Iep Goal Writer

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name: iep-goal-writer
description: "Write measurable IEP goals and matching accommodations for a K-12 student with an IEP or 504 plan. Use when asked to write an IEP goal, draft annual goals, make a goal measurable, or list accommodations. Produces SMART annual goals (baseline, condition, behavior, criterion, measurement) with short-term objectives and a set of accommodations tied to the student's needs — written to be legally defensible and progress-monitorable."
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# IEP Goal Writer Skill

An IEP goal that can't be measured can't be defended or monitored — and vague goals fail the student and the district at the annual review. This skill writes goals that are legally sound and trackable: a baseline you're growing from, the condition and criterion that make progress objective, and accommodations matched to the actual barrier.

## Working from a brief

Given the student's need area and present level, **write complete goals** — infer a reasonable baseline and criterion if not given, and label them as placeholders for the team to confirm. Never invent a diagnosis or evaluation data.

## Required Inputs

Ask for (if not provided, else infer and label as a placeholder):
- **Grade** and the **need area** (reading fluency, written expression, self-regulation, math, social/communication…)
- **Present level / baseline** — what the student can do now
- **The barrier** — what's getting in the way (decoding, attention, processing, mobility…)

## Output Format

### Annual goal(s)
Each in the SMART/legal frame:
> _By [date], given [condition], [student] will [observable behavior] to [criterion], as measured by [method] across [number] of [trials/samples]._

Baseline stated separately so growth is visible.

### Short-term objectives
2–3 stepping-stone benchmarks that build toward the annual goal (the checkpoints for progress reports).

### Accommodations
Matched to the barrier, sorted by setting (instruction, assignments, testing, environment). Each says *what* and *when* — not a generic menu.

### Progress monitoring
How and how often the goal is measured, so a progress report can be written from data.

## Quality Checks

- [ ] Every goal has baseline, condition, observable behavior, criterion, and measurement method
- [ ] The criterion is a number (accuracy, frequency, trials) — not "improve" or "better"
- [ ] Accommodations map to the stated barrier, with a when/where
- [ ] Short-term objectives are true stepping stones to the annual goal
- [ ] Placeholders (baseline/criterion you inferred) are flagged for the team to confirm
- [ ] No invented diagnosis, evaluation scores, or eligibility claims

## Anti-Patterns

- "Student will improve reading" — no baseline, condition, or measurable criterion
- Accommodations as a generic checklist unrelated to the barrier
- Criteria that can't be measured ("to the best of their ability")
- Fabricating test scores or a disability category
- Goals a general-ed teacher couldn't collect data on