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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress. ADVERTISEMENT

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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Executive Functioning IEP Goals: A Complete Guide and Goal Bank

Executive functioning refers to a set of skills that are involved in planning, organizing, initiating, completing tasks, and regulating behavior. These skills are crucial for academic and social success, and individuals with executive functioning difficulties may struggle with daily life activities. For more in depth information on executive functioning coaching and outcomes, our Chief Clinical Officer, Dr. Jordan Wright has published a white paper that you can download it here .

IEP Goals for Executive Functioning

Individualized Education Program (IEP) goals are designed to address the specific needs of each student with a disability. When it comes to executive functioning, IEP goals may include:

• Planning and organizing : The student will be able to independently create and follow a daily schedule or task list, including prioritizing tasks and breaking them down into smaller steps.
• Initiation : The student will be able to start and complete tasks without excessive prompting or assistance from others.
• Attention and focus : The student will be able to sustain attention and focus on a task for a specified period of time, and minimize distractions.
• Time management : The student will be able to accurately estimate how long a task will take and manage their time effectively to complete it with limited prompting.
• Self-regulation : The student will be able to recognize and control their own emotional responses, impulses, and behaviors in a variety of situations.
• Problem-solving and decision-making : The student will be able to identify problems, generate and evaluate potential solutions, and make informed decisions.

These goals can be tailored to the individual needs of the student and may be adjusted over time as progress is made .

Utilize the SMART IEP Goal Model

When developing IEP goals for executive functioning skills, it is important to utilize the SMART goal model for increased success and accountability. Using this framework ensures that  the goals are Specific, Measurable, Achievable, Relevant, and Time-bound. SMART goals help to clarify what the student should achieve, how progress will be measured, and by when.

To help get your Special Education/IEP team get started, we’ve put together a SMART goal bank with executive functioning IEP goals for each age group. As always, you will need to modify these goals based on the student’s individual needs and your school’s resources.

After developing your IEP goals , you and your team will want to make sure you are properly tracking and monitoring the IEP SMART goals. For more information on how to do this successfully, check out our recent blog .

Example Executive Functioning IEP Goals for Primary Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a daily schedule with at least 3 tasks to complete per day, with no more than 1 reminder needed per week.
• By the end of the trimester,  the student will improve their time management skills by completing in-class assignments within the given time frame, with no more than 1 reminder needed per week.
• After 9 weeks, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 2-3 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 2 multi-step directions given within a 5-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their self-monitoring skills by checking their work for errors before turning it in, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 5 minutes during independent work time, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their ability to shift focus and transition between tasks by independently switching to a new task when instructed to do so, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for Intermediate Students

• By the end of the school year, the student will demonstrate improved planning and prioritization skills by creating and following through on a weekly schedule with at least 5 tasks to complete per week, with no more than 1 reminder needed per week.
• By the end of the school year, the] will improve their time management skills by completing in-class assignments and homework within the given time frame, with no more than 1 reminder needed per week.
• By the end of the trimester, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 4 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 3 multi-step directions given within a 10-minute period, with no more than 1 reminder needed per week.
• By the end of the quarter, the student] will improve their self-monitoring skills by checking their work for errors and making appropriate revisions before turning it in, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 10 minutes during independent work time, with no more than 2 reminders needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 3 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved emotional regulation skills by using at least 3 appropriate coping strategies when feeling frustrated or upset in class, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for Middle School Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a weekly schedule with at least 5 tasks to complete per week, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their time management skills by completing in-class assignments and homework within the given time frame, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 5 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 4 multi-step directions given within a 15-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their self-monitoring skills by checking their work for errors and making appropriate revisions before turning it in, with no more than 2 reminders needed per week.
• By the end of the trimester, the student will demonstrate improved attention and focus by remaining on-task for at least 15 minutes during independent work time, with no more than 2 reminders needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 4 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for High School Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a daily and weekly schedule with at least 5 tasks to complete per day and 10 tasks per week, with no more than 1 reminder needed per week.
• By the end of the school year, the student  will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 6 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 5 multi-step directions given within a 20-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 20 minutes during independent work time, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 5 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved emotional regulation skills by using at least 4 appropriate coping strategies when feeling frustrated or upset in class, with no more than 1 reminder needed per week.  

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IEP Goals Examples

Welcome to our blog on IEP goals examples! The idea of IEP goals may be familiar to you as the parent or legal guardian of a kid with a disability, but you might not know how to create strong ones for your child. Setting objectives for a child with a disability can be difficult, but it’s also a crucial duty, so you’re not alone. 

In this article, we’ll provide some pointers on creating your own IEP goals  and some examples of IEP goals. There is also IEP Goal Bank that allows you to find IEP goals and products designed specifically to help your students meet those goals. We’ll also go over the essential components of successful IEP goals examples and how to monitor your kid’s development in that direction. 

So whether you’re just starting to develop an IEP for your child or looking for inspiration to help you update your child’s existing goals, we’ve got you covered. Let’s get started!

What are the 4 Parts of an IEP Goal?

An Individualized Education Program – IEP goals examples consist of four parts: the condition, the behavior, the criteria, and the time frame. Here’s what each of these parts means:

• Condition : The condition is the context in which the student will achieve the goal. For example, “When given a grade-level reading passage…”
• Behavior : The behavior that the kid will be able to accomplish due to getting special education and related assistance is the specific action or skill. In the case of the reading passage, for instance, “the student will be able to properly answer 80% of the multiple-choice questions….”
• Criteria : The criteria is the measure of the student’s performance. It should be objective and based on observable and verifiable criteria. For example, “with 80% accuracy…”
• Time frame : The time frame is the specific timeline for achieving the goal. It helps ensure that the student is progressing toward achieving the goal and that any necessary adjustments can be made on time. For example, “by the end of the school year…”

If you have any questions about writing effective IEP goals examples, consult your child’s special education teacher or a special education advocate for guidance.

What Should a Good IEP Goal Include?

A good Individualized Education Program – IEP goals examples should be  specific, measurable, achievable, relevant, and time-bound (SMART) . Here’s what each of these criteria means:

• The goal should be clearly defined and specific. It should state exactly what the student will be able to do as a result of receiving special education and related services .
• The goal should be measurable so that it is clear when the student has achieved it. The measurement should be objective and based on observable and verifiable criteria.
• The goal should be realistic and achievable, given the student’s current level of performance and the resources and support available to them.
• The goal should be relevant to the student’s needs and interests and linked to the student’s long-term goals.
• The goal should have a specific timeline for completion. This helps ensure that the student is progressing toward achieving the goal and that any necessary adjustments can be made on time. For a comprehensive understanding of your child’s behavior, consider conducting a Functional Behavior Assessment .

To further enrich your knowledge, feel free to consult resources like the Parent Center Hub for guidance on navigating your child’s IEP or websites like the U.S. Department of Education , the Center for Parent Information and Resources, and the National Association of Special Education Teachers for a broader perspective on special education needs and resources.”

Additionally, it’s crucial to include the student as much as possible in the goal-setting process and ensure the objectives align with their particular requirements and assets. You should get advice from your child’s special education teacher or a special education advocate if you have any concerns about establishing effective IEP goals examples.

IEP Goals for Low-Functioning Students

Individualized Education Program:  IEP goals examples for low-functioning students should be tailored to their individual needs and focus on helping them develop the skills and knowledge they need to succeed in their daily lives. These goals may include academic skills, social skills , self-care skills, and vocational skills.

Here are one of the IEP goals examples for a low-functioning student:

• “By the end of the school year, the student will improve their reading skills by correctly identifying at least 10 high-frequency words with 80% accuracy, when given a list of 20 words.”
• “By the end of the school year, the student will improve their writing skills by producing legible, written responses to simple prompts, with the support of a writing tool (e.g., picture symbols, word banks).”
• “By the end of the school year, the student will improve their math skills by counting to 10 with 80% accuracy, when given a set of objects to count.”

Social Skills

• “By the end of the school year, the student will improve their social skills by initiating social interactions with peers at least once per week, with the support of a visual social story.”

Self-Care Skills

• “By the end of the school year, the student will improve their self-care skills by completing at least three steps of a personal hygiene routine independently, with minimal prompts.”

Vocational Skills

• “By the end of the school year, the student will improve their vocational skills by sorting objects by size and shape with 80% accuracy, when given a mixed set of objects to sort.”

It’s important to note that these are just examples, and the specific goals for low-functioning students will depend on their individual needs and strengths. The examples of IEP goals should be specific, measurable, achievable, relevant, and time-bound (SMART) and linked to the student’s long-term goals. 

Suppose you have any questions about how to write effective IEP goals examples for a low-functioning student. In that case, you should consult with your child’s special education teacher or a special education advocate for guidance.

Functional IEP Goals Examples

Functional Individualized Education Program (IEP) goals are goals that focus on helping a student with a disability to develop the skills and knowledge they need to be successful in their daily life. These goals may include academic skills, social skills, self-care skills, and vocational skills.

Here are a few examples of functional IEP goals:

• Academic skills: “By the end of the school year, the student will improve their math skills by correctly solving two-step word problems with 80% accuracy.”
• Social skills: “By the end of the school year, the student will improve their social skills by initiating conversations with peers at least once per week and participating in group activities without prompting.”
• Self-care skills: “By the end of the school year, the student will improve their self-care skills by independently dressing in the morning with minimal prompting.”
• Vocational skills: “By the end of the school year, the student will improve their vocational skills by completing a mock job application and participating in a mock job interview with 80% accuracy.”

How Do You Write IEP Goals and Objectives Examples?

Writing Individualized Education Program (IEP) goals and objectives can seem overwhelming at first, but it doesn’t have to be. Here are some steps you can follow to write effective IEP goals and objectives for your child:

• Determine the student’s needs and strengths first. This can be accomplished either by conducting a thorough evaluation or by analyzing previous evaluation reports, teacher observations, and other pertinent data.
• Find out the student’s long-term objectives. These ought to be connected to the student’s post-secondary aspirations and based on their requirements and strengths (e.g., college , vocational training, employment).
• Break down the long-term goals into smaller, intermediate goals. These intermediate goals should be specific, measurable, achievable, relevant, and time-bound (SMART).
• Using the intermediate goals as a base, create the IEP goals examples and objectives. The objectives should specify the steps the student will take to accomplish the goals, and the goals themselves should be clear and measurable.
• Include assistance, accommodations, and changes in the IEP. These are to be developed with the student’s specific requirements in mind and ought to be geared toward assisting the student in accessing the general education curriculum and moving closer to their objectives.
• To make sure that the student’s needs are being fulfilled and that they are moving closer to their goals, review and update the IEP goals and objectives on a regular basis.

Here are a Few Examples of IEP Goals and Objectives:

Goal : By the end of the school year, the student will improve their reading comprehension skills by correctly answering 80% of multiple-choice questions on grade-level texts.

Objectives:

• The student will read grade-level texts for 30 minutes per day with the support of a reading tutor.
• The student will complete weekly reading comprehension worksheets with 80% accuracy.
• The student will participate in a small group reading comprehension instruction for 20 minutes per day.

Goal : By the end of the school year, the student will improve their writing skills by producing written assignments that are at least two pages in length, with appropriate structure and organization, and minimal errors in spelling, grammar, and punctuation.

• The student will complete a weekly writing assignment using the writing process (prewriting, drafting, revising, editing, and publishing).
• The student will participate in a small group writing instruction for 20 minutes per day.
• The student will use word processing software with built-in grammar and spell check to complete written assignments.

I hope these examples give you a better idea of how to write IEP goals and objectives. If you have any questions or need additional guidance, consult with your child’s special education teacher or a special education advocate.

How Do I Choose an IEP Goal?

Choosing an Individualized Education Program (IEP) goal for a student with a disability can be a challenging task, but it’s also an important one. Here are a few tips to help you choose an IEP goals examples for your child:

• Start by identifying the student’s needs and strengths. This can be done through a comprehensive evaluation or by reviewing existing evaluation reports, teacher observations, and other relevant information.
• Determine the student’s long-term goals. These should be based on the student’s needs and strengths and linked to their post-secondary goals (e.g., college, vocational training, employment).
• Choose specific and measurable IEP goals examples. The goal should be clearly defined and should have objective criteria for measuring progress.
• Make sure the goal is achievable. The goal should be realistic given the student’s current level of performance and the resources and supports available to them.
• Ensure that the goal is relevant to the student’s needs and interests. The goal should be linked to the student’s long-term goals and aligned with their needs and strengths.
• Make sure the goal is time-bound. The goal should have a specific timeline for completion. It helps ensure that the student is progressing toward achieving the goal and that any necessary adjustments can be made on time.

You can select an IEP objective that is suited to your child’s particular requirements and will enable them to advance academically by using the advice in this article. To make the process easier, consider using an IEP Cheat Sheet . If you have any questions or require more advice, you should speak with your child’s special education teacher or a special education advocate.

Creating effective IEP goals is crucial for the educational development of children with special needs. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART) to ensure that the child makes consistent progress. For example, while considering how much residents get paid and the complexities of their training, one might draw parallels to setting realistic and attainable goals within an IEP. Just as a medical resident’s progress is tracked and assessed, IEP goals should be regularly reviewed and adjusted to reflect the child’s evolving needs and achievements. This approach ensures that the educational plan remains dynamic and responsive to the child’s growth.

In crafting IEP goals, it’s essential to recognize the diverse needs of each child, much like understanding the various costs associated with different medical professions, such as anesthesiologist insurance costs . For instance, an IEP goal might focus on improving a child’s social skills, akin to how a psychiatric nurse practitioner prescribes medication tailored to a patient’s needs. Similarly, understanding the financial aspects of how much dentists make in California can provide insights into setting realistic, yet ambitious, educational targets. By incorporating a holistic understanding of the child’s strengths and challenges, educators and parents can develop comprehensive IEP goals that foster both academic and personal growth, ensuring the child receives a well-rounded and supportive educational experience.

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Developing Work Completion IEP Goals: Your Guide with Examples

Work completion is a critical skill for academic success and lifelong learning. This guide is designed to assist educators in creating effective IEP goals for work completion, aiming to enhance students’ abilities to finish tasks efficiently and effectively.

Understanding Work Completion

Work completion involves the ability to start, continue, and finish tasks within a given timeframe and to the required standard. For students with special needs, challenges in work completion can stem from a variety of sources, including difficulties with attention, organization, understanding instructions, or motivation.

The Significance of Work Completion Goals in IEPs

Incorporating work completion goals into a student’s Individualized Education Program (IEP) is essential for building their independence and ability to succeed in both academic and non-academic settings. These goals help students develop time management, organizational skills, and persistence.

Creating SMART Work Completion IEP Goals

• Specific : Clearly define what aspect of work completion the student needs to develop. This might include initiating tasks, staying on task, or completing assignments within the allotted time.
• Measurable : Establish clear criteria for evaluating the student’s progress, such as the number of assignments completed on time, the decrease in needed prompts, or the quality of completed work.
• Achievable : Set realistic goals that are attainable within the student’s current capabilities and potential for growth.
• Relevant : Ensure the goals are aligned with the student’s academic or vocational needs.
• Time-bound : Specify when the goals should be reassessed to measure progress and determine if adjustments are needed.

Work Completion IEP Goals and Compliance

Effective work completion IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the Individuals with Disabilities Education Act (IDEA). This ensures that the goals are tailored to the student’s unique needs and practical for fostering real improvements.

• Alignment with PLAAFP : Goals should be based on the student’s current performance related to task initiation and completion.
• Compliance with Legal Standards : Confirm that the goals meet IDEA requirements, supporting the student’s educational rights.
• Measurable Outcomes : Develop goals with observable and quantifiable criteria to facilitate progress monitoring.

Sample Work Completion IEP Goals

Disclaimer : These sample goals should be customized to fit the individual needs and circumstances of each student.

• Task Initiation : By (date), the student will independently begin assigned tasks within 5 minutes of instruction in 9 out of 10 opportunities, improving from a baseline of 3 out of 10.
• Staying on Task : By (date), the student will stay focused on tasks without external prompts for 20-minute intervals in 80% of opportunities, as measured by daily behavior charts.
• Timely Task Completion : By (date), the student will complete homework assignments on time and to the required standard in 85% of opportunities, up from 50%.

Our Transition Planning Rubric is designed to support district leaders and educators in guiding their teams towards excellence in transition planning.

It provides comprehensive criteria that cover the breadth of transition planning, from gauging student engagement to evaluating post-secondary goals and services.

Why Use This Rubric?

• Tailored Feedback:  Utilize a structured scoring system to evaluate and enhance individual transition plans.
• Fillable Format:  Conveniently fill out the rubric digitally or print it for hands-on collaboration.
• Action-Oriented Guidance:  Benefit from a clearly defined path towards creating robust and legally compliant IEPs.

Expand your team’s capabilities and improve the success of IEP meetings.

Additional Examples of Work Completion IEP Goals:

• Reducing Prompts : By (date), the student will complete classroom tasks with no more than one verbal prompt per session in 90% of observed instances.
• Quality of Work : By (date), the student will improve the quality of completed work, meeting all specified criteria for 5 consecutive assignments as evaluated by a rubric.
• Organizational Skills for Work Completion : By (date), the student will use an organizational system (e.g., planners, checklists) to track and meet deadlines for assignments in 4 out of 5 opportunities.
• Enhanced Concentration : By (date), the student will use strategies (like a quiet workspace or focus tools) to maintain concentration for at least 30 minutes during independent work times, with improvement from current 10-minute intervals.
• Progress Monitoring : By (date), the student will self-monitor their progress on tasks using a simple checklist or tracking form, accurately reporting task status at the end of each day in 90% of the school days.
• Handling Interruptions : By (date), the student will return to unfinished tasks within 10 minutes after an interruption in 85% of occurrences, as monitored by a classroom aide.

Strategies for Teaching Work Completion Skills

• Visual Schedules and Checklists : Use tools like visual schedules or checklists to help the student keep track of tasks and deadlines.
• Timer and Reminders : Implement the use of timers or technology-based reminders to aid students in managing their time effectively.
• Reward Systems : Establish a reward system to motivate students and reinforce positive behaviors related to task completion.

More on Work Completion IEP Goals

By focusing on work completion in IEPs, educators can provide students with the tools they need to manage their responsibilities effectively. These skills are crucial for academic achievement and for developing the independence needed for success in future employment and personal endeavors.

Explore comprehensive strategies and resources that support the implementation of effective work completion IEP goals. Equip your students with the skills they need to navigate their educational and career paths successfully.

Jon Izak is the founder and CEO of Ori Learning.

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• Dec 22, 2022
• 11 min read

Special education: IEP goals for executive functioning skills (2024)

Updated: Aug 1

Last Updated: August 1, 2024

So, just how important are executive functioning skills?

Well, according to Dr. Adele Diamond's analysis of all the major studies on executive functioning skills:

"EFs are more important for school readiness than are IQ or entry-level reading or math" ( Blair & Razza 2007 , Morrison et al. 2010 )

"EFs predict both math and reading competence throughout the school years" ( Borella et al. 2010 , Duncan et al. 2007 , Gathercole et al. 2004 )

Oddly, when I was a special education teacher in the public school system, I could count on one hand the number of times the phrase "executive function" was brought up in IEP meetings or by parents.

Executive functioning IEP goals are not as much a part of the IEP process as they deserve to be, so as a parent, you'll need to make sure they are included in the discussion.

In this article, I'll provide you with a range of executive functioning IEP goals that will guide your student's IEP team to support the development of:

Organization

Self-advocacy

Time management

Visualizing outcomes

Evaluating priorities

Plus, I'll walk you through how to evaluate whether or not your student's current IEP goals are written in a way that can help your child.

For reference, here are other articles I have written about executive functioning and the IEP process.

How to advocate for executive function coaching services (as part of the IEP)

What are executive functioning skills?

Parenting Students with ADHD: 4 Emails You Need to Send in November (2022)

How do I request additional assessment for a student who already has an IEP?

Table of Contents

What is executive dysfunction, executive functioning iep goals, what are the parts of an iep goal, sample iep goal: planning, sample iep goal: organization, sample iep goal: self-advocacy, sample iep goal: initiation, sample iep goal: time management, sample iep goal: inhibition.

Sample IEP goal: Visualizing outcomes and goal-setting

Sample IEP goal: Evaluating priorities

Sample iep goal: writing, what actions should an iep team take when a student is not progressing toward his or her iep goals, what other areas of executive functioning are there.

Further resources

About the author

When a child struggles with managing school, completing homework, organization skills, or completing a complex task, they may have executive dysfunction.

Signs that indicate your child may have executive dysfunction disorder are they struggle to:

Complete tasks

Independently transition

Display an appropriate emotional response when given a direct instruction

Plan independently

Identify errors in their schoolwork

Turn in homework assignments

Teachers and schools often overlook these skills because they are focused on grades and subject matter knowledge.

But as we know, what matters when you enter the working world is not that you can correctly recite the order of US presidents but that you can see a goal to completion.

As parents, sometimes we want to do everything for our children. We feed them, choose their clothes, set alarms for them, and remind them of where to be and when.

But one day, we will not be able to do these things, and hopefully, they have developed their executive functioning skills at this point to be successful without us.

If you are concerned your child may be struggling with executive dysfunction, ask for an Independent Education Evaluation (IEE) so your child can be assessed.

You can bring this information (and the evaluation) to an IEP meeting to explore how goals can be written and services provided to teach your child these vital skills.

To start, it is crucial to understand the components of an IEP goal.

Every IEP goal must have a baseline.

A baseline is data collected before implementing a support plan around the goal. Baseline data can be collected by measuring whatever behavior or skill is described in the IEP goal.

Once you have a clear baseline, then you can move into writing a neat and meaningful IEP goal.

For an IEP goal to help improve executive functioning skills, it must include the following components that must be written in measurable terms:

IEP Goal Element #1 : Date

By (date of next annual IEP)

By December 2023,...

IEP Goal Element #2 : Condition:

when provided with...

when given access to...

with access to a calculator...

when provided with access to Google Tasks

By December 2023, when provided with access to Google Tasks

IEP Goal Element #3 : Functional performance indicator

This is the target skill you want the student to complete.

student will track her assignments...

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments...

IEP Goal Element #4 : Observable Behavior

What is something you can say for certain has happened?

by writing all missing and upcoming assignments in Google Tasks...

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks...

IEP Goal Element #5 : Criteria

This is where you get the measurable part of the goal.

with no more than 1 prompt and 80% accuracy...

with less than three verbal prompts

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks with no more than 1 prompt and 80% accuracy...

IEP Goal Element #6 : Mastery

This is where you measure this target skills over a period of time or across trials.

for four consecutive weeks.

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks with no more than 1 prompt and 80% accuracy for four consecutive weeks.

IEP Goal Element #7 : Measurement

How will this goal be measured?

...as measured by weekly reviews of Cynthia's planner by case manager.

A complete executive functioning IEP goal:

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks with no more than 1 prompt and 80% accuracy for four consecutive weeks as measured by weekly reviews of Cynthia's planner by case manager.

when provided with a list of upcoming assignments

Functional performance indicator:

(student name) will accurately predict the amount of time required to complete all assignments due that week

Observable behavior:

by recording those estimates into a planner

with at least (target percent) accuracy

in 3 of 4 randomized checks

Measurement:

as measured by reviews of (student's name) planner by (staff position that will be progress monitoring).

Putting it all together you have:

By (date of next annual IEP), when provided with a list of upcoming assignments, (student name) will accurately predict the amount of time required to complete all assignments due that week by recording those estimates into a planner with at least (target percent) in 3 of 4 randomized checks as measured by reviews of (student's name) planner by (staff position that will be progress monitoring).

when given dividers for each class and a binder

(student name) will organize class materials

by placing all completed and upcoming assignments into the appropriate section of the binder

Independently

in 4 out of 5 opportunities

as measured by teacher observation.

Putting it all together, you have:

By (date of next annual IEP), when given dividers for each class and a binder, (student name) will organize class materials by placing all completed and upcoming assignments into the appropriate section of the binder, independently, in 4 out of 5 opportunities, as measured by teacher observation.

when provided with templates for self-advocacy

(student name) will advocate to their teachers

by copying the appropriate template and filling in the blanks

with no more than 2 prompts

in 3 out of 4 opportunities

as measured by permanent products (emails).

By (date of next annual IEP), when provided with templates for self-advocacy (student name) will advocate to their teachers by copying the appropriate template and filling in the blanks with no more than 2 prompts in 3 out of 4 opportunities as measured by permanent products (emails).

when provided with a direct instruction to complete a task

(student name) will begin the task

by identifying the initial step to get started and confirming this with teacher

in 3 out of 5 opportunities

as measured by teacher records.

By (date of next annual IEP), when provided with direct instruction to complete a task, (student name) will begin the task by identifying the initial step to get started and confirming this with a teacher with no more than 2 prompts in 3 out of 5 opportunities as measured by teacher records.

when provided with directions for a multiple-step task or project and visual reminders

(student name) will chunk the project in manageable parts

by writing out at least three tasks with estimated times for completion

independently

in 2 out of 3 opportunities

as measured by recorded data.

By (date of next annual IEP), when provided with directions for a multiple-step task or project and visual reminders, (student name) will chunk the project into manageable parts by writing out at least three tasks with estimated times for completion independently in 2 out of 3 opportunities, as measured by recorded data.

with access to an assignment and a timer

(student name) will successfully remain on task

by setting a timer for a self-determined amount of time and engaging in the assignment

with 80% success

as measured by teacher observations.

By (date of next annual IEP), with access to an assignment and a timer, (student name) will successfully remain on task by setting a timer for a self-determined amount of time and engaging in the assignment independently, with 80% success, as measured by teacher observations.

Sample IEP goal: Visualizing and goal setting

with access to a S.M.A.R.T. goals graphic organizer,

(student name) will set at least three S.M.A.R.T. goals,

by writing the goals using the elements of the S.M.A.R.T. goals template

with no more than two prompts,

in 3 out of 5 trials,

as measured by permanent products.

By (date of next annual IEP), with access to a S.M.A.R.T. goals graphic organizer, (student name) will set at least three S.M.A.R.T. goals, by writing the goals using the elements of the S.M.A.R.T. goals template, with no more than two prompts, in 3 out of 5 trials, as measured by permanent products.

with access to list of assignments that are due for a class,

(student name) will prioritize which assignment will have the greatest impact on the class grade,

by making a list of the assignments, starting with the most impactful to the least impactful,

independently,

in 3 out of 5 opportunities,

By (date of next annual IEP), with access to list of assignments that are due for a class (student name) will prioritize which assignment will have the greatest impact on the class grade, by making a list of the assignments, starting with the most impactful to the least impactful, independently, in 3 out of 5 opportunities, as measured by teacher observation.

To download my whole IEP goal bank, click here:

https://www.efspecialists.com/specialeducation

with access to graphic organizers, visual supports and a completed assignment,

(student name) will self initiate editing activities,

by using the C.L.E.A.R. writing methodology to evaluate if all components of a C.L.E.A.R. paragraph are completed,

in 2 out of 3 opportunities,

as measured by permanent records.

By (date of next annual IEP), with access to graphic organizers, visual supports and a completed assignment, (student name) will self initiate editing activities, by using the C.L.E.A.R. writing methodology to evaluate if all components of a C.L.E.A.R. paragraph are completed, independently, in 2 out of 3 opportunities, as measured by permanent records.

Having well-written IEP goals to develop executive function skills is the first step, but it is just as important that your student has opportunities to practice executive functioning skills.

Special education teachers need to assign individual tasks and measure task success consistently to ensure the goal is appropriate for your child.

Both the general education teacher and the special education teacher must use typical classroom assignments to evaluate students' ability to meet their measurable goals.

Try sending this email if you are unclear on the progress your student is making toward their IEP goal:

Hello (special education teacher name)

I hope you are doing well.

I am looking forward to your update this semester on how my child is progressing toward reaching the IEP goal(s) you are supporting them on:

(copy goal here)

Would you tell me what approaches you are using to help my child reach these goals?

Additionally, is there anything I can do to support this work?

Thank you for your guidance,

(Your name)

This template is drawn from my article Four Emails You Need to Send In November which will give you more ideas on preparing for the end of each school semester.

This is not an exhaustive list. Goals can also be written in other areas of executive functioning deficits, such as:

Emotional control

Problem-solving

Self-monitoring

Self-control

Impulse control

Supporting the development of EF skills in children with Individualized Education Plans requires ongoing, diligent effort. As a family, you are your child's first and most influential teacher, and fine-tuning their IEP to promote EF skills can make a difference in their learning journey.

However, we understand that understanding and implementing the intricacies of an IEP can feel overwhelming.

By subscribing to our weekly newsletter, you're taking a significant step toward empowering your child's academic progress. Each issue will equip you with tips, strategies, and resources to help you fine-tune your child's IEP to build stronger EF skills. You'll get expert insights, real-world success stories from other families, and actionable steps to help your child succeed.

Additional resources:

https://adayinourshoes.com/executive-functioning-iep-goals-accommodations/

Blair C, Razza RP. Relating effortful control, executive function, and false-belief understanding to emerging math and literacy ability in kindergarten. Child Dev. 2007;78:647–63. [ PubMed ] [ Google Scholar ]

Morrison FJ, Ponitz CC, McClelland MM. Self-regulation and academic achievement in the transition to school. In: Calkins SD, Bell M, editors. Child Development at the Intersection of Emotion and Cognition. Am. Psychol. Assoc.; Washington, DC: 2010. pp. 203–24. [ Google Scholar ] [ Ref list ]

Borella E, Carretti B, Pelgrina S. The specific role of inhibition in reading comprehension in good and poor comprehenders. J. Learn. Disabil. 2010;43:541–52. [ PubMed ] [ Google Scholar ][ Ref list ]

Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, et al. School readiness and later achievement. Dev. Psychol. 2007;43:1428–46.[ PubMed ] [ Google Scholar ] [ Ref list ]

Gathercole SE, Pickering SJ, Knight C, Stegmann Z. Working memory skills and educational attainment: evidence from National Curriculum assessments at 7 and 14 years of age. Appl. Cogn. Psychol. 2004;18:1–16. [ Google Scholar ] [ Ref list ]

Hey! I'm Sean 👋

I'm a former public school special education teacher who realized that executive function skills are more important than knowing when George Washington crossed the Potomac.

Since then, I've made it my mission to teach anyone who will listen about developing these key life skills.

When not pursuing my passions through work, I love spending time with my family, getting exercise, and expanding my brain through reading.

You can connect with me on LinkedIn .

Setting annual IEP goals: What you need to know

By The Understood Team

Expert reviewed by Melody Musgrove, EdD

At a glance

Your child’s IEP goals should be reviewed and updated annually.

These goals should focus on helping your child succeed in school subjects and with everyday life skills like socializing.

Once new IEP goals are set, the IEP team decides what supports and services will help your child reach those goals.

The whole point of having an IEP is to help your child reach state grade-level standards . To do that, the IEP team will set annual goals and measure improvement against those goals.

At each yearly IEP meeting , the IEP team reviews your child’s progress toward annual goals. In some cases, those goals may not have been met and will need to stay the same for another year. But if your child has met them or the team thinks that they need to be changed, you’ll work to develop new goals for the coming year.

Setting annual IEP goals takes more than just knowing where your child’s skills are now. It also means knowing what skills need work to make progress toward grade-level standards. As an equal member of the IEP team, it’s important for you to understand and be involved in the process of setting goals.

Explore and download a checklist of questions to ask about your child’s IEP goals .

Here’s how to set annual goals that are effective and appropriate for your child.

IEP goals are set using present level of performance

Your child’s present level of performance (PLOP) is key in setting annual goals. (You may also hear this referred to as a PLAAFP, PLP or PLEP.) The PLOP describes how your child is doing now. It looks at current skills and specific areas of weakness — not just in academic subjects, but in other areas, too, such as motor and social skills .

Your child’s PLOP helps map a plan of what needs to happen to get those skills from where they are now to grade level.

Information is gathered from many sources. This can include your child’s most recent evaluation , standardized testing, work samples and  progress monitoring , as well as reports from you and teachers.

For example, the information may show that your child, Heather, has trouble decoding two-syllable words. But she can decode one-syllable words well. Her annual IEP goal might read as follows:

Heather is currently able to decode one-syllable words. When given a list of regular two-syllable words, she will use her prior knowledge of decoding one-syllable words and skills gained through explicit instruction to correctly decode 15 out of 20 words in two-syllable word reading activities.

The value of strengths-based, SMART IEP goals

Aligning goals to PLOP is just one part of a standards-based IEP . Ideally, your child’s IEP should also be strengths-based . Weaving strengths into IEP goals can help you follow your child’s progress, and it can help your child see  how to make progress by taking into account what she’s good at.

One way of doing this is to include a strength assessment as part of determining PLOP. This provides information about your child’s abilities — for both the IEP team and your child. There may be areas where your child excels at home or in other environments that could be used to help in school. And there may be areas of strength that your child hasn’t even discovered yet.

Those insights can be used to make SMART goals stronger. (If your child has recently had a full evaluation, the report should include strengths as well as weaknesses.)

SMART is short for S pecific, M easurable, A ttainable, R esults-oriented and T ime-bound. Here’s what that means:

Specific: Each goal is specific in naming the skill or subject area and the targeted goal.

Measurable: The goal is stated in a way that your child’s progress can be measured by standardized tests, curriculum-based measurements or screening.

Attainable: The goal represents progress that is realistic for your child.

Results-oriented: The goal clearly lays out what your child will do to accomplish it.

Time-bound: The goal includes a time frame in which your child will achieve it, with the right supports and services . It also states when and how often progress will be measured.

What does this look like in practice? A SMART, strengths-based annual goal might say:

Given fourth-grade level reading material on nonfiction topics, Heather will deploy her love of learning and her interest in science and history to write three details from the passage in her own words with 85% accuracy on three out of four consecutive assignments.

This is much more useful than a vague goal such as: Heather will improve her reading skills.

How to monitor progress moving forward

Keep in mind, you don’t have to wait until the yearly IEP meeting to see how your child is progressing toward IEP goals.

Your school should provide progress reports during the year — at least as often as when report cards are issued. Ask the IEP team when you can expect to receive those updates on your child’s progress.

You can also track progress on your own. Download an IEP Goal Tracker form to stay on top of your child’s goals and keep track of progress. View a sample IEP to see how your child’s goals fit into the overall document. And don’t hesitate to check in with your child’s teachers or IEP case manager if you have questions.

Key takeaways

Your child’s annual IEP goals should address the skills that need support due to learning and thinking differences.

Effective IEP goals are strengths-based and SMART: specific, measurable, attainable, results-oriented, and time-bound.

You can track your child’s progress toward IEP goals throughout the year to stay informed.

Explore related topics

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Maximizing Progress with Requesting IEP Goals: A Comprehensive Resource for Special Education

• January 13, 2024
• No Comments

In the realm of special education and speech therapy , Individualized Education Plan (IEP) goals are the cornerstone of personalized learning and development. Tailoring these goals to the unique needs of each student is crucial, and tracking their progress is equally important. Finding requesting IEP goals broken down into meaningful steps with the materials needed to deliver instruction… well, that’s hard to find! I’ve been working on a bunch of these.

Today we have a Requesting IEP Goals resource . Teaching students to REQUEST is one of the first and most meaningful goals you will target. It gives a student control and empowers them to get their wants and needs met. If you do nothing else, teach your student to request !

Read on for more about this resource, “ Activities Requesting Speech Therapy IEP Goals and Objectives Tracking ” – a comprehensive resource designed to streamline this process for educators and therapists.

What Makes This Requesting IEP Goals Resource Stand Out?

• All-Inclusive IEP Goals : This resource includes 20 full requesting IEP goals and objectives , saving valuable time for educators and therapists. By offering a ready-to-use framework, it simplifies the often complex process of drafting and implementing IEP goals.
• Extensive Material : With 215 pages , the resource is brimming with everything needed, from detailed IEP goals to practical materials. It's a one-stop solution, eliminating the need for additional resources.

• Written Programs with Objectives : Each requesting goal is accompanied by a well-structured program, complete with objectives, graphing options, and data collection methods. Plus, it includes student visuals to enhance understanding and engagement.
• Simple and Effective Goals : Targeted for developmental ages 3 to 6 years , the goals are straightforward and user-friendly. They are especially beneficial for early learners and those with additional disabilities and support needs.
• Versatile Application : This tool is perfect for a range of educational settings , including special education, preschool, pre-k, and kindergarten. It's also ideal for BCBAs and ABA DTT sessions, catering to students working on cognitive goals and life skills.

Check out these data collection options

In-depth look at the included components of these requesting iep goals.

So what is found in these IEP goals and objectives programs? Lots of options for you!

20 IEP Goals and Objective Programs : These are available both as a printable PDF and in Google Sheets™ format. The goals cover a range of areas, including:

• Requesting wants and needs (13 goals): These encompass various aspects like reinforcers, sentence stems, and using adjectives, prepositions, adverbs, and pronouns.
• Requesting information with WH- questions (7 goals): Covering the spectrum of What, Where, Who, Which, When, How, and Why.

Data Collection Pages : Tailored specifically for this program, these pages make tracking student progress seamless. They also include bonus generic data sheets for broader use.

I created these to be small enough to be carried around on small clipboards. I find this is the most functional way to collect the concrete data. There is a data sheet for each program, specific for that programs. 

Data is usually in a +/- format to keep things easy to collect (and teach your staff!). + for independent response and – for everything else, prompted, error, or no response. Then just count up correct responses out of total opportunities for a quick ratio that you can turn into a percentage (to graph). Graph paper also included. 

Communication Visuals and Reinforcement Tools : With 55 pages of communication visuals and 53 pages of reinforcement materials (like token boards and completion certificates), the resource ensures that educators have a diverse toolkit at their disposal.

I've included visuals using Boardmaker™ icons, like tons of them, to promote requesting skills using core words and communication symbols, and a flipbook. 

Also included are a bunch of token boards that are specific to each IEP goal and completion certificates for students who care about things like that. 😁

Best part is there are links to so. much. more! For most of the goals, I created a bunch of additional resources to extend learning and give you a plethora of materials to work with!

Like these! Check out the links below…

Why Choose This Resource?

The “ Activities Requesting Speech Therapy IEP Goals and Objectives Tracking ” is more than just a collection of goals; it's a comprehensive system designed to enhance the effectiveness of speech therapy and special education. Its simplicity makes it suitable for the youngest learners, while its detailed structure and inclusivity cater to a wide range of learning and developmental needs.

By integrating this resource into your teaching or therapy sessions, you're not just streamlining your workload; you're adopting a method that's been carefully crafted to optimize student progress and engagement.

If you're not already on the email list, sign up now and get these data collection sheets and token boards! I send out regular freebies and tips and tricks for special educators.

Getting started.

Ready to enhance your approach to IEP goals in ABA, special education, or speech therapy? Get this Requesting IEP Goals resource and integrate it with your existing assessment tools like the ABLLS-R® assessment   . It's time to bring efficiency, clarity, and fun to your special education or speech therapy sessions!

** Use in conjunction with your ABLLS-R ® assessment  available at https://assessments.centralreach.com/

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Home » Blog » General » Setting the Path for Independent Functioning: Decoding IEP Goals

Setting the Path for Independent Functioning: Decoding IEP Goals

Introduction:

Welcome to my blog! In this post, we will explore the importance of independent functioning in social emotional learning and how Individualized Education Program (IEP) goals can help students achieve this. Understanding and decoding IEP goals is crucial for educators, parents, and professionals working with students with special needs. Let’s dive in!

I. Importance of Independent Functioning in Social Emotional Learning

Independent functioning is a vital aspect of social emotional learning. It refers to a student’s ability to navigate and thrive in various social and emotional situations without constant support or guidance. Developing independent functioning skills empowers students to become self-reliant, confident, and successful in their personal and academic lives.

II. Understanding IEP Goals

A. Definition and Purpose of IEP Goals

IEP goals are specific objectives designed to address a student’s unique needs and support their academic, social, and emotional growth. These goals are developed collaboratively by the IEP team, which includes educators, parents, and professionals. The purpose of IEP goals is to provide a roadmap for the student’s educational journey, ensuring that they receive the necessary support and interventions to succeed.

B. Components of IEP Goals

1. Measurable Objectives

IEP goals should be measurable and observable, allowing progress to be tracked and evaluated effectively. Measurable objectives provide clarity and enable educators to determine whether the student has achieved the desired outcome.

2. Targeted Skills and Behaviors

IEP goals should focus on specific skills and behaviors that the student needs to develop or improve. These skills can range from academic abilities to social and emotional competencies.

3. Timeframe for Achievement

Each IEP goal should have a timeframe for achievement, outlining when the goal should be accomplished. This timeframe helps to set realistic expectations and allows for regular progress monitoring.

III. Decoding IEP Goals for Independent Functioning

A. Identifying Relevant IEP Goals

1. Reviewing the Student’s Present Levels of Performance

Before decoding IEP goals, it is essential to review the student’s present levels of performance. This information provides insights into the student’s strengths, weaknesses, and areas requiring support. By understanding the student’s current abilities, educators can identify relevant IEP goals that will promote independent functioning.

2. Collaborating with the IEP Team

Collaboration with the IEP team is crucial in decoding IEP goals. By working together, educators, parents, and professionals can gain a comprehensive understanding of the student’s needs and develop goals that align with their social emotional learning requirements.

B. Analyzing the Language and Terminology

1. Breaking Down Complex Terminology

IEP goals often contain complex terminology that may be challenging to decipher. Breaking down this terminology into simpler terms can help educators and parents better understand the goals and the skills they aim to develop.

2. Identifying Action Verbs and Descriptors

Within IEP goals, action verbs and descriptors play a crucial role in understanding the targeted skills and behaviors. Identifying these verbs and descriptors provides clarity on the actions the student needs to take to achieve the goal.

C. Aligning IEP Goals with Social Emotional Learning

1. Identifying Social Emotional Skills

Social emotional learning encompasses a wide range of skills, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Identifying the specific social emotional skills targeted in the IEP goals helps to align them with the overall social emotional learning framework.

2. Mapping IEP Goals to Social Emotional Competencies

Mapping IEP goals to social emotional competencies ensures that the goals are directly related to the student’s social emotional development. This alignment enhances the effectiveness of the goals in promoting independent functioning.

IV. Strategies for Promoting Independent Functioning

A. Developing Individualized Intervention Plans

1. Setting Clear and Attainable Objectives

When developing individualized intervention plans, it is crucial to set clear and attainable objectives. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). Clear objectives provide a roadmap for both educators and students, guiding them towards independent functioning.

2. Incorporating Evidence-Based Practices

Incorporating evidence-based practices into intervention plans ensures that the strategies used are backed by research and have been proven effective. Evidence-based practices provide a solid foundation for promoting independent functioning and achieving IEP goals.

B. Implementing Effective Instructional Strategies

1. Providing Explicit Instruction

Explicit instruction involves breaking down complex skills into smaller, manageable steps and providing clear and direct instruction. This approach helps students understand and acquire the skills necessary for independent functioning.

2. Utilizing Visual Supports and Prompts

Visual supports and prompts, such as visual schedules, social stories, and visual cues, can enhance independent functioning skills. These supports provide visual reminders and prompts that guide students through various social and emotional situations.

C. Collaborating with Stakeholders

1. Engaging Parents and Caregivers

Collaboration with parents and caregivers is essential for promoting independent functioning. Engaging them in the process allows for consistency and reinforcement of skills across different environments.

2. Coordinating with School Staff and Related Professionals

Collaboration with school staff and related professionals, such as speech-language pathologists, occupational therapists, and counselors, ensures a holistic approach to supporting independent functioning. Coordinated efforts maximize the effectiveness of interventions and facilitate progress towards IEP goals.

V. Monitoring Progress and Making Adjustments

A. Collecting Data and Tracking Progress

1. Selecting Appropriate Assessment Tools

Selecting appropriate assessment tools is crucial for collecting data and tracking progress. These tools should align with the specific skills and behaviors targeted in the IEP goals and provide reliable and valid data.

2. Regularly Monitoring and Documenting Progress

Regularly monitoring and documenting progress allows educators and parents to track the student’s growth and make informed decisions. Documentation provides a comprehensive record of the student’s achievements and areas that may require further support.

B. Analyzing Data and Making Informed Decisions

1. Identifying Patterns and Trends

By analyzing the collected data, educators and parents can identify patterns and trends in the student’s progress. This analysis helps to determine the effectiveness of interventions and whether adjustments need to be made.

2. Modifying Intervention Plans as Needed

Based on the data analysis, intervention plans can be modified to better support independent functioning and align with the student’s evolving needs. Flexibility and adaptability are key in ensuring successful outcomes.

VI. Conclusion

A. Recap of the Importance of Independent Functioning

Independent functioning plays a vital role in social emotional learning, empowering students to navigate various social and emotional situations with confidence and self-reliance.

B. Empowering Students through IEP Goals

IEP goals provide a roadmap for students with special needs, guiding them towards independent functioning and supporting their overall growth and development.

C. Encouraging Collaboration and Support for Successful Outcomes

Collaboration among educators, parents, and professionals is essential for decoding IEP goals, developing effective intervention plans, and monitoring progress. Together, we can empower students to achieve their full potential.

Start your EverydaySpeech Free trial today and begin your journey towards promoting independent functioning in social emotional learning!

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Writing an IEP – A Complete Guide for Teachers

Writing an Individualized Education Plan (IEP) can be intimidating. After all, it’s a legally-binding contract that affects the wellbeing of someone else’s child! However, if you have an understanding of each of the elements of the IEP, how they’re all connected, and you follow the tips below, you will be able to write an impressive IEP that will definitely catch the attention of your administrator.

What is an IEP?

An IEP is an Individualized Education Plan for a student with a disability who is eligible for special education services. IDEA defines an IEP as “a written statement for each child with a disability that is developed, reviewed, and revised in a meeting…” this includes:

• A statement of the child’s present levels of academic achievement and functional performance
• A statement of measurable and annual goals, including academic and functional goals
• A statement of the special education, related services, and supplementary aids and services

The special education teacher (also known as an education specialist), writes an IEP for each student who is eligible for special education services. Typically, this person also facilitates the meeting where the IEP document is reviewed and agreed upon by all stakeholders (special education teacher, parents/guardians, general education teacher, related service providers, the student, and an administrator).

Preparing for an IEP

Check out this free resource on our Teachers pay Teachers store to help you get started: IEP Checklists! IEP Meeting/Process Preparation Templates: All types of IEP Meetings

Writing an IEP – Step 1: Assessments

In order to have the information you need to write an IEP, you need to have access to previous assessments in addition to having conducted new assessments. Click here (coming soon) to read an article about the different types of assessments and when/how to use them. The results of the assessments will give you the information needed to describe the student’s present levels of performance (AKA present levels of academic achievement and functional performance). If you want to write a good IEP, do NOT begin writing until you have conducted the appropriate assessments!

Examples of Assessments:

• Preference Assessments/Interest Inventories
• Interviews of the family, general educators, related service providers, and/or student
• Ecological Inventory
• Discrepancy Analysis
• Direct Observations
• Adaptive Behavior Scale
• Skills Inventories
• Academic Assessments
• Self-Determination Scales
• Related-Service Providers Assessments
• Transition Surveys

Writing an IEP – Step 2: Annual Goal Summaries

Before you write new IEP goals, you need to evaluate whether or not the student met their previous IEP goals. Each IEP goal should explicitly explain how to collect data (that is, if it’s written correctly in an objectively measurable way). This is usually identified at the end of the goal: “…as measured by ________”.

IEP Goal Example:

By 10/2/2022, when given a variety of simple job/volunteer applications or other employment-related forms, John will demonstrate knowledge of his personal and professional information (such as name, address, age, work experience, references, etc.) by correctly typing or writing his information into the given document with the support of models and self-accessed written reminders to stay on task, at 100% accuracy over 4 out of 5 opportunities, as measured by student work samples .

In this goal, it’s clear that the target skill is to correctly type/write his information into a given document. The teacher would measure this goal and evaluate whether or not it was met by looking at 5 different student work samples. If the student completed at least 4 of the 5 given documents with 100% accuracy, then the goal would be met.

For the goal summaries on the IEP, you will indicate whether or not the goal was met, and you can write an additional comment. Typically, a comment is not needed if the goal was met, however it’s always a good idea to include a comment if the goal was not met. For example, if our student did not meet the goal written above, my comment on the goal summary would look something like this:

“ As of 10/2/2022, when given a variety of simple job/volunteer applications or other employment-related forms, John can demonstrate knowledge of his personal and professional information (such as name, address, age, work experience, references, etc.) by correctly typing or writing his information into the given document with the support of models and self-accessed written reminders to stay on task, at 80% accuracy over 3 out of 5 opportunities , as measured by student work samples.

You will present the goal summaries at the IEP meeting. It’s also a best practice to provide the family with this information prior to the meeting for their review. This is a great opportunity to clear up any confusion and possibly avoid awkward moments at the IEP meeting! This also goes for the entire new IEP as well! Provide the draft to the family in advance to make this meeting as smooth as possible.

Writing all Components of an IEP

It’s important to note that the order/structure of each of the forms in the IEP varies state by state and even district by district. Typically, the forms you will be using and writing for the IEP are:

• Information/Eligibility
• Individual Transition Plan (ITP)
• Present Levels of Performance (PLOPs)
• Special Factors
• Statewide Assessments
• Services – Offer of FAPE (Free and Appropriate Public Education)
• Educational Setting – Offer of FAPE
• Behavior Intervention Plan (BIP) or Health Care Plan (if needed)

If you have an IEP open right now, and you aren’t seeing one of the forms or you’re seeing a form I didn’t mention, don’t worry! All of the information is the same, it’s probably just organized or labeled differently. We will dive into each element below.

Information/Eligibility:

This form is one of the easiest ones of the IEP! Usually, you won’t need to update this information unless there is an address change or an update to the student’s disability classification. One thing you will have to update is the IEP date. Put the day that the IEP meeting is planned to be held as the IEP date. The next annual (Plan Review) and triennial (Eligibility Evaluation) meeting due dates should be calculated from your IEP meeting date. Typically, your next IEP meeting will be one day before the exact one year mark of this year’s meeting. For example, if I was holding an IEP meeting this year on November 2nd, then the IEP would be due on November 1st of next year. Click here (coming soon) to learn more about an annual vs. a triennial IEP.

If this IEP meeting is the student’s initial meeting, then there is some additional information you will need to fill out.

Individual Transition Plan:

IDEA outlines that by law, students are required to have an ITP by the age of 16. It’s definitely a best practice to begin developing the ITP as soon as possible though, a great time being when the student enters high school.

In the ITP, you will describe the results of the assessments used in order to write the Post-Secondary goals. I like to send home a parent survey that touches on the central domains of transition: Continuing Education/Training, Employment, Independent Living, and Recreation/Leisure. ( Adulting Made Easy has a great survey on their TeachersPayTeachers ). From the results of the assessments (usually student questionnaires, interest inventories, and parent surveys/interviews), you can develop the ITP goals. These goals are different from annual IEP goals (to learn more about that, click here (coming soon)). You should have an ITP goal for the central domains of Transition listed above, except for recreation/leisure. These goals are structured “Upon completion of school I will…”, and then you type in the rest.

In addition to writing a Post-Secondary goal, you must include what transition service is applicable, activities to support the goal, community experiences to support it, and which annual IEP goals the ITP goal is linked to. For more in depth information on the ITP, click here (coming soon) .

Some districts will have you include other information in the ITP, such as district graduation requirements (course of study, record of completed/pending units, anticipated graduation date, etc.) and status of conservatorship.

Present Levels of Performance:

This is the place on the IEP where you will need to do the most writing! A lot of teachers get in the bad habit of not updating the present levels or not utilizing data from assessments to develop the present levels. This section of the IEP is SO important, because it will tell you what to write IEP goals for. Any areas of need (weaknesses) that are identified in the present levels, must have an IEP goal addressing that need. For example, if you wrote “John knows his personal information, however he still demonstrates a need in learning how to type or write the information into professional documents or provide the information when requested”, then you would need to write an IEP goal targeting writing/typing his information into given professional documents upon request.

Sections of the Present Levels of Performance:

• Strengths/Preferences/Interests
• Parent Input/Concerns
• Preacademic/Academic/Functional Skills
• Communication Development
• Gross/Fine Motor Development
• Social Emotional/Behavioral
• Adaptive/Daily Living Skills

Remember that it is crucial to use positive language when describing the student, their skills, and their areas of need. It’s a best practice to begin each section of the present levels with positives and the student’s strengths before describing their deficits. Write 1-3 paragraphs per section of the present levels, and include assessment data. For example: “His typing speed is 12 words per minute at 97% accuracy” or “She can identify her name from a field of 3, independently, in 4 out of 5 opportunities”.

Special Factors and Statewide Assessments:

This is where you will indicate whether or not the student uses Assistive Technology, requires low incidence services, equipment, and/or materials, and considerations if the student is blind, visually impaired, deaf, or hard of hearing. Sometimes in this section of the IEP you will also indicate if the student is an emerging multilingual student. This is also where you will describe behavioral supports if the student requires it. When you list which interventions, supports, and strategies you will use in the classroom to support the student with their behaviors, it’s best to use positive behavior support (tangible reinforcers, token economy systems, appropriate access to breaks, etc.)

The statewide assessments form is pretty self-explanatory. For students who no longer get tested, such as adult transitional students, you would check “out of testing range” and “not to participate”. The good news is that if you’re in post-secondary, this is an IEP form that you can skip!

Writing an IEP – Goals:

The annual goals are another central part to the IEP. Remember that your assessments conducted prior to writing the IEP will indicate areas of need for the student, and those areas of need are identified in the present levels of performance of the IEP. Now, you are going to write an IEP goal to address each area of need from the present levels.

On the form for the goals, you will include the area of need/target skill/goal description, a baseline (the student’s abilities and skills prior to instruction on this new goal), an observable and measurable annual goal, and 3 objectives/benchmarks that build up to your annual goal. It’s important to keep in mind that quality is more important than quantity when it comes to IEP goals!

For an in depth description on how to write quality IEP goals, click here . For IEP examples, click here (coming soon).

FAPE: Free Appropriate Public Education

The entire point of an IEP is to ensure that the student receives a free and appropriate public education (FAPE). The IEP outlines how the student will be provided with FAPE. The main factors of FAPE are services (program modifications, accommodations, and supports), and the educational setting. For more information on modifications vs. accommodations, click here (coming soon).

In this section of the IEP, you will list different supports that will be offered to the student. There is a lot of variety and levels of supports that can be offered ranging from visual cues to consultation between the teacher and occupational therapist to access to a calculator. You will also list the services that students will receive, such as: specialized academic instruction, language and speech, adapted physical education, psychological services, etc. In addition to what the service is, you will also document the frequency and duration of these services (i.e. language and speech weekly for 30 minutes).

A lot of districts include a section about Extended School Year (ESY) in this part of the IEP. If data demonstrates that the student is unable to retain critical skills over extended school breaks or recoup any lost skills within a reasonable amount of time when school resumes, then they will qualify for ESY, and this will be indicated on the IEP.

Important Tips for Writing an IEP:

Collaborate.

Collaborate with the family, student, related service providers, and other stakeholders. Each member of the IEP team has their own expertise and strengths, so it’s important to collaborate to ensure that everything is addressed!

Collect Data and Conduct Assessments

Begin collecting data and conducting assessments well in advance of when you begin writing an IEP so that you have the necessary information to develop present levels of performance, write IEP goals, and select appropriate services and supports.

Plan for Inclusion

Consider how IEP goals can be worked on in general education settings, how the student can access their supports across all environments, and collaborate with the general education teacher.

Become Aware of Your Own Identities and Biases

Your identities and beliefs might impact your behaviors related to teaching and the relationships with your students and their families. Be mindful of the language you use in the IEP! When writing an IEP, consider Pamela Hays ADDRESSING Framework :

• Disability (developmental)
• Disability (acquired)
• Socioeconomic status
• Sexual orientation
• Indigenous heritage
• National origin

Know Your Audience: Avoid Jargon

You don’t want to use language that will confuse/exclude the parents. It’s important for the parents to feel comfortable and understand what is being said in the IEP.

Write Appropriate, Observable, Measurable, and Meaningful IEP Goals

IEP Goals are appropriate if they apply to a majority of these factors:

• Addresses the general curriculum or a functional objective
• Functional: the skills can be used in student’s everyday life
• Generative: helps them learn other useful skills/concepts (a prerequisite skill)
• Important to the student and their family
• Age-appropriate (their chronological age, not their developmental age)
• Contributes to friendships/membership in society/their community
• Contributes to self-determination
• For goals addressing behavior: Competes with inappropriate responses

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Independent Functioning IEP Goals Examples

Independent functioning IEP goals are a cornerstone in the educational journey of special education students, focusing on critical life skills like safety, hygiene, food preparation, social interactions, and more. A student’s goals are created by the IEP team to cater to the unique needs of each student, ensuring that they acquire essential skills for independent living. These examples are suitable for various ages, but many would be appropriate for the older grade levels.

The Role of the IEP Team in Setting Goals

The IEP team, comprising special education teachers, parents, and sometimes occupational therapists, plays a pivotal role in developing independent functioning IEP goals. These goals are tailored to the student’s ability level and are aimed at promoting independence in various aspects of life. Special education services should provide the learning opportunities to help students achieve the specific skills referred to in the life skills IEP goals. 

Keep in mind, IEP goals should always be SMART IEP goals to ensure they are measurable IEP goals to meet the individual students’ needs. 

Safety Skills in Independent Functioning IEP Goals

Safety is a primary concern, and IEP goals often focus on teaching students to recognize and respond to safety cues in their environment. This could include understanding traffic signs for safe community navigation or identifying expiration dates on food for health safety. Here are five examples of goals in this area:

• Recognizing Traffic Signs : By the end of the school year, the student will correctly identify and explain the meaning of 10 common traffic signs with 90% accuracy in three consecutive trials, as measured by teacher observation and quizzes.
• Identifying Expiration Dates : The student will independently check and verbalize the expiration dates of food items during classroom activities, achieving 100% accuracy for 5 consecutive instances by the end of the semester, as monitored by the teacher.
• Emergency Response Skills : Within six months, the student will demonstrate the ability to dial emergency services and communicate their location and nature of the emergency in role-play scenarios, as observed by the teacher in four out of five attempts.
• Fire Safety Skills : The student will correctly demonstrate the steps to take during a fire drill, including evacuation routes and meeting points, in all scheduled drills throughout the school year, as recorded by the teacher.
• Understanding Personal Safety Cues : In one academic year, the student will identify and respond appropriately to 5 different personal safety scenarios (e.g., stranger danger, unsafe environments) with 80% accuracy, as assessed through role-play and teacher observation.

Hygiene and Self-Care Skills

Hygiene and self-care are critical components of independent functioning IEP goals. These goals might include tasks like dressing independently, maintaining personal hygiene, or managing personal belongings. Achieving these goals often involves direct instruction and the use of visual supports. Here are five example of goals in this area:

• Independent Dressing : Over the next four months, the student will independently select and put on appropriate clothing for the day in under 10 minutes, with 90% success rate, as recorded by the teacher and parent.
• Personal Hygiene Routine : By the end of the semester, the student will independently complete a personal hygiene routine (including teeth brushing and hand washing) every morning, as reported by parental confirmation and teacher observation.
• Managing Personal Belongings : Within the school year, the student will organize and manage their personal belongings in their locker or backpack with no more than one reminder per day, as monitored by the teacher.
• Bathroom Hygiene Skills : The student will independently follow a bathroom hygiene routine, including proper handwashing, with 95% accuracy for 30 consecutive days, as observed by teacher and school staff.
• Self-Care During Illness : By the end of the academic year, the student will demonstrate knowledge of basic self-care practices when ill (like tissue use, hand sanitizing) and verbalize when to seek adult help, in 4 out of 5 instances, as assessed by the teacher.

Food Preparation and Nutrition

Food preparation and nutrition are essential life skills. IEP goals in this area aim to teach students how to prepare simple meals, understand basic nutrition, and practice food safety. These skills are crucial for students’ health and independence. Here are examples:

• Simple Meal Preparation : In six months, the student will independently prepare three different simple, healthy meals using safe cooking practices, as observed and assessed by the teacher in practical sessions.
• Understanding Basic Nutrition : By the end of the school year, the student will identify healthy food choices versus unhealthy ones for all main meals with 85% accuracy, as measured by a teacher-made assessment tool.
• Safe Food Handling : Over the course of the school year, the student will demonstrate proper food safety techniques, including washing hands before cooking and storing food at correct temperatures, in 90% of classroom cooking activities.
• Reading Food Labels : Within three months, the student will accurately read and interpret nutritional labels on food packages for calorie content and allergens in 4 out of 5 trials, as measured by teacher assessments.
• Grocery Shopping Skills : By the end of the semester, the student will create a grocery shopping list for a healthy meal, locate items in a store, and understand the total cost, in 4 out of 5 practical trials, as monitored by the teacher or caregiver.

Developing Effective Communication Skills

Communication skills are integral to independent functioning. IEP goals might focus on helping students to express their needs, understand others, and engage in effective communication in various settings. This could involve using language skills, visual cues, or even alternative communication methods. Check out these examples:

• Expressing Needs : Within six months, the student will accurately express their needs or wants in complete sentences in 8 out of 10 observed instances, as recorded by teacher observation.
• Understanding Others : By the end of the school year, the student will demonstrate improved listening skills by summarizing what others have said in 4 out of 5 conversational exchanges, as measured by teacher and peer feedback.
• Using Visual Communication Aids : Over the next four months, the student will effectively use visual communication aids (like picture cards) to express their needs in 90% of daily interactions, as tracked by the teacher.
• Initiating Conversations : In the next three months, the student will initiate appropriate conversations with peers and adults in 75% of social opportunities, as observed and recorded by school staff.
• Understanding Nonverbal Cues : Within this academic year, the student will correctly interpret and respond to nonverbal communication cues in social interactions in 80% of instances, as measured by role-play assessments and peer feedback.

Social Skills and Emotional Regulation

Social skills and appropriate emotional responses are vital for successful interactions. IEP goals might include learning to interpret social cues, engage in appropriate behavior in social settings, or use appropriate coping strategies for emotional regulation. Here are a few examples:

• Interpreting Social Cues : By the end of the semester, the student will correctly interpret and respond to common social cues (like facial expressions and body language) in 85% of interactions, as recorded by teacher observation.
• Appropriate Behavior in Social Settings : In the next six months, the student will demonstrate appropriate behavior (e.g., waiting their turn, respecting personal space) in social settings in 9 out of 10 instances, as measured by teacher and peer observations.
• Using Coping Strategies : Throughout the school year, the student will use taught coping strategies (like deep breathing, counting to ten) to manage emotions in 80% of challenging situations, as monitored by teacher and school counselor.
• Developing Friendship Skills : Within nine months, the student will initiate and maintain a reciprocal conversation with a peer for at least 5 minutes in 4 out of 5 opportunities, as observed by the teacher.
• Handling Social Conflicts : By the end of the school year, the student will demonstrate appropriate strategies to resolve common social conflicts in 4 out of 5 role-play scenarios, as assessed by the school counselor.

Executive Functioning Skills

Executive functioning skills such as task initiation, time management, and problem-solving are crucial for independent living. IEP goals in this area might focus on helping students plan and complete tasks, organize their work, and make appropriate decisions. Read this ideas to help you get started:

• Task Initiation : Within the next four months, the student will independently begin assigned tasks within 5 minutes of instruction in 80% of classroom activities, as recorded by the teacher.
• Time Management : By the end of the semester, the student will effectively use a planner or digital tool to manage their time for schoolwork, completing assignments on time in 90% of cases, as observed by the teacher.
• Problem Solving Skills : In six months, the student will independently solve simple daily problems (like what to do if they forget their lunch) with minimal adult intervention in 85% of occurrences, as recorded by teacher observation.
• Organizing School Work : Throughout the school year, the student will maintain an organized binder or digital folder for classwork with all materials correctly filed in 95% of school days, as monitored by the teacher.
• Decision Making in Real-life Scenarios : By the end of the school year, the student will demonstrate the ability to make appropriate decisions in real-life scenarios (like choosing appropriate clothes for weather) in 4 out of 5 instances, as observed by the teacher and family members.

Academic and Classroom Task Management

Managing academic and classroom tasks is also a focus of independent functioning IEP goals. These goals aim to enhance the student’s ability to handle homework assignments, participate in classroom activities, and use tools like graphic organizers effectively. Here are examples:

• Homework Completion : Over the next three months, the student will complete and submit homework assignments on time for all academic tasks with 90% accuracy, as recorded by the teacher.
• Participation in Classroom Activities : In the next six months, the student will actively participate in classroom discussions and group activities in 4 out of 5 opportunities, as observed by the teacher.
• Using Graphic Organizers : By the end of the semester, the student will independently use graphic organizers to plan and write essays in English class with 85% accuracy, as assessed by the teacher.
• Following Classroom Routines : Throughout the school year, the student will follow classroom routines using a  self-regulation checklist  with minimal reminders in 95% of school days, as monitored by the teacher.
• Managing Classroom Materials : In four months, the student will independently gather and organize necessary materials for classroom tasks in 9 out of 10 instances, as observed by the teacher.

Transition Plans for Future Independence

As students approach the end of their school years, IEP goals often include transition plans. These goals are designed to prepare students for post-school life, focusing on skills required for employment, further education, or living independently. Here are five examples:

• Employment Skills : By the end of the school year, the student will demonstrate basic job-related skills (like punctuality, following instructions) in a school-based work experience setting in 90% of opportunities, as observed by the teacher and work supervisor.
• Independent Travel Training : Over the next six months, the student will learn and demonstrate the ability to use public transportation independently, including planning routes and paying fares, in 4 out of 5 trials, as measured by teacher and caregiver observations.
• Post-School Education Planning : In the next academic year, the student will research and identify three potential post-secondary education options that match their interests and skills, as documented in their transition plan.
• Independent Living Skills : By the end of the school year, the student will demonstrate the ability to perform three independent living skills (like laundry, budgeting, apartment searching) with 85% accuracy, as measured by practical assessments and family feedback.
• Community Participation Skills : Within the next nine months, the student will participate in three different community activities or events, demonstrating appropriate social and communication skills, as observed by the teacher and community members.

Occupational Therapy and Additional Support

Occupational therapy and additional support play a significant role in achieving independent functioning IEP goals. Therapists and special education teachers work together to provide the necessary supports, using tools like task cards and step-by-step instructions to facilitate learning.

More Helpful IEP Goal Examples

For more insights and examples of IEP goals, explore these resources:

• Self-Advocacy IEP Goals
• Social-Emotional IEP Goals
• Executive Functioning IEP Goals
• IEP Transition Goals
• Prevocational IEP Goals
• Study Skills IEP Goals
• How to Write SMART Annual Goals
• Occupational Therapy IEP Goals

Independent functioning IEP goals are tailored to equip special education students with the necessary skills for a self-reliant and fulfilling life. These goals, crafted with care and precision, cover a wide range of skills, ensuring that each student is prepared for the challenges of daily living and future endeavors.

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