Free IEP Goal Bank

By the end of the IEP period, the student will decode CVC words with 80% accuracy across 3 consecutive data collection sessions, as measured by curriculum-based assessments.

By the end of the IEP period, the student will read grade-level passages at 90 words per minute with 95% accuracy, as measured by oral reading fluency probes.

By the end of the IEP period, the student will answer literal and inferential comprehension questions about grade-level text with 80% accuracy across 4 out of 5 trials, as measured by teacher-created assessments.

By the end of the IEP period, the student will use context clues to determine the meaning of unfamiliar words in grade-level text with 75% accuracy across 3 consecutive trials, as measured by teacher observation and work samples.

By the end of the IEP period, the student will identify letter names and sounds for all 26 uppercase and lowercase letters with 90% accuracy, as measured by letter identification assessments.

By the end of the IEP period, the student will summarize informational text by identifying the main idea and 3 supporting details with 80% accuracy in 4 out of 5 trials, as measured by written summaries.

By the end of the IEP period, the student will read and comprehend functional texts (menus, schedules, signs, labels) with 85% accuracy across 3 data points, as measured by task completion checklists.

By the end of the IEP period, the student will use phonetic decoding strategies to read multisyllabic words with 75% accuracy in 4 out of 5 trials, as measured by oral reading assessments.

By the end of the IEP period, the student will retell a story including characters, setting, problem, and solution with 80% accuracy in 4 out of 5 opportunities, as measured by retelling rubric.

By the end of the IEP period, the student will compare and contrast two texts on the same topic by identifying at least 3 similarities and 3 differences with 80% accuracy, as measured by graphic organizers and written responses.

By the end of the IEP period, the student will count objects up to 30 with one-to-one correspondence with 90% accuracy across 3 consecutive trials, as measured by teacher observation.

By the end of the IEP period, the student will solve single-digit addition and subtraction problems within 20 with 85% accuracy across 4 out of 5 trials, as measured by curriculum-based assessments.

By the end of the IEP period, the student will solve multi-step word problems involving addition and subtraction with regrouping with 75% accuracy in 4 out of 5 trials, as measured by teacher-created assessments.

By the end of the IEP period, the student will multiply and divide whole numbers up to 3 digits by 1 digit with 80% accuracy across 3 consecutive assessments, as measured by math probes.

By the end of the IEP period, the student will solve problems involving fractions (adding, subtracting, comparing) with 75% accuracy in 4 out of 5 trials, as measured by classroom assessments.

By the end of the IEP period, the student will tell time to the nearest 5 minutes using analog and digital clocks with 85% accuracy across 3 data points, as measured by teacher-created assessments.

By the end of the IEP period, the student will use a calculator to solve real-world math problems involving money (making change, comparing prices, budgeting) with 80% accuracy in 4 out of 5 trials, as measured by task analysis.

By the end of the IEP period, the student will solve linear equations with one variable with 80% accuracy across 3 consecutive assessments, as measured by math probes.

By the end of the IEP period, the student will identify and count coins and bills up to $20.00 with 90% accuracy across 3 consecutive trials, as measured by hands-on assessments.

By the end of the IEP period, the student will apply measurement concepts (length, weight, capacity) using standard and non-standard units with 80% accuracy in 4 out of 5 trials, as measured by performance tasks.

By the end of the IEP period, the student will write their first and last name legibly from memory with 90% accuracy across 3 consecutive trials, as measured by writing samples.

By the end of the IEP period, the student will write a 5-sentence paragraph with a topic sentence, 3 supporting details, and a concluding sentence with 80% accuracy in 4 out of 5 trials, as measured by a writing rubric.

By the end of the IEP period, the student will use correct capitalization and end punctuation in written sentences with 85% accuracy across 4 out of 5 writing samples, as measured by teacher evaluation.

By the end of the IEP period, the student will compose a 3-paragraph essay (introduction, body, conclusion) on a given topic with minimal adult support, scoring 3/4 or higher on a writing rubric.

By the end of the IEP period, the student will spell grade-level high-frequency words with 80% accuracy across 3 consecutive spelling assessments, as measured by weekly spelling tests.

By the end of the IEP period, the student will copy text from the board or a model with correct letter formation and spacing with 85% accuracy, as measured by teacher observation and work samples.

By the end of the IEP period, the student will use transition words and varied sentence structures in written compositions, scoring at least 3/4 on a writing conventions rubric across 3 writing samples.

By the end of the IEP period, the student will use a word processor or assistive technology to compose written assignments of at least 100 words with 80% accuracy in spelling and grammar, as measured by typed work samples.

By the end of the IEP period, the student will fill out personal information forms (name, address, phone, date of birth) with 90% accuracy independently, as measured by form completion tasks.

By the end of the IEP period, the student will edit and revise their own writing for spelling, grammar, and clarity, making at least 3 meaningful revisions per draft, as measured by revision checklists.

By the end of the IEP period, the student will initiate and maintain a conversation with a peer for at least 3 exchanges (back-and-forth turns) in 4 out of 5 opportunities, as measured by teacher observation.

By the end of the IEP period, the student will take turns during group activities and games without prompting in 4 out of 5 observed opportunities, as measured by behavior data collection.

By the end of the IEP period, the student will identify and label emotions (happy, sad, angry, scared, surprised, frustrated) in self and others with 80% accuracy in 4 out of 5 trials, as measured by social skills assessments.

By the end of the IEP period, the student will use appropriate conflict resolution strategies (using words, walking away, seeking adult help) in 4 out of 5 conflict situations, as measured by behavior logs.

By the end of the IEP period, the student will demonstrate appropriate personal space boundaries (arm's length) during interactions with peers and adults in 4 out of 5 observations, as measured by teacher data collection.

By the end of the IEP period, the student will cooperate with peers during group tasks by sharing materials, accepting different ideas, and contributing to the group in 4 out of 5 opportunities, as measured by teacher observation rubric.

By the end of the IEP period, the student will demonstrate appropriate greetings (saying hello, making eye contact, using a person's name) when entering a room or beginning an interaction in 4 out of 5 opportunities, as measured by staff data collection.

By the end of the IEP period, the student will recognize and respond appropriately to social cues (facial expressions, tone of voice, body language) with 75% accuracy in structured social situations, as measured by role-play assessments.

By the end of the IEP period, the student will accept feedback or correction from adults without arguing, crying, or shutting down in 4 out of 5 instances, as measured by behavior tracking data.

By the end of the IEP period, the student will demonstrate workplace-appropriate social skills (greeting coworkers, following instructions, asking for help) in 4 out of 5 community-based instruction sessions, as measured by job coach observation.

By the end of the IEP period, the student will remain on-task during independent work for 15 consecutive minutes in 4 out of 5 observations, as measured by time-sampling data collection.

By the end of the IEP period, the student will follow classroom rules and adult directives within 30 seconds with no more than 1 verbal prompt in 4 out of 5 opportunities, as measured by behavior tracking logs.

By the end of the IEP period, the student will use a self-regulation strategy (deep breathing, counting to 10, taking a break) when frustrated or overwhelmed instead of engaging in disruptive behavior in 4 out of 5 instances, as measured by behavior incident reports.

By the end of the IEP period, the student will reduce instances of physical aggression (hitting, kicking, throwing objects) from the current baseline of 5 per day to 1 or fewer per day, as measured by daily behavior tracking.

By the end of the IEP period, the student will raise their hand and wait to be called on before speaking in class in 4 out of 5 opportunities, as measured by teacher tally data.

By the end of the IEP period, the student will transition between activities within 2 minutes with no more than 1 verbal prompt in 4 out of 5 transitions, as measured by transition data logs.

By the end of the IEP period, the student will appropriately request a break using a break card, verbal request, or signal before engaging in escape-motivated behaviors in 4 out of 5 instances, as measured by ABC data collection.

By the end of the IEP period, the student will demonstrate respectful behavior toward peers and adults (using kind words, keeping hands to self, using indoor voice) throughout the school day with no more than 2 reminders per day, as measured by daily behavior reports.

By the end of the IEP period, the student will manage anxiety in school settings by using at least 1 learned coping strategy (grounding techniques, positive self-talk, visualization) to complete school tasks without avoidance in 4 out of 5 opportunities, as measured by counselor and teacher observation.

By the end of the IEP period, the student will demonstrate appropriate behavior during community outings (staying with the group, following safety rules, using appropriate voice volume) in 4 out of 5 outings, as measured by community-based instruction behavior checklists.

By the end of the IEP period, the student will use a functional communication system (AAC device, PECS, sign language) to make requests for desired items or activities in 4 out of 5 opportunities, as measured by communication data logs.

By the end of the IEP period, the student will produce age-appropriate speech sounds (/r/, /s/, /l/, /th/) in conversational speech with 80% accuracy, as measured by speech-language pathologist assessment.

By the end of the IEP period, the student will follow 2-3 step oral directions with 80% accuracy across 4 out of 5 trials, as measured by teacher observation and data collection.

By the end of the IEP period, the student will use complete sentences (4+ words) to express wants, needs, and ideas in 4 out of 5 opportunities during structured activities, as measured by speech-language data collection.

By the end of the IEP period, the student will answer WH-questions (who, what, where, when, why, how) about stories and personal experiences with 80% accuracy across 4 out of 5 trials, as measured by SLP assessment.

By the end of the IEP period, the student will use pragmatic language skills (staying on topic, taking turns in conversation, using appropriate volume) during social interactions with 80% accuracy in 4 out of 5 observations, as measured by pragmatic language checklist.

By the end of the IEP period, the student will increase expressive vocabulary by learning and using 50 new grade-level vocabulary words in context with 80% accuracy, as measured by vocabulary assessments.

By the end of the IEP period, the student will use an augmentative/alternative communication (AAC) device to participate in classroom discussions by contributing at least 2 comments or responses per lesson in 4 out of 5 observed lessons, as measured by teacher and SLP data.

By the end of the IEP period, the student will improve speech fluency by using learned strategies (easy onset, slow rate, pausing) to reduce disfluencies to fewer than 5% of words spoken during structured activities, as measured by SLP fluency counts.

By the end of the IEP period, the student will use verbal and/or written communication to express basic needs, make choices, and share information in community settings with 80% accuracy across 3 community-based instruction sessions, as measured by CBI observation logs.

By the end of the IEP period, the student will cut along straight and curved lines with scissors within 1/4 inch of the line with 80% accuracy across 3 consecutive trials, as measured by OT assessment.

By the end of the IEP period, the student will write using a functional pencil grip and produce legible letters of uniform size on lined paper with 80% accuracy across 3 writing samples, as measured by OT evaluation.

By the end of the IEP period, the student will independently manage clothing fasteners (buttons, zippers, snaps) with 90% accuracy across 3 consecutive observations, as measured by OT and teacher data.

By the end of the IEP period, the student will type at least 20 words per minute using proper finger placement with 85% accuracy, as measured by typing assessments.

By the end of the IEP period, the student will navigate stairs safely using alternating feet and a handrail with 90% accuracy across 3 consecutive observations, as measured by PT assessment.

By the end of the IEP period, the student will participate in physical education activities by performing age-appropriate gross motor movements (throwing, catching, kicking) with 75% accuracy, as measured by PE teacher assessment.

By the end of the IEP period, the student will use fine motor skills to manipulate small objects (beads, puzzle pieces, coins) with accuracy and purpose in 4 out of 5 trials, as measured by OT observation.

By the end of the IEP period, the student will maintain an upright seated posture at their desk for at least 15 minutes during academic tasks with no more than 1 verbal cue, as measured by OT and teacher observation.

By the end of the IEP period, the student will use adaptive equipment (built-up pencils, slant board, adaptive scissors) independently to complete classroom tasks with 85% accuracy, as measured by OT and teacher data.

By the end of the IEP period, the student will independently open containers (lunch boxes, water bottles, snack packages) with 90% accuracy across 3 consecutive lunch observations, as measured by staff data collection.

By the end of the IEP period, the student will follow a morning routine (arrive, unpack, submit homework, begin bell work) independently with no more than 1 visual or verbal prompt in 4 out of 5 days, as measured by teacher checklist.

By the end of the IEP period, the student will independently use the restroom (including handwashing) following a task analysis with 100% accuracy across 5 consecutive observations, as measured by staff data collection.

By the end of the IEP period, the student will prepare a simple meal or snack (sandwich, cereal, microwave meal) following written or picture directions independently in 4 out of 5 trials, as measured by task analysis checklist.

By the end of the IEP period, the student will manage personal belongings (keeping track of school supplies, organizing backpack, turning in assignments) independently in 4 out of 5 days, as measured by teacher monitoring.

By the end of the IEP period, the student will use public transportation (bus, train) to travel between 2 familiar locations independently with 90% accuracy across 3 community trips, as measured by CBI checklists.

By the end of the IEP period, the student will follow a visual schedule throughout the school day, transitioning between activities independently with no more than 1 prompt per transition, as measured by teacher data.

By the end of the IEP period, the student will perform basic cleaning tasks (wiping surfaces, sweeping, sorting laundry) following a task analysis with 85% accuracy across 3 consecutive sessions, as measured by job coach or teacher observation.

By the end of the IEP period, the student will manage personal hygiene (brushing teeth, combing hair, applying deodorant) independently following a visual checklist with 90% accuracy across 5 consecutive observations.

By the end of the IEP period, the student will use a calendar or planner to track assignments, due dates, and appointments with 80% accuracy across 4 out of 5 weeks, as measured by planner checks.

By the end of the IEP period, the student will make purchases in a community setting by selecting items, paying with cash or card, and receiving change with 85% accuracy across 3 community outings, as measured by CBI task analysis.

By the end of the IEP period, the student will independently initiate assigned tasks within 2 minutes of receiving instructions in 4 out of 5 opportunities, as measured by teacher observation data.

By the end of the IEP period, the student will break multi-step assignments into smaller tasks using a planning template and complete them by the due date in 4 out of 5 assignments, as measured by assignment completion data.

By the end of the IEP period, the student will organize their desk, locker, and binder using a consistent organizational system, maintaining organization across 4 out of 5 weekly checks, as measured by organizational rubric.

By the end of the IEP period, the student will shift between tasks or activities with flexibility, accepting changes in routine without behavioral disruption in 4 out of 5 instances, as measured by behavior data.

By the end of the IEP period, the student will use a self-monitoring checklist to evaluate their own work for completeness and accuracy before submitting in 4 out of 5 assignments, as measured by checklist completion data.

By the end of the IEP period, the student will estimate time needed for tasks and manage their time to complete classroom activities within allotted periods with 80% accuracy, as measured by teacher observation.

By the end of the IEP period, the student will independently prioritize 3 or more tasks in order of importance or deadline, completing the most urgent task first in 4 out of 5 opportunities, as measured by task completion logs.

By the end of the IEP period, the student will sustain attention to academic tasks for 20 minutes without needing redirection in 4 out of 5 observations, as measured by interval recording data.

By the end of the IEP period, the student will inhibit impulsive responses by stopping, thinking, and evaluating before acting in academic and social situations in 4 out of 5 opportunities, as measured by behavioral observation.

By the end of the IEP period, the student will independently use memory strategies (note-taking, visual cues, repetition, mnemonics) to recall and apply information from lessons in 4 out of 5 opportunities, as measured by assessment data.

By the end of the IEP period, the student will request help or clarification from a teacher or peer when they do not understand an assignment in 4 out of 5 opportunities, as measured by teacher observation.

By the end of the IEP period, the student will describe their disability and learning needs in age-appropriate terms to at least 2 adults (teachers, employers, counselors) with 80% accuracy, as measured by role-play assessments.

By the end of the IEP period, the student will actively participate in their IEP meeting by presenting at least 3 talking points about their goals, progress, and preferences, as measured by IEP meeting participation rubric.

By the end of the IEP period, the student will independently request their IEP accommodations (extended time, preferential seating, read-aloud) at the beginning of class or before assessments in 4 out of 5 opportunities, as measured by teacher logs.

By the end of the IEP period, the student will express their preferences and make choices about daily activities, assignments, and goals in 4 out of 5 opportunities when given options, as measured by staff observation.

By the end of the IEP period, the student will use self-advocacy skills to independently navigate school environments (finding classrooms, using the office, accessing the library) with 90% accuracy, as measured by teacher and staff observation.

By the end of the IEP period, the student will politely decline or set boundaries in social situations (saying 'no thank you,' leaving uncomfortable situations) in 4 out of 5 role-play and real-life scenarios, as measured by social skills data.

By the end of the IEP period, the student will identify and communicate when they are feeling overwhelmed, tired, or unwell to an appropriate adult in 4 out of 5 instances, as measured by staff data collection.

By the end of the IEP period, the student will research and contact at least 2 community resources or agencies relevant to their post-secondary goals (vocational rehabilitation, disability services office, job training programs) with 80% accuracy, as measured by transition portfolio documentation.

By the end of the IEP period, the student will self-evaluate their academic performance by comparing their work against a rubric or checklist and identifying areas for improvement in 4 out of 5 assignments, as measured by self-evaluation forms.