Quick Answer: What Belongs in a Reading Comprehension IEP Goal Bank?
A useful Reading Comprehension IEP goal bank shows the parts of a measurable goal: the student's current baseline, the skill being taught, the target, how progress will be measured, and when progress will be reported. For a Middle School student with ADHD, every goal still has to be rewritten around the child's evaluation data and classroom needs.
Use the examples below to understand goal structure, then audit the ADHD Reading Comprehension section, review goals for ADHD, or check Reading Comprehension goals before the next IEP meeting.
The Problem With Cookie-Cutter IEP Goals
A goal can sound measurable and still be generic. Reusing a familiar criterion such as "80% accuracy in 4 out of 5 trials" does not make the goal individualized unless the baseline, target, and measurement method fit the student.
Under IDEA §300.320(a)(2), every goal must be based on your child's present levels of academic achievement and functional performance — their unique strengths, their specific barriers, their actual evaluation data. Not a template.
"I've sat at over 500 IEP tables."
I'm Mary, a Special Education Advocate and the founder of The Advocate Ally. I created this Reading Comprehension IEP goal bank because too many parents feel pressured to accept generic, "cookie-cutter" IEPs.
The guidance below is grounded in the same practical, document-based questions I raise in IEP meetings every day. Use it to ask for clearer, more individualized support for your child.
Mary
Founder, The Advocate Ally
How ADHD Affects Reading Comprehension at the Middle School (6th–8th Grade) Level
Middle school introduces a fundamentally different structure: multiple teachers, rotating classes, heavier homework loads, and increased social pressure. Executive functioning demands rise sharply. IEP goals may need to teach organizational, self-advocacy, and self-regulation skills explicitly, and service decisions should account for the new demands.
The Specific Barrier
ADHD impacts reading comprehension through difficulty sustaining attention across multi-paragraph texts, losing track of plot or argument threads, and re-reading passages without retaining information. Working memory limitations make it hard to hold earlier details while processing new ones.
Building on Your Child's Strengths
Students with ADHD often comprehend well when material is high-interest or presented in shorter segments. Active reading strategies — highlighting, annotating, and stopping to summarize — can dramatically improve retention when explicitly taught.
What Goals Should Actually Address
Sustaining comprehension across extended text using taught strategies, self-monitoring understanding and re-reading when comprehension breaks down, and organizing information from text using graphic organizers.
⚡ But here's the thing: The information above is general. Your child isn't a category — they're an individual with specific evaluation data, specific classroom challenges, and specific strengths that no goal bank can capture. That's why we built a tool that analyzes your child's actual IEP.
Get your child's IEP reviewed freeRed Flags: Your Child's Reading Comprehension Goals May Be Generic If...
The goal says "80% accuracy in 4 out of 5 trials"
A familiar criterion is not automatically wrong, but it should match your child's baseline data rather than appear as a boilerplate number.
✕The same goals from elementary school copied into the middle school IEP with no developmental progression
💬 What to say in the meeting:
"Say: 'These goals were appropriate for elementary school. My child is now in middle school with different demands. Can we write goals that reflect the organizational, self-advocacy, and academic complexity of this level?'"
Want this checked automatically? Our audit catches developmentally inappropriate goals and suggests grade-aligned alternatives.
Run a free audit✕No self-advocacy or executive function goals despite multiple teachers and rotating schedules
💬 What to say in the meeting:
"Ask: 'My child now has 6-7 teachers instead of one. Where are the goals that teach them to manage materials, track assignments, and communicate needs to different adults?'"
Want this checked automatically? We specifically check for executive function and self-advocacy goals in middle school IEPs — their absence is a major compliance gap.
Run a free audit✕The school says your child should 'learn to be more independent' without teaching HOW
💬 What to say in the meeting:
"Say: 'Independence is a skill that must be explicitly taught — especially for students with disabilities. What specific instruction is being provided to build independence? A goal to 'be more independent' without teaching strategies is not a real goal.'"
Want this checked automatically? Our audit identifies vague 'independence' goals and recommends specific, teachable skill targets.
Run a free audit✕Behavioral goals that focus on punishment (detention, suspension) rather than teaching replacement behaviors
💬 What to say in the meeting:
"Say: 'Detention doesn't teach new skills. I'd like goals that identify the function of the behavior and teach a replacement strategy. Has a Functional Behavior Assessment been completed?'"
Want this checked automatically? We check whether behavioral goals include replacement behaviors and whether an FBA supports the interventions being used.
Run a free auditAdvocate Tip for Middle School (6th–8th Grade) Parents
Middle school is a common point where students with disabilities begin to struggle academically. If your child was doing well in elementary with support, ask the team to consider the increased demands before reducing services.
What Reading Comprehension Goal Patterns Look Like at This Level
These are example patterns to help you understand what the school should be writing — not goals to copy. Your child's goals must be built from their evaluation data.
⚠️ These are not your child's goals. Every child with ADHD is different. A goal that's right for one Middle School student may be completely wrong for another. Use these to understand the structure of a good goal — then make sure your child's IEP team writes goals tied to their specific present levels.
- Example Pattern 1
Analyze how an author develops a theme across multiple chapters using cited text evidence
What a school might write: "The student will analyze how an author develops a theme across multiple chapters using cited text evidence with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is analyze how an documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 2
Compare and contrast the presentation of events in two different accounts of the same topic
What a school might write: "The student will compare and contrast the presentation of events in two different accounts of the same topic with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is compare and contrast documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 3
Evaluate the strength of an author's argument by identifying claims, evidence, and reasoning
What a school might write: "The student will evaluate the strength of an author's argument by identifying claims, evidence, and reasoning with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is evaluate the strength documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 4
Determine the connotative meaning of words and phrases as used in grade-level literary text
What a school might write: "The student will determine the connotative meaning of words and phrases as used in grade-level literary text with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is determine the connotative documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 5
Trace the development of a central idea across an informational article, identifying how it is shaped by specific details
What a school might write: "The student will trace the development of a central idea across an informational article, identifying how it is shaped by specific details with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is trace the development documented in the present levels? How was 80% chosen as the target?"
5 more goal patterns are available for this combination. But remember — the right number of goals for your child depends on their evaluation, not on how many a goal bank lists.
Show More Goal Patterns
- Pattern 6
Analyze how a particular sentence or paragraph fits into the overall structure of a text
- Pattern 7
Identify instances of bias or misleading information in media and nonfiction sources
- Pattern 8
Synthesize information from two or more texts to write a coherent summary on a shared topic
- Pattern 9
Explain how figurative language (metaphor, simile, personification) contributes to meaning and tone
- Pattern 10
Self-monitor comprehension by identifying when understanding breaks down and applying a fix-up strategy
The Real Question Isn't "What Goals Should I Copy?"
It's: "Are the goals already in my child's IEP actually individualized — or did the school copy them from a bank just like this one?"
The audit reviews the goals in your child's IEP for measurable elements, missing baselines, vague criteria, and alignment with the needs described in the plan.
Audit Your Child's IEP — FreeAccommodations to Discuss With Your IEP Team
These are commonly considered for students with ADHD. Like goals, accommodations must be individualized — not selected from a checklist.
Movement breaks throughout the day
💬 How to request this in the meeting:
"Can we include scheduled movement breaks every 30 minutes during academic instruction? These should be built into the schedule — not contingent on earning them through good behavior."
🛡️ If the school pushes back:
Movement breaks are not a reward — they're a physiological need for students with ADHD. If denied, ask for the research basis for their refusal and request a PWN.
Chunking assignments into smaller steps
💬 How to request this in the meeting:
"I'd like the IEP to specify that long assignments are broken into sections with separate due dates. For example, a 5-page essay becomes: outline due Monday, first two paragraphs due Wednesday, and so on."
🛡️ If the school pushes back:
If the teacher says 'all students can do this,' clarify that you're requesting it be written into the IEP so it's legally enforceable and consistent across all teachers.
Use of a timer for task completion
💬 How to request this in the meeting:
"Can we add a visual timer accommodation? My child works significantly better with external time cues. I'd like this specified so every teacher implements it consistently."
🛡️ If the school pushes back:
A timer costs nothing and improves output. There is no valid reason to deny this. Ask for the denial in writing via PWN.
Graphic organizers for writing tasks
💬 How to request this in the meeting:
"I'd like graphic organizers provided for all writing assignments across subjects — not just in language arts. This should be specified by name so substitute teachers and specials teachers also provide them."
🛡️ If the school pushes back:
If the school says this 'gives an unfair advantage,' point out that an accommodation levels the playing field — it doesn't create an advantage. It addresses a documented executive function deficit.
These scripts are general examples. The most effective meeting language references your child's specific evaluation data and classroom observations. Our action plan generates personalized scripts based on your child's actual IEP.
Get personalized meeting scriptsWhat To Do Right Now
- 1
Pull out your child's current IEP
Find the document the school gave you. Look for the section called 'Measurable Annual Goals.'
- 2
Find the Reading Comprehension goals
Look for goals that specifically address reading comprehension. Does the goal reference YOUR child's evaluation data?
- 3
Check for baseline data
Every goal must state where your child IS right now. If there's no number or specific skill level, the goal can't be measured.
- 4
Look for red flags
Compare the goals to the red flags listed above. If you see '80% accuracy in 4 out of 5 trials' or goals that sound like they could apply to any student, flag it.
- 5
Upload for a free document review
Still not sure? Upload the IEP to review whether the written goals include measurable elements and connect to documented needs.
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See Reading Comprehension Goal Patterns for Other Grade Levels
Goal expectations differ significantly by developmental level.
Reading Comprehension Goal Patterns for Other Disabilities
Different disabilities create different barriers. Explore what goals should look like for each.