Over 300 sample IEP goals across reading, math, writing, communication, behavior, fine and gross motor, executive function, life skills, transition, adaptive behavior, and more — to help parents guide discussion with the IEP/ARD team.
222 sample goals across 14 skill areas
How to use this Goal Bank: These goals are sample templates to help you understand what a well-written, measurable IEP goal looks like. They are not ready to use as-is. Every IEP goal must be customized by the IEP/ARD team based on your child's individual Present Levels of Performance, current baseline data, and specific needs. Use these as a starting point for discussion — not as a replacement for the IEP process.
222 goals found
Given a list of grade-level decodable words, [Student] will correctly decode words containing consonant blends and digraphs with 80% accuracy across 3 consecutive data collection sessions as measured by teacher-administered probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with unfamiliar single-syllable words, [Student] will apply knowledge of short and long vowel patterns to decode words with 80% accuracy in 4 out of 5 opportunities as measured by curriculum-based assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a list of CVC words, [Student] will correctly identify and produce the initial, medial, and final sounds in each word with 85% accuracy across 3 consecutive weekly probes as measured by phonemic awareness assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with a decodable text at the emergent reader level, [Student] will correctly decode at least 90% of words using phonics knowledge across 3 consecutive oral reading samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given multisyllabic words with common prefixes and suffixes, [Student] will apply syllabication strategies to decode words with 75% accuracy across 4 out of 5 opportunities as measured by teacher-administered probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with a list of words containing r-controlled vowels and vowel teams, [Student] will correctly decode each word with 80% accuracy in 4 out of 5 trials as measured by curriculum-based assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given words with silent letter patterns (kn-, wr-, -mb), [Student] will correctly decode words with 80% accuracy across 3 consecutive data collection sessions as measured by teacher probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with spoken words, [Student] will correctly segment each word into individual phonemes with 80% accuracy across 4 out of 5 trials as measured by phonemic segmentation fluency assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given pairs of spoken words, [Student] will identify whether the words rhyme with 90% accuracy in 4 out of 5 trials as measured by teacher-administered rhyming tasks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a spoken word, [Student] will correctly blend 3–5 individual phonemes to form the word with 80% accuracy in 4 out of 5 trials as measured by phoneme blending assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When reading a grade-level passage aloud, [Student] will read at a rate of [target] words per minute with no more than [X] errors per minute across 3 consecutive weekly probes as measured by oral reading fluency assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given repeated readings of an instructional-level passage, [Student] will increase reading fluency by [X] words per minute over baseline across 3 consecutive bi-weekly curriculum-based measurement probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When reading aloud, [Student] will use appropriate phrasing, expression, and punctuation to demonstrate fluency at [his/her/their] instructional reading level with a score of 3 or above on a 4-point fluency rubric in 4 out of 5 observations.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given an instructional-level text, [Student] will read aloud at a rate of [target] words per minute with 95% accuracy in 3 out of 4 weekly timed readings as measured by curriculum-based measurement.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After listening to or reading a grade-level text, [Student] will correctly retell the story including beginning, middle, and end with at least 3 key details in 4 out of 5 opportunities as measured by teacher observation and retell rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After reading or listening to a grade-level text, [Student] will accurately answer literal comprehension questions (who, what, where, when) with 80% accuracy in 4 out of 5 trials as measured by teacher-created comprehension checks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After reading an informational text at [Student]'s instructional level, [Student] will identify the main idea and provide at least two supporting details with 75% accuracy across 4 out of 5 opportunities as measured by written or verbal response.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When reading a narrative text, [Student] will identify the problem and solution with 80% accuracy in 4 out of 5 reading opportunities as measured by teacher-created comprehension checks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When reading a narrative or informational text, [Student] will use context clues to determine the meaning of unknown vocabulary words with 70% accuracy in 4 out of 5 trials as measured by vocabulary checks and teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After reading an informational text, [Student] will distinguish between fact and opinion and identify at least one example of each with 80% accuracy in 4 out of 5 opportunities as measured by written responses.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When reading an informational or literary text, [Student] will make inferences using evidence from the text and explain [his/her/their] reasoning with 75% accuracy in 4 out of 5 opportunities as measured by written or verbal response.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After reading two texts on the same topic, [Student] will compare and contrast the information presented using a graphic organizer with at least 3 similarities and 3 differences in 4 out of 5 opportunities as measured by work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When encountering unknown words in a text, [Student] will use at least one context clue strategy (re-reading, reading ahead, using picture clues) to determine word meaning with 70% accuracy in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a list of 10 grade-level vocabulary words, [Student] will correctly match each word to its definition with 80% accuracy across 3 consecutive weekly assessments as measured by teacher-administered vocabulary checks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with words containing common Greek and Latin roots, [Student] will use knowledge of roots to determine word meaning with 75% accuracy in 4 out of 5 trials as measured by vocabulary assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During shared reading, [Student] will demonstrate understanding of print concepts (left-to-right directionality, return sweep, one-to-one correspondence) with 90% accuracy across 4 out of 5 observed reading sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with text, [Student] will identify the title, author, and illustrator of a book and explain the purpose of each with 90% accuracy in 4 out of 5 trials as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After reading a text, [Student] will identify the author's purpose (to inform, persuade, or entertain) and provide at least one piece of evidence to support [his/her/their] answer with 75% accuracy in 4 out of 5 opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When reading an informational text, [Student] will identify the text structure (cause/effect, compare/contrast, problem/solution, sequence, description) with 80% accuracy in 4 out of 5 opportunities as measured by teacher assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After reading or listening to a story, [Student] will correctly identify the characters, setting, and major events in sequence with 80% accuracy in 4 out of 5 opportunities as measured by oral or written response.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a picture prompt or sentence starter, [Student] will write at least one complete sentence with a capital letter and ending punctuation with 80% accuracy across 4 out of 5 writing samples as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a writing prompt, [Student] will write a paragraph that includes a topic sentence, at least two supporting details, and a closing sentence with 75% accuracy across 4 out of 5 writing samples as measured by a teacher-scored rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a narrative writing prompt, [Student] will write a story with a clear beginning, middle, and end that includes at least one character and one event, scored at 3 or above on a 4-point rubric across 3 consecutive writing samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Using a graphic organizer, [Student] will plan and organize ideas before writing, completing all required sections of the organizer with 80% independence across 4 out of 5 opportunities as measured by teacher observation and work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a writing prompt, [Student] will independently produce a multi-paragraph essay that includes an introduction, at least two body paragraphs with supporting evidence, and a conclusion, scored at [X] or above on a 4-point rubric across 3 consecutive writing samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When writing an argumentative essay, [Student] will state a clear claim, provide at least two pieces of evidence from a source text, and address a counterclaim with 75% accuracy as scored by a teacher rubric across 3 writing samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given an informational writing assignment, [Student] will independently research a topic, take notes from at least two sources, and write a 3–5 paragraph essay that synthesizes information across sources, scored at 3 or above on a 4-point rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When writing, [Student] will use transition words (first, next, then, finally) to connect ideas within and between sentences with 75% accuracy in 4 out of 5 writing samples as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing written assignments, [Student] will correctly spell grade-level sight words with 80% accuracy across 3 consecutive weekly spelling assessments as measured by teacher-administered spelling probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During written work, [Student] will correctly use capitalization at the beginning of sentences and proper nouns, and end punctuation with 80% accuracy across 4 out of 5 writing samples as scored by rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When writing, [Student] will correctly use commas in a series and in compound sentences with 75% accuracy across 4 out of 5 writing samples as measured by teacher-scored rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a written passage with errors, [Student] will correctly identify and correct capitalization and punctuation errors with 80% accuracy in 4 out of 5 editing tasks as measured by work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When writing, [Student] will correctly use subject-verb agreement and consistent verb tense within paragraphs with 80% accuracy across 4 out of 5 writing samples as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given lined paper, [Student] will write all 26 uppercase and lowercase letters legibly with correct formation and appropriate size with 80% accuracy across 3 consecutive writing samples as measured by OT and teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When copying from the board or a model, [Student] will write legibly with appropriate letter spacing and staying on the lines with 75% accuracy across 4 out of 5 work samples as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When revising a draft, [Student] will add at least two details to strengthen the writing and correct at least two mechanical errors with 75% accuracy in 4 out of 5 revision opportunities as measured by teacher observation and work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After receiving written or verbal feedback on a draft, [Student] will revise [his/her/their] writing to incorporate at least two specific suggestions, demonstrating improvement on the targeted skill with 80% accuracy across 3 consecutive writing tasks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When writing, [Student] will expand simple sentences by adding adjectives, adverbs, or prepositional phrases to provide more detail with 75% accuracy in 4 out of 5 writing samples as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a story map, [Student] will use the completed organizer to write a 3-sentence narrative with a beginning, middle, and end with 80% accuracy across 4 out of 5 writing samples as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing written assignments, [Student] will correctly use quotation marks when writing dialogue and citing text evidence with 80% accuracy in 4 out of 5 writing samples as measured by teacher-scored rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a set of numbers, [Student] will count, identify, and write numbers 1–100 with 90% accuracy across 3 consecutive teacher-administered probes as measured by curriculum-based assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with two sets of objects (up to 20), [Student] will correctly identify which set has more, fewer, or the same number with 90% accuracy in 4 out of 5 trials as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a number line from 0–20, [Student] will correctly order a set of numbers from least to greatest with 85% accuracy in 4 out of 5 trials as measured by teacher-administered number sense probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with numbers up to 1,000, [Student] will identify the place value of each digit (ones, tens, hundreds) with 85% accuracy in 4 out of 5 opportunities as measured by curriculum-based assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a set of fractions with like denominators, [Student] will correctly compare fractions using <, >, or = with 80% accuracy in 4 out of 5 trials as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with single-digit addition and subtraction facts (0–20), [Student] will solve problems with 80% accuracy within [X] minutes across 3 consecutive timed probes as measured by curriculum-based math fluency assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given two- and three-digit addition and subtraction problems with regrouping, [Student] will solve problems with 75% accuracy across 4 out of 5 opportunities as measured by curriculum-based assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with multiplication facts (0–10), [Student] will recall answers with 80% accuracy within [X] minutes across 3 consecutive timed probes as measured by math fluency assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given division facts (0–10), [Student] will solve problems with 80% accuracy in 4 out of 5 opportunities across 3 consecutive weeks as measured by teacher-administered probes.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with two-digit multiplication problems, [Student] will apply the standard algorithm to solve problems with 75% accuracy in 4 out of 5 opportunities as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given visual models or manipulatives, [Student] will correctly identify and write fractions representing equal parts of a whole or set with 80% accuracy in 4 out of 5 trials as measured by curriculum-based assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When adding and subtracting fractions with like denominators, [Student] will solve problems with 80% accuracy in 4 out of 5 trials as measured by teacher-created math assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given problems involving fractions with unlike denominators, [Student] will find a common denominator and correctly add or subtract the fractions with 75% accuracy in 4 out of 5 opportunities as measured by curriculum-based assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a one-step addition or subtraction word problem, [Student] will identify the key information, select the correct operation, and solve with 75% accuracy across 4 out of 5 opportunities as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a two-step real-world math problem, [Student] will identify the required steps, apply the correct operations, and arrive at the correct answer with 70% accuracy across 4 out of 5 opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a multi-step word problem involving decimals or percentages, [Student] will correctly identify the operations needed, set up the problem, and calculate the answer with 75% accuracy in 4 out of 5 trials.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with 2D and 3D shapes, [Student] will correctly identify and name each shape and describe at least two attributes (sides, angles, faces) with 85% accuracy in 4 out of 5 trials as measured by teacher assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a diagram, [Student] will correctly calculate the area and perimeter of rectangles and triangles using appropriate formulas with 80% accuracy in 4 out of 5 opportunities as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a ruler, [Student] will correctly measure objects to the nearest inch and half-inch with 85% accuracy in 4 out of 5 measurement tasks as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with time to the hour and half-hour on an analog clock, [Student] will correctly read and record the time with 90% accuracy in 4 out of 5 trials as measured by teacher-administered assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a problem involving elapsed time, [Student] will correctly calculate the starting time, ending time, or duration with 75% accuracy in 4 out of 5 trials as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a set of data, [Student] will correctly create a bar graph or pictograph including a title, labels, and accurate data representation with 80% accuracy in 4 out of 5 tasks as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with a bar graph, pictograph, or line graph, [Student] will correctly answer at least 3 out of 4 interpretation questions about the data as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a real-world scenario (making change, calculating a tip, reading a pay stub), [Student] will correctly solve practical math tasks with 80% accuracy across 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a monthly budget with income and fixed/variable expenses, [Student] will correctly determine whether the budget is balanced or over budget and identify at least one adjustment with 80% accuracy in 4 out of 5 opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with integer operations (adding, subtracting, multiplying, and dividing positive and negative numbers), [Student] will correctly solve problems with 75% accuracy in 4 out of 5 trials as measured by curriculum-based assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given one-variable equations, [Student] will solve for the unknown using inverse operations with 75% accuracy in 4 out of 5 trials as measured by teacher-created algebra assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a linear equation, [Student] will correctly identify the slope and y-intercept and interpret their meaning in context with 75% accuracy in 4 out of 5 opportunities as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given decimal addition and subtraction problems, [Student] will align decimal points and solve with 80% accuracy in 4 out of 5 trials as measured by teacher-administered math assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When converting between fractions, decimals, and percentages, [Student] will correctly complete conversions with 80% accuracy in 4 out of 5 trials as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During structured activities, [Student] will use 2–3 word combinations to request preferred items, comment, or answer questions with 80% accuracy across 4 out of 5 opportunities as measured by SLP data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When asked a question or given a conversational opportunity, [Student] will produce grammatically complete sentences of 4 or more words with 75% accuracy across 4 out of 5 opportunities as measured by SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When retelling a story or describing an event, [Student] will produce a sequence of at least 3–4 sentences in logical order with 75% accuracy in 4 out of 5 opportunities as measured by SLP data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a picture or object, [Student] will label it using the correct noun and at least one attribute (color, size, or function) with 80% accuracy in 4 out of 5 trials as measured by SLP data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During conversational exchanges, [Student] will correctly use regular and irregular past tense verbs in spontaneous speech with 75% accuracy across 4 out of 5 language samples as measured by SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When asked to describe a picture or object, [Student] will use at least 3 descriptive attributes (color, size, shape, texture, function) with 80% accuracy in 4 out of 5 trials as measured by SLP data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given two- and three-step verbal directions in a structured setting, [Student] will follow directions correctly without repetition in 4 out of 5 trials as measured by teacher and SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When asked yes/no questions about familiar topics or stories, [Student] will respond correctly with 85% accuracy in 4 out of 5 trials as measured by SLP data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with vocabulary words related to curriculum concepts, [Student] will correctly identify pictures or objects matching each word with 80% accuracy across 4 out of 5 opportunities as measured by SLP assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given oral instructions involving spatial concepts (above, below, beside, between, in front of), [Student] will follow the directions correctly with 80% accuracy in 4 out of 5 trials as measured by teacher and SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Using [Student]'s AAC device, [Student] will independently navigate to and select the appropriate symbol or word to make a request, comment, or respond to a question in 4 out of 5 opportunities across 3 consecutive data collection sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During daily routines and activities, [Student] will use [his/her/their] AAC system to initiate at least [X] unprompted communicative acts per [session/hour] across 4 out of 5 observed sessions as measured by SLP and teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When a communication partner models language on [Student]'s AAC device, [Student] will imitate the modeled utterance at least once during the same activity in 4 out of 5 opportunities as measured by SLP data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given access to [his/her/their] AAC system, [Student] will use it to protest, request a break, or indicate a preference without relying on challenging behavior in 4 out of 5 opportunities as measured by behavior and communication data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During peer interactions, [Student] will initiate a conversation using an appropriate greeting and at least one on-topic comment or question in 3 out of 4 structured opportunities as measured by teacher and SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During a conversational exchange, [Student] will maintain the topic for at least 3 consecutive turns by asking a relevant question or adding a related comment in 4 out of 5 opportunities as measured by SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During group discussions, [Student] will take turns speaking, listen without interrupting, and make at least one on-topic contribution in 4 out of 5 group activities as measured by teacher and SLP observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When interacting with peers or adults, [Student] will use appropriate volume, eye contact, and physical proximity with 80% accuracy across 4 out of 5 observed social interactions as measured by teacher and SLP rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When speaking in structured and conversational contexts, [Student] will correctly produce the [target sound(s)] at the word/sentence/conversational level with 80% accuracy across 3 consecutive SLP data collection sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During spontaneous speech, [Student] will correctly produce [target phoneme] in all word positions with 80% accuracy across 3 consecutive 10-minute language samples as measured by SLP.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a list of words containing [target phoneme], [Student] will correctly produce the sound with 90% accuracy in structured practice and 75% accuracy in spontaneous speech across 3 consecutive SLP sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During oral reading and conversational speech, [Student] will use fluency techniques (easy onset, light articulatory contacts, slow rate) to reduce dysfluencies to no more than [X] per 100 words across 3 consecutive SLP sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When speaking in structured settings, [Student] will use [target fluency technique] with 75% accuracy and report reduced tension or anxiety related to speaking in 4 out of 5 SLP-monitored opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a topic, [Student] will independently organize and deliver a 3–5 minute oral presentation using complete sentences, logical order, and at least 2 supporting details with 75% accuracy as scored by a teacher and SLP rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given oral or written multi-step instructions in an academic setting, [Student] will carry out all steps in the correct sequence with no more than 1 clarifying question in 4 out of 5 trials as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When experiencing frustration or sensory overload, [Student] will independently use a pre-taught coping strategy (deep breathing, requesting a break, using a calm-down tool) in 4 out of 5 observed opportunities as measured by teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When transitioning between activities, [Student] will do so within [X] minutes of a verbal or visual warning with no more than [X] prompts across 4 out of 5 transition opportunities as measured by teacher observation and behavior log.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During unstructured social situations (lunch, recess, group work), [Student] will engage in cooperative play or conversation with a peer for at least [X] minutes using appropriate social language in 4 out of 5 observed opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student] needs help or does not understand an assignment, [Student] will independently ask for assistance using appropriate language in 4 out of 5 opportunities across 3 consecutive weeks as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When a peer conflict arises, [Student] will use a problem-solving strategy (use words to describe the problem, suggest a solution, seek adult help) without physical aggression or verbal outbursts in 4 out of 5 documented incidents.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When shown pictures or situations depicting emotions, [Student] will correctly identify and label at least 4 basic emotions (happy, sad, angry, scared) with 85% accuracy in 4 out of 5 trials as measured by teacher and counselor observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When asked to identify [his/her/their] own emotional state, [Student] will use words, pictures, or a feelings scale to accurately communicate [his/her/their] feelings with 80% accuracy in 4 out of 5 check-in opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a task that [Student] finds difficult or frustrating, [Student] will persist for at least [X] minutes before requesting help, using no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During unstructured time or transitions, [Student] will remain in the designated area and engage in an appropriate activity with no more than 1 verbal reminder in 4 out of 5 observed opportunities as measured by teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When upset or dysregulated, [Student] will move independently to the designated calm-down space and use at least one self-regulation tool without physical prompting in 4 out of 5 observed opportunities as measured by teacher and counselor data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During parallel or cooperative play, [Student] will share materials with a peer and take turns without prompting in 4 out of 5 observed play opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When working in a group, [Student] will contribute to the task, listen to peers, and accept others' ideas without verbal or physical conflict in 4 out of 5 group activities as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a one- or two-step direction from an adult, [Student] will comply within [X] seconds using no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher and paraprofessional data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a non-preferred task, [Student] will begin the task within [X] minutes of instruction with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student] does not understand a direction or needs a different format to access the task, [Student] will raise [his/her/their] hand or use a signal to request clarification in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When preparing for and attending IEP/ARD meetings, [Student] will state at least one personal goal, identify one area of strength, and describe one area where support is needed with minimal prompting across 3 consecutive opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When experiencing anxiety related to academic tasks or transitions, [Student] will identify the trigger and use at least one coping strategy independently in 4 out of 5 opportunities as measured by counselor and teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When faced with a challenging or unexpected situation, [Student] will use a pre-taught coping strategy (deep breathing, progressive relaxation, cognitive reframing) and self-report reduced anxiety in 4 out of 5 opportunities as measured by counselor data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During instructional periods, [Student] will remain in [his/her/their] seat and maintain on-task behavior for [X] consecutive minutes with no more than 1 verbal redirect in 4 out of 5 observed opportunities as measured by teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student] disagrees with a peer or adult decision, [Student] will express disagreement using calm words without yelling, crying, or aggressive behavior in 4 out of 5 documented incidents as measured by behavior log.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given lined paper, [Student] will write all 26 uppercase and lowercase letters legibly with correct formation and appropriate size with 80% accuracy across 3 consecutive writing samples as measured by OT and teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When copying from the board or a model, [Student] will write legibly with appropriate letter spacing and staying on the lines with 75% accuracy across 4 out of 5 work samples as measured by OT rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing cutting tasks, [Student] will use scissors with a functional grasp to cut along a straight or curved line within [X] cm of accuracy in 4 out of 5 opportunities as measured by OT observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When dressing for physical education or outdoor activities, [Student] will independently manage fasteners (buttons, zippers, snaps) with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by OT and teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing pencil-and-paper tasks, [Student] will hold the pencil with a functional tripod or adapted grip with no more than 1 verbal or tactile prompt in 4 out of 5 opportunities as measured by OT observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When writing, [Student] will regulate pencil pressure to produce legible writing without tearing the paper or producing writing that is too faint to read in 4 out of 5 writing samples as measured by OT and teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During bilateral coordination tasks (cutting, stringing beads, opening containers), [Student] will use both hands in a coordinated manner with one hand as a stabilizer and the other as the dominant hand in 4 out of 5 opportunities as measured by OT observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a copying task (shapes, letters, or designs), [Student] will reproduce the model with no more than [X] deviations in size, spacing, or proportion in 4 out of 5 tasks as measured by OT assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing written assignments on a computer, [Student] will type at a rate of at least [X] words per minute with no more than [X] errors using proper finger placement in 4 out of 5 keyboarding sessions as measured by timed typing assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing written assignments, [Student] will use a keyboard or assistive technology device to independently produce written work at a rate sufficient to complete grade-level tasks within the allotted time in 4 out of 5 class sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When experiencing sensory input during the school day, [Student] will use a pre-taught sensory strategy (movement break, sensory tool, calming technique) to regulate arousal level and return to learning activities within [X] minutes in 4 out of 5 opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During sensory-challenging environments (cafeteria, hallway, gym), [Student] will use a preferred sensory regulation strategy and remain regulated for [X] minutes with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by OT and teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given instruction and practice, [Student] will independently open and close food containers (lunch box, bags, cartons) during the school day with no more than 1 verbal prompt in 4 out of 5 meal opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When using classroom tools (ruler, compass, protractor), [Student] will handle them with appropriate force and precision to complete the academic task accurately in 4 out of 5 opportunities as measured by OT and teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When coloring within lines or completing drawing tasks, [Student] will demonstrate controlled strokes staying within or on boundaries with 75% accuracy in 4 out of 5 art/academic tasks as measured by OT observation and work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When required to balance on one foot, [Student] will maintain static balance for at least [X] seconds on each foot in 4 out of 5 trials as measured by PT observation and data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When walking on an uneven surface or balance beam, [Student] will maintain balance and complete the task without falling or needing physical support in 4 out of 5 trials as measured by PT observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When moving through the school building between classes, [Student] will navigate hallways, doorways, and stairs (or ramps) independently using [his/her/their] prescribed mobility device in 4 out of 5 observed transitions as measured by PT data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When ascending and descending a flight of stairs, [Student] will use alternating feet and the handrail for support with no more than 1 physical prompt in 4 out of 5 opportunities as measured by PT observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During physical education and play activities, [Student] will demonstrate age-appropriate gross motor skills (jumping, hopping, skipping) with [X] out of [Y] skills performed correctly in 4 out of 5 observed PE sessions as measured by PT and PE teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When catching a ball, [Student] will successfully catch an 8-inch ball thrown from [X] feet away using two hands with 75% accuracy in 4 out of 5 trials as measured by PT and PE teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When kicking a stationary ball, [Student] will demonstrate appropriate approach, contact, and follow-through with 75% accuracy in 4 out of 5 trials as measured by PT and PE teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During physical education activities requiring sustained effort (running, walking a circuit), [Student] will complete [X] laps or [X] minutes of activity without requiring rest or adult support in 4 out of 5 PE sessions as measured by PE teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When propelling [his/her/their] manual wheelchair, [Student] will independently navigate to and from the classroom, cafeteria, and bathroom using correct propulsion technique in 4 out of 5 observed daily transitions as measured by PT data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When using [his/her/their] power wheelchair, [Student] will independently navigate through doorways, around obstacles, and in community settings with no more than 1 verbal prompt in 4 out of 5 mobility tasks as measured by PT observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During seated academic tasks, [Student] will maintain upright seated posture with feet flat on the floor for [X] consecutive minutes without slouching or leaning on the desk in 4 out of 5 observed sessions as measured by PT and OT data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When transferring from wheelchair to seat or from floor to standing, [Student] will complete the transfer safely using the prescribed technique with no more than [X] physical assists in 4 out of 5 transfer opportunities as measured by PT data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
At the start and end of each school day, [Student] will independently organize [his/her/their] materials (backpack, binder, desk) using a visual checklist with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given an assignment, [Student] will independently record it in [his/her/their] planner with the correct due date and required materials with 80% accuracy in 4 out of 5 opportunities as measured by teacher planner checks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a multi-step project, [Student] will use a graphic organizer or project planner to break the assignment into steps and set a timeline with 80% accuracy in 4 out of 5 projects as measured by teacher review of the completed plan.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a long-term assignment, [Student] will independently create a written plan with at least 3 intermediate deadlines, share it with [his/her/their] teacher, and meet at least 2 of the 3 deadlines in 4 out of 5 assignments as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a timed assignment, [Student] will use a visual timer to monitor progress and pace [his/her/their] work to complete at least 75% of the task within the allotted time in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When transitioning between classes, [Student] will arrive on time with required materials on [X] out of 5 school days per week across 4 consecutive weeks as measured by teacher and attendance records.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given an independent work assignment, [Student] will begin the task within [X] minutes of instruction with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
At the start of study hall or independent work time, [Student] will independently select a task from [his/her/their] planner and begin working within [X] minutes without adult direction in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a two- or three-step verbal direction, [Student] will hold all steps in memory and complete them in the correct sequence without written support in 4 out of 5 trials as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a list of 4–5 items to remember (materials to bring, steps to follow), [Student] will recall at least 3 of the items accurately without written cues in 4 out of 5 trials as measured by teacher data collection.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student]'s routine or plan changes unexpectedly, [Student] will accept the change and adjust [his/her/their] behavior with no more than 1 verbal prompt and no outburst or refusal in 4 out of 5 documented schedule changes as measured by teacher behavior log.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student]'s first problem-solving approach is unsuccessful, [Student] will independently attempt at least one alternative strategy before requesting help in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During class discussions, [Student] will wait to be called on before speaking rather than calling out answers with no more than 1 redirect in 4 out of 5 observed class discussions as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When faced with a frustrating situation, [Student] will pause and use a pre-taught self-regulation strategy before responding in 4 out of 5 documented incidents as measured by teacher and counselor data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
At the end of each class period, [Student] will file completed work in the correct section of [his/her/their] binder and discard unnecessary materials with 85% accuracy in 4 out of 5 observed transitions as measured by weekly binder checks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a task analysis, [Student] will independently complete a personal hygiene routine (washing hands, brushing teeth, grooming) with no more than 1 verbal prompt across 4 out of 5 opportunities as measured by teacher and paraprofessional observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a visual recipe with no more than 4 steps, [Student] will independently prepare a simple meal or snack following the steps in correct sequence with 80% accuracy across 3 consecutive opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When in a community setting, [Student] will identify and correctly respond to public signs and symbols (restroom, exit, stop, do not enter) with 85% accuracy in 4 out of 5 community-based instruction opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a price up to $20.00, [Student] will identify the correct bills and coins to pay for an item and calculate correct change with 80% accuracy across 4 out of 5 opportunities as measured by teacher-created assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When presented with a safety scenario (fire drill, stranger danger, emergency), [Student] will demonstrate the correct response with 90% accuracy across 4 out of 5 simulated safety practice opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given [his/her/their] medication schedule and information, [Student] will independently take prescribed medication at the scheduled time and track it on a medication log with 90% accuracy across 4 consecutive weeks as measured by school nurse and teacher records.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given instruction and materials, [Student] will independently complete a laundry cycle (sort, wash, dry, fold) using a task analysis with no more than 2 prompts across 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a list of household chores with a visual schedule, [Student] will complete all assigned tasks in sequence with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher and paraprofessional data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When in a store, [Student] will locate items on a shopping list, place them in a basket or cart, proceed to the checkout, and pay correctly with no more than 2 verbal prompts in 4 out of 5 community-based shopping trips as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a phone number, [Student] will independently dial the number and hold a brief, appropriate telephone conversation (greeting, stating purpose, closing) with 80% accuracy across 4 out of 5 role-play and real-call opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given access to a smartphone or tablet, [Student] will independently use at least 3 functional apps (maps/navigation, texting, calling, or calendar) to complete daily tasks with 80% accuracy in 4 out of 5 observed opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a weekly schedule with appointments and activities, [Student] will independently read the schedule and arrive at the correct location at the correct time with no more than 1 prompt in 4 out of 5 scheduled activities as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a bank account statement, [Student] will identify the balance, at least 2 transactions, and determine whether the balance is sufficient to cover a proposed purchase with 80% accuracy in 4 out of 5 trials as measured by teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a medical form, [Student] will independently and accurately complete the required personal and health information fields with no more than 1 prompt in 4 out of 5 form-completion opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Using a bus route map or public transit app, [Student] will independently plan and take a bus route from a designated starting point to a destination with no more than 1 prompt in 4 out of 5 community-based transportation trips.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
By [date], [Student] will complete a job application independently with no more than 2 prompts, demonstrating accurate personal information (address, phone, references) with 90% accuracy as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During work-based learning experiences, [Student] will arrive on time, follow task directions, and complete assigned duties for [X] minutes with no more than 1 prompt across 4 out of 5 documented work sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
By [date], [Student] will independently research and identify at least 2 post-secondary education or vocational training programs that align with stated career interests, as documented by a written or verbal report.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During IEP/ARD meetings, [Student] will verbally state [his/her/their] post-secondary goals, identify at least 2 personal strengths, and describe at least 2 areas where support is needed in 4 out of 5 opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a monthly budget scenario, [Student] will correctly allocate funds for fixed and variable expenses and identify whether the budget is balanced or over budget with 80% accuracy in 4 out of 5 opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a mock job interview, [Student] will answer at least 5 common interview questions with appropriate responses, maintain eye contact, and use appropriate body language as scored at 3 or above on a 4-point interview rubric in 3 out of 4 practice interviews.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a work schedule, [Student] will demonstrate the ability to calculate total hours worked and earnings at a given hourly wage with 80% accuracy in 4 out of 5 simulated payroll tasks as measured by teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During community-based work experiences, [Student] will demonstrate workplace-appropriate behaviors (punctuality, following directions, appropriate communication, task completion) as rated by a site supervisor in 4 out of 5 documented work sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
By [date], [Student] will independently contact at least 2 post-secondary programs or disability services offices to request information about support services, as documented by a log of contacts and responses.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
By [date], [Student] will independently complete a college or program application, including the personal statement and disability services request, with no more than 2 adult prompts as measured by teacher review.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Using a bus, subway, or rideshare app, [Student] will independently plan and complete a trip from home or school to a community destination with no more than 1 verbal prompt in 4 out of 5 transportation tasks as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a bus schedule or transit app, [Student] will correctly identify the route number, stop, and departure time needed to arrive at a destination by a specified time with 80% accuracy in 4 out of 5 trials as measured by teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When participating in a community activity (shopping, dining, recreation), [Student] will interact appropriately with community members, complete the activity, and self-monitor behavior with no more than 1 prompt in 4 out of 5 community-based instruction trips.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When requesting disability accommodations or services from a new provider, employer, or school, [Student] will independently explain [his/her/their] disability, describe the needed supports, and provide documentation with 80% accuracy in 3 out of 4 simulated and real opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a list of household tasks (grocery shopping, meal preparation, cleaning), [Student] will independently plan and complete at least 3 tasks per week using a visual schedule with no more than 1 verbal prompt across 4 consecutive weeks as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a W-4 or tax form, [Student] will accurately complete required fields including personal information and withholding preferences with no more than 2 prompts in 4 out of 5 simulated form-completion tasks as measured by teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When experiencing a medical symptom or health concern, [Student] will independently schedule a medical appointment, describe symptoms to the provider, and communicate any questions or concerns with 80% accuracy across 3 simulated and real opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
By [date], [Student] will identify at least 2 community-based leisure or recreational activities of interest, demonstrate participation in at least 1, and describe benefits of participation in a written or verbal report.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a structured toileting schedule, [Student] will independently initiate toileting at scheduled times and as needed, demonstrating all steps of the routine with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher and aide data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student] needs to use the restroom, [Student] will independently request to go, travel to the restroom, complete all steps of the toileting routine, and return to class with no physical prompting in 4 out of 5 observed opportunities.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When dressing independently, [Student] will correctly put on and remove shirt, pants, socks, and shoes in the correct order with no more than 2 verbal prompts in 4 out of 5 observed dressing opportunities as measured by OT and teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given [his/her/their] coat, backpack, and lunchbox, [Student] will independently manage all fasteners and organize [his/her/their] belongings at arrival and dismissal with no more than 1 verbal prompt in 4 out of 5 opportunities as measured by teacher observation.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During mealtimes, [Student] will independently use a spoon, fork, and/or cup with appropriate motor control to consume a meal with no more than 1 physical or verbal prompt in 4 out of 5 observed mealtimes as measured by teacher and paraprofessional data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
During the school lunch period, [Student] will independently select food, open containers, eat using appropriate utensils, and discard trash with no more than 1 verbal prompt across 4 out of 5 observed lunch periods as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After using the restroom or before lunch, [Student] will independently wash [his/her/their] hands using correct technique (wet, soap, 20 seconds, rinse, dry) with no more than 1 verbal prompt in 4 out of 5 observed opportunities as measured by teacher and aide data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Each school day, [Student] will arrive having completed a morning hygiene routine (showering, teeth brushing, hair grooming, deodorant) as self-reported and verified by teacher observation on 4 out of 5 school days across 4 consecutive weeks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When [Student] needs something (food, water, bathroom, help, break), [Student] will communicate the need using words, pictures, or AAC in 4 out of 5 observed opportunities without resorting to challenging behavior as measured by teacher and SLP data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
In school and community settings, [Student] will demonstrate awareness of personal safety rules (stay with adults, do not leave campus, cross at crosswalks) with 90% accuracy in simulated and observed situations as measured by teacher data.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a science text or lesson, [Student] will identify and explain at least 2 key vocabulary terms using grade-level scientific language with 75% accuracy in 4 out of 5 opportunities as measured by verbal or written response.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When participating in a science investigation, [Student] will identify the question, hypothesis, procedure, and conclusion with teacher support and record findings on a structured data table with 75% accuracy in 4 out of 5 lab activities as measured by work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When conducting a science experiment, [Student] will independently follow a written procedure, collect data, create a labeled graph, and write a conclusion statement with 80% accuracy as scored on a teacher rubric in 3 out of 4 labs.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Given a map of the United States, [Student] will correctly identify [X] states, the 4 cardinal directions, and at least 2 geographic features with 80% accuracy in 4 out of 5 map-reading tasks as measured by teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given grade-level content about government and citizenship, [Student] will identify and explain the roles of at least 3 community helpers or government figures with 80% accuracy in 4 out of 5 opportunities as measured by verbal or written response.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given primary and secondary source documents, [Student] will identify the author's perspective, intended audience, and at least one bias or point of view with 75% accuracy in 4 out of 5 document analysis tasks as measured by written response.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
After instruction on a science unit, [Student] will correctly answer grade-level content questions with 70% accuracy on teacher-created unit assessments across 3 consecutive units as measured by modified or standard assessments.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a research question, [Student] will use at least 2 credible sources to gather relevant information, take notes using a graphic organizer, and cite sources with 75% accuracy in 4 out of 5 research tasks as measured by teacher rubric.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given a research task, [Student] will independently use a teacher-approved search engine to locate at least 2 relevant websites, evaluate their credibility using a checklist, and record key information with 75% accuracy in 4 out of 5 research tasks.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing academic assignments, [Student] will independently use word processing tools (spell check, grammar check, formatting) to produce a final product that meets teacher specifications with 80% accuracy in 4 out of 5 assignments as measured by work samples.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When completing written assignments, [Student] will independently access and use [specified AT tool] to produce written work, demonstrating the ability to navigate the technology and complete the task within the allotted time in 4 out of 5 class sessions.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
When given scenarios involving online communication and sharing of personal information, [Student] will identify safe and unsafe digital behaviors and explain appropriate responses with 80% accuracy in 4 out of 5 digital citizenship lessons as measured by teacher assessment.
For parents: This sample goal is provided to help parents understand what a well-written IEP goal looks like and to guide discussion with the IEP/ARD committee. All goals must be individualized based on your child's current Present Levels of Performance, baseline data, and specific needs. Do not present this goal to the school as your child's IEP goal without first working with the team to customize it to your child's unique situation.
Sample goals are a starting point. Our IEP Review Service helps you understand whether the goals in your child's actual IEP are measurable, meaningful, and appropriate for their needs.