Here are a couple of thoughts--FWIW
I would recommend looking at Susan Weinbrenner's book and using the Resident Expert approach for at least some of his learning.
Ideally, the broad subject would be related to what class is studying in science and/or social studies:
A goal might read:
Given assistance setting goals, organizing resources, and developing a guiding question, "Tommy" will select a subtopic from an area of interest related to the classroom science or social studies unit. He will research the topic in order to answer his question, and will present his learning to the class in an oral, written or visual format.
I'm not sure how reading is organized in his classroom, but a thought would be to build his writing skills through his advanced reading abilities. For instance:
"Tommy" will demonstrate the ability to compare two books in the same genre or on the same topic, and to clearly explain the similarities and differences in writing.
OR
"Tommy" will demonstrate the ability to respond in writing to an open-ended question about a book (or books) that he has read, by identifying and exploring three or more examples from the text.
I question the goal of 50 books however. For a reader of his ability it seems like it would make more sense to "dig deep" than to read widely. I'm guessing from what you've shared that he already has the ability to read text and recall information from it. So, even with harder books, he won't necessarily be acquiring new skills if his goals are to read and answer questions. KWIM?
If he doesn't like cursive, and doesn't need extra practice, I'd personally recommend letting him stick with the sentence. Does he tend to finish his cursive ahead of other students? If he already has it mastered, would he be interested in learning to write in another alphabet?
As far as math, if there is a grade level curriculum that is available to him, then wouldn't the goal be to meet the standards in that curriculum?
Glad the school is willing to work with you. Our district is supposedly going to begin to develop individual plans, but I'll believe that when I SEE it!
