term of focused instruction. A goal that is too easy is meaningless. A goal that is unreachable in a single term sets everyone up for frustration.

Before the ISSP meeting, think about what you observe at home and what the teacher has shared with you. Then use goals like these to push for specificity at the table. If the school's proposed goal is vague, ask: "How will we know whether this goal was reached? What data will be collected, and how often?"

The Nunavut IEP & Support Plan Blueprint includes a full set of goal templates organized by disability type and age level, along with guidance on evaluating draft ISSP goals and requesting revisions. Get the full guide at /ca/nunavut/iep-guide/.

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