600 IEP Goals: Actionable Examples 1

600 IEP Goals: Actionable Examples

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1 The Best Individual Education Plan Goal Bank
1.1 Key Requirements for Developing and Writing Measurable IEP Goals
1.1.1 Focus on student needs and potential for growth
1.1.2 Ensure goals are measurable and ambitious
1.1.3 Use data to inform goals
1.1.4 Set clear and specific objectives or benchmarks
1.1.5 Review and revise goals regularly
2 IEP Goal Bank
2.1 50 English Language & Literacy IEP Targets.
2.1.1 Reading Comprehension:
2.1.2 Fluency:
2.1.3 Phonics and Decoding:
2.1.4 Vocabulary:
2.1.5 Writing:
2.1.6 Grammar:
2.1.7 Speaking and Listening:
2.1.8 Comprehension Strategies:
2.1.9 Literary Elements:
2.1.10 Research and Digital Literacy IEP Targets:
2.2 50 Mathmatics IEP goals.
2.2.1 Number Sense and Counting:
2.2.2 Place Value:
2.2.3 Addition and Subtraction:
2.2.4 Multiplication and Division:
2.2.5 Fractions:
2.2.6 Geometry:
2.2.7 Measurement:
2.2.8 Data and Statistics:
2.2.9 Problem-Solving and Application of Math Skills IEP Goals:
2.2.10 Mathematical Tools and Technology Goals:
2.3 50 Science IEP goals
2.3.1 Scientific Inquiry and Practices:
2.3.2 Life Sciences:
2.3.3 Physical Sciences:
2.3.4 Earth and Space Sciences:
2.3.5 Environmental Science:
2.3.6 Scientific Tools and Measurement:
2.3.7 Human Body and Health:
2.3.8 Weather and Climate:
2.3.9 Scientific Communication and Vocabulary:
2.3.10 Technology and Engineering:
2.4 50 IEP goals focused on physical development (excluding motor skills)
2.4.1 Physical Fitness IEP Goals:
2.4.2 Body Awareness and Spatial Concepts:
2.4.3 Nutrition and Healthy Eating:
2.4.4 Personal Hygiene and Self-Care:
2.4.5 Sleep and Rest:
2.4.6 Injury Prevention and Safety:
2.4.7 Growth and Development:
2.4.8 Stress Management and Relaxation:
2.4.9 Environmental Health:
2.4.10 Physical Health Advocacy IEP Goals:
2.5 50 Gross Motor Skills IEP goals
2.5.1 Balance:
2.5.2 Coordination:
2.5.3 Strength:
2.5.4 Endurance:
2.5.5 Spatial Awareness:
2.5.6 Locomotor Skills:
2.5.7 Ball Skills:
2.5.8 Gross Motor Planning IEP Goals:
2.5.9 Playground Activity IEP Skills:
2.5.10 Sports-Related Skills:
2.6 50 Fine Motor IEP Goals
2.6.1 Finger Dexterity:
2.6.2 Hand Strength:
2.6.3 Handwriting IEP Goals:
2.6.4 Cutting Skills:
2.6.5 Hand-Eye Coordination:
2.6.6 Bilateral Coordination:
2.6.7 Visual-Motor Integration:
2.6.8 Fine Motor Planning:
2.6.9 Tool Use:
2.6.10 Sensory-Motor Skills:
2.7 100 IEP goals focused on independence skills (life skills).
2.7.1 Personal Hygiene:
2.7.2 Dressing:
2.7.3 Meal Preparation:
2.7.4 Housekeeping:
2.7.5 Laundry:
2.7.6 Time Management:
2.7.7 Money Management:
2.7.8 Transportation:
2.7.9 Community Participation – Including Community Based Instruction Goals:
2.7.10 Social Skills:
2.7.11 Self-Advocacy IEP Goals:
2.7.12 Health Management:
2.7.13 Emergency Preparedness:
2.7.14 Technology Skills:
2.7.15 Vocational Skills:
2.7.16 Problem-Solving:
2.7.17 Self-Care and Independence:
2.8 50 neurodiversity-affirming IEP goals for social interaction.
2.9 50 executive functioning goals that are neurodiversity-affirming.
2.10 50 neurodiversity-affirming IEP goals focused on sensory processing
2.11 50 neurodiversity-affirming IEP goals focused on Academic Accommodations.
2.12 IEP and Social Skill Development FAQ
2.12.1 What are IEP Goals?
2.12.2 What are IEP Benchmarks and How Do They Differ from Goals?
2.12.3 How do I make IEP goals measurable?
2.12.4 How do I cite the educational standard a goal is aligned with?
2.12.5 What is the importance of data in setting IEP goals?
2.12.6 How often should IEP goals be reviewed and updated?
2.12.7 Conclusion
2.12.8 Key Ideas/Facts about IEP Goals:
2.13 Glossary of Key Terms

The Best Individual Education Plan Goal Bank

Are you seeking effective IEP goals to unlock the full potential of your neurodivergent student? This comprehensive guide offers over 600 actionable IEP goal examples, covering core subjects (English Language Arts, Math, Science), essential skills (physical development, motor skills, social-emotional learning, executive functioning).

Discover how neurodiversity-affirming and personalized IEP goals can empower students, not just track progress. Depending on the format of your IEPs these may fall into either the goal, objective or benchmark category.

Writing SMART Goals IEP

Key Requirements for Developing and Writing Measurable IEP Goals

These are the key requirements for developing and writing measurable IEP goals.

Focus on student needs and potential for growth

The most important requirement for IEP goals is that they are individualized. These goals should meet a student’s specific needs that result from their disability. The sources emphasize identifying all of the student’s needs through various sources like evaluations, progress reports, observations, and interviews. IEP goals should be designed to help a student make meaningful progress in the general education curriculum, as well as meet other educational needs stemming from their disability.

Ensure goals are measurable and ambitious 

IEP goals must be measurable, meaning they include clear criteria for determining whether the student has achieved the goal. Goals should also be ambitious, pushing the student to make significant progress within a year’s time. Goals should be challenging but attainable for the individual student, based on their current level of performance and potential for growth.

IEP SMART Goal Structure and Characteristics
  • Specific: SMART goals are explicit and clearly defined, outlining exactly what needs to be accomplished.
    • IEP goals should target specific skills or behaviors linked to the student’s individual needs and the curriculum. They highlight the need for clear, concrete language in the goal statement, avoiding jargon and ensuring even someone unfamiliar with the student can understand the goal’s intent.
    • IEP goals often incorporate:
      • Condition: This specifies the context or support provided for the student to demonstrate the skill (e.g., “When given a grade-level text…”).
      • Performance: This outlines the observable action the student will take (e.g., “…(student’s name) will read and demonstrate comprehension…”).
  • Measurable: SMART goals have concrete criteria for determining and tracking progress toward the goal.
    • Measurability in IEP goals and objectives is required. This involves using quantifiable language (percentages, frequencies, durations, etc.) and reliable assessment methods to evaluate if a goal has been achieved.
    • Progress monitoring, using tools like probes, observations, and work samples, is crucial for demonstrating student growth over time.
  • Attainable: SMART goals are challenging but realistic for the individual, considering their current capabilities and potential.
    • IEP goals should be ambitious while considering the student’s baseline skill level. Setting overly ambitious or easily attainable goals is discouraged, as both can hinder a student’s progress. Data from assessments, present levels of performance, and previous IEP goals are essential for establishing appropriate and motivating goals.
  • Relevant: SMART goals align with the individual’s broader objectives, ensuring that achieving the goal contributes meaningfully to their overall growth.
    • IEP goals must address a student’s specific needs stemming from their disability. This ensures the IEP is individualized and focuses on skills and knowledge essential for the student’s academic, functional, and social-emotional development. IEP goals should also connect to the general education curriculum and promote the student’s involvement and progress in age-appropriate activities.
  • Time-Bound: SMART goals have a clear timeframe or deadline for completion.
    • IEP goals are generally annual, meaning they should be achievable within a school year (12 months). Additionally, benchmarks within an annual goal often have more specific timeframes for mastery (e.g., “over a two-week period,” “every 2 months”). Regular progress reporting to parents, coinciding with marking periods, also provides time-bound checkpoints for evaluating progress on goals and objectives.

Use data to inform goals

Data from various sources like assessments, observations, and progress reports should inform the development of present levels of performance and goals. This data should establish a baseline for the student’s current skill level. It should also inform the creation of specific, measurable, and appropriately ambitious goals.

Set clear and specific objectives or benchmarks

Short-term objectives, or benchmarks, are often included within an annual goal to break down the larger goal into smaller, more manageable steps. These objectives must also be measurable. Language must be used to track progress. You might use the goals from our IEP bank as these. Alternatively, you can break them down further.

  • Condition: State how the student will be prompted to complete the skill, including what materials or support will be provided. This often starts with “When given…”.
  • Performance: Describe the specific skill or observable behavior the student will perform. This should be linked to skill-based assessments and curriculum standards, starting at the student’s current performance level. This part often begins with “(student’s name) will…”.
  • Criteria: Specify how the skill or behavior will be measured, including how well (accurately) and how often (consistently) the student must demonstrate it to be considered mastered.

Review and revise goals regularly

IEP goals are not static; they should be reviewed and revised regularly, as needed. The sources recommend reviewing progress on IEP goals and benchmarks concurrently with reporting periods to inform parents of the student’s progress. If a student is not making sufficient progress toward a goal, the IEP team should determine the reasons behind this and adjust the IEP accordingly. This may involve modifying the goal, the services provided, or other factors influencing the student’s progress.

600 IEP Goals: In One Document

IEP Goal Bank

50 English Language & Literacy IEP Targets. 

These goals cover various aspects of English, including reading, writing, speaking, and listening skills. These goals should be individualized based on each student’s specific needs and current level of performance.

Reading Comprehension:

1. Given a grade-level text, [Student] will identify the main idea and 3 supporting details with 80% accuracy in 4 out of 5 attempts.

2. [Student] will answer “who,” “what,” “where,” “when,” and “why” questions about a short passage with 85% accuracy in 3 out of 4 trials.

3. After reading a story, [Student] will sequence 5 events in the correct order with 90% accuracy in 4 out of 5 attempts.

4. [Student] will make 3 relevant predictions about a text based on the title and cover with 80% accuracy in 3 out of 4 attempts.

5. Given a grade-level text, [Student] will identify the author’s purpose (inform, entertain, or persuade) with 85% accuracy in 4 out of 5 trials.

Fluency:

6. [Student] will read grade-level text orally at a rate of [X] words per minute with 95% accuracy in 3 out of 4 trials.

7. [Student] will read aloud grade-level text with appropriate expression and phrasing in 4 out of 5 observed reading sessions.

8. Given a list of [X] sight words, [Student] will read them with 90% accuracy in 3 consecutive trials.

9. [Student] will self-correct reading errors in 80% of instances when reading aloud grade-level text.

10. [Student] will use context clues to accurately read unfamiliar words in grade-level text with 85% accuracy in 4 out of 5 attempts.

Phonics and Decoding:

11. [Student] will correctly identify all 26 letter sounds with 95% accuracy in 3 consecutive trials.

12. Given a list of 20 CVC (consonant-vowel-consonant) words, [Student] will read them with 90% accuracy in 4 out of 5 attempts.

13. [Student] will decode words with common prefixes and suffixes with 85% accuracy in 3 out of 4 trials.

14. Given a list of 15 words with blends and digraphs, [Student] will correctly pronounce them with 80% accuracy in 4 out of 5 attempts.

15. [Student] will identify and read words with long vowel patterns (e.g., ai, ea, oa) with 85% accuracy in 3 out of 4 trials.

Vocabulary:

16. Given 10 unfamiliar words in context, [Student] will use context clues to determine their meanings with 80% accuracy in 4 out of 5 attempts.

17. [Student] will increase their grade-level vocabulary by learning and correctly using 5 new words per week in written or verbal communication.

18. Given a list of 20 multiple-meaning words, [Student] will provide two different meanings for each word with 85% accuracy.

19. [Student] will use a dictionary or digital resource to find the meaning of unknown words, demonstrating this skill with 90% accuracy in 4 out of 5 attempts.

20. Given 10 pairs of synonyms, [Student] will match them correctly with 85% accuracy in 3 out of 4 trials.

Writing:

21. [Student] will write a paragraph with a topic sentence, 3 supporting details, and a concluding sentence with 80% accuracy in 4 out of 5 attempts.

22. Given a writing prompt, [Student] will brainstorm and create a simple outline before writing, completing this pre-writing task in 3 out of 4 assignments.

23. [Student] will use correct capitalization and end punctuation in their writing with 90% accuracy in 4 out of 5 writing samples.

24. [Student] will write 5 complete sentences on a given topic, using correct subject-verb agreement in 85% of sentences.

25. Given a list of 20 commonly misspelled words, [Student] will spell them correctly with 85% accuracy in 3 out of 4 trials.

Grammar:

26. [Student] will identify and use 4 different parts of speech (nouns, verbs, adjectives, adverbs) correctly in sentences with 80% accuracy in 4 out of 5 attempts.

27. Given 10 sentences, [Student] will correctly identify the subject and predicate with 85% accuracy in 3 out of 4 trials.

28. [Student] will use appropriate verb tenses (past, present, future) in their writing with 80% accuracy in 4 out of 5 writing samples.

29. Given 15 sentences with pronoun errors, [Student] will correct them with 85% accuracy in 3 out of 4 attempts.

30. [Student] will correctly use commas in a series and in compound sentences with 80% accuracy in 4 out of 5 writing samples.

Speaking and Listening:

31. [Student] will participate in class discussions by making at least 3 on-topic comments or questions in 4 out of 5 observed sessions.

32. Given oral instructions for a 3-step task, [Student] will follow them correctly in the right sequence in 4 out of 5 attempts.

33. [Student] will deliver a 2-minute prepared oral presentation on a familiar topic, speaking clearly and maintaining eye contact in 3 out of 4 attempts.

34. During small group activities, [Student] will take turns speaking and listening appropriately in 85% of observed interactions.

35. [Student] will retell a short story or personal experience, including 5 key details, with 80% accuracy in 3 out of 4 attempts.

Comprehension Strategies:

36. [Student] will create a simple mind map or graphic organizer to summarize key information from a text with 80% accuracy in 4 out of 5 attempts.

37. Given a grade-level text, [Student] will generate 3 relevant questions about the content with 85% accuracy in 3 out of 4 trials.

38. [Student] will identify the problem and solution in a story with 80% accuracy in 4 out of 5 attempts.

39. After reading a text, [Student] will compare and contrast two characters or concepts, noting 3 similarities and 3 differences with 85% accuracy.

40. [Student] will use text features (headings, captions, bold words) to locate key information in nonfiction texts with 90% accuracy in 3 out of 4 attempts.

Literary Elements:

41. Given a short story, [Student] will identify the setting, main characters, and plot with 85% accuracy in 4 out of 5 attempts.

42. [Student] will recognize and explain 3 examples of figurative language (similes, metaphors, personification) in a text with 80% accuracy in 3 out of 4 trials.

43. After reading a poem, [Student] will identify its rhyme scheme and 2 poetic devices used, with 85% accuracy in 3 out of 4 attempts.

44. [Student] will determine the narrator’s point of view in a story with 80% accuracy in 4 out of 5 attempts.

45. Given a fable or folktale, [Student] will identify the moral or lesson with 85% accuracy in 3 out of 4 trials.

Research and Digital Literacy IEP Targets:

46. [Student] will use an age-appropriate search engine to find 3 relevant sources on a given topic with 80% accuracy in 4 out of 5 attempts.

47. Given a research topic, [Student] will create a list of 5 key words to use in their search with 85% accuracy in 3 out of 4 trials.

48. [Student] will distinguish between fact and opinion in online articles with 80% accuracy in 4 out of 5 attempts.

49. Using digital tools, [Student] will create a simple multimedia presentation incorporating text and images on a curriculum-related topic in 3 out of 4 assignments.

50. [Student] will correctly cite 3 sources used in a research project using a provided citation format with 85% accuracy in 3 out of 4 attempts.

50 Mathmatics IEP goals.

These goals cover various aspects of math, including number sense, operations, geometry, measurement, and problem-solving.

Number Sense and Counting:

1. [Student] will count from 1 to 100 by ones with 95% accuracy in 3 out of 4 attempts.

2. Given a set of up to 20 objects, [Student] will count and state the total number with 90% accuracy in 4 out of 5 trials.

3. [Student] will identify and write numbers 0-50 in both numerical and word form with 85% accuracy in 3 out of 4 attempts.

4. [Student] will compare two numbers between 1 and 100 using “greater than,” “less than,” or “equal to” with 90% accuracy in 4 out of 5 trials.

5. [Student] will count backwards from 20 to 1 with 95% accuracy in 3 consecutive attempts.

Place Value:

6. Given a two-digit number, [Student] will identify the tens and ones place with 90% accuracy in 4 out of 5 attempts.

7. [Student] will represent a given two-digit number using base-ten blocks with 85% accuracy in 3 out of 4 trials.

8. Given a three-digit number, [Student] will read and write it in expanded form with 80% accuracy in 4 out of 5 attempts.

9. [Student] will round numbers to the nearest ten with 85% accuracy in 3 out of 4 trials.

10. Given a set of numbers up to 1000, [Student] will order them from least to greatest with 80% accuracy in 4 out of 5 attempts.

Addition and Subtraction:

11. [Student] will add single-digit numbers with sums up to 20 with 90% accuracy in 4 out of 5 trials.

12. [Student] will subtract single-digit numbers from numbers up to 20 with 85% accuracy in 3 out of 4 attempts.

13. Given 10 two-digit addition problems, [Student] will solve them with 80% accuracy using the column method.

14. [Student] will solve 10 word problems involving addition or subtraction of numbers up to 100 with 75% accuracy in 3 out of 4 attempts.

15. [Student] will mentally add or subtract 10 from a given two-digit number with 90% accuracy in 4 out of 5 trials.

Multiplication and Division:

16. [Student] will recite multiplication facts for 2, 5, and 10 with 90% accuracy in 3 out of 4 attempts.

17. Given 15 single-digit multiplication problems, [Student] will solve them with 85% accuracy in 4 out of 5 trials.

18. [Student] will divide numbers up to 50 by 2, 5, or 10 with 80% accuracy in 3 out of 4 attempts.

19. Given 10 word problems involving multiplication or division, [Student] will solve them with 75% accuracy in 4 out of 5 trials.

20. [Student] will identify and create equal groups of objects to demonstrate multiplication concepts with 90% accuracy in 3 out of 4 attempts.

Fractions:

21. [Student] will identify and name fractions represented by shaded parts of shapes with 85% accuracy in 4 out of 5 trials.

22. Given a set of fraction cards, [Student] will order them from least to greatest with 80% accuracy in 3 out of 4 attempts.

23. [Student] will add fractions with like denominators with 75% accuracy in 4 out of 5 trials.

24. [Student] will identify equivalent fractions using visual models with 85% accuracy in 3 out of 4 attempts.

25. Given 10 word problems involving fractions, [Student] will solve them with 70% accuracy in 4 out of 5 trials.

Geometry:

26. [Student] will identify and name 2D shapes (circle, square, triangle, rectangle) with 95% accuracy in 3 out of 4 attempts.

27. Given a set of 3D shapes, [Student] will sort them by their attributes (edges, faces, vertices) with 85% accuracy in 4 out of 5 trials.

28. [Student] will draw lines of symmetry on 2D shapes with 80% accuracy in 3 out of 4 attempts.

29. Given a set of angles, [Student] will classify them as acute, right, or obtuse with 85% accuracy in 4 out of 5 trials.

30. [Student] will identify and create patterns using shapes or numbers with 90% accuracy in 3 out of 4 attempts.

Measurement:

31. [Student] will measure the length of objects using non-standard units (e.g., paper clips) with 85% accuracy in 4 out of 5 trials.

32. Given a ruler, [Student] will measure objects to the nearest inch or centimeter with 80% accuracy in 3 out of 4 attempts.

33. [Student] will tell time to the nearest 5 minutes on an analog clock with 85% accuracy in 4 out of 5 trials.

34. Given a set of objects, [Student] will order them by weight or capacity with 80% accuracy in 3 out of 4 attempts.

35. [Student] will calculate the perimeter of rectangular shapes with 75% accuracy in 4 out of 5 trials.

Data and Statistics:

36. Given a set of data, [Student] will create a bar graph or pictograph with 85% accuracy in 3 out of 4 attempts.

37. [Student] will interpret information from a given graph to answer questions with 80% accuracy in 4 out of 5 trials.

38. Given a set of numbers, [Student] will calculate the mean, median, and mode with 75% accuracy in 3 out of 4 attempts.

39. [Student] will collect and organize data in a tally chart with 90% accuracy in 4 out of 5 trials.

40. Given a probability scenario, [Student] will predict the likelihood of an event using terms like “certain,” “likely,” “unlikely,” or “impossible” with 85% accuracy in 3 out of 4 attempts.

Problem-Solving and Application of Math Skills IEP Goals:

41. Given a multi-step word problem, [Student] will identify the necessary information and operations with 80% accuracy in 4 out of 5 trials.

42. [Student] will use estimation strategies to check the reasonableness of solutions with 85% accuracy in 3 out of 4 attempts.

43. Given a real-life scenario, [Student] will create and solve a mathematical problem with 75% accuracy in 4 out of 5 trials.

44. [Student] will explain their problem-solving process verbally or in writing with 80% accuracy in 3 out of 4 attempts.

45. Given a set of manipulatives, [Student] will model and solve algebraic equations with 75% accuracy in 4 out of 5 trials.

Mathematical Tools and Technology Goals:

46. [Student] will use a calculator to perform basic operations with 90% accuracy in 3 out of 4 attempts.

47. Given a set of data, [Student] will use spreadsheet software to create a simple chart or graph with 85% accuracy in 4 out of 5 trials.

48. [Student] will use virtual manipulatives to represent and solve mathematical problems with 80% accuracy in 3 out of 4 attempts.

49. Given access to educational math software, [Student] will complete assigned modules with 85% accuracy in 4 out of 5 sessions.

50. [Student] will use a protractor to measure angles with 80% accuracy in 3 out of 4 attempts.

50 Science IEP goals 

These IEP goals cover various aspects of science, including scientific inquiry, life sciences, physical sciences, earth and space sciences, and scientific practices.

Scientific Inquiry and Practices:

1. [Student] will formulate a testable hypothesis for a simple experiment with 80% accuracy in 4 out of 5 attempts.

2. Given a set of materials, [Student] will design and conduct a simple experiment following the scientific method with 85% accuracy in 3 out of 4 trials.

3. [Student] will record observations in a science journal using words and pictures with 90% accuracy in 4 out of 5 observed sessions.

4. Given experimental data, [Student] will create a simple graph or chart to represent the results with 80% accuracy in 3 out of 4 attempts.

5. [Student] will identify the independent and dependent variables in a given experiment with 85% accuracy in 4 out of 5 trials.

Life Sciences:

6. [Student] will identify and label the basic parts of a plant (roots, stem, leaves, flower) with 90% accuracy in 3 out of 4 attempts.

7. Given a set of animal pictures, [Student] will classify them as mammals, birds, reptiles, amphibians, or fish with 85% accuracy in 4 out of 5 trials.

8. [Student] will describe the life cycle of a butterfly using a diagram or model with 80% accuracy in 3 out of 4 attempts.

9. Given a food web diagram, [Student] will identify producers, consumers, and decomposers with 85% accuracy in 4 out of 5 trials.

10. [Student] will explain three ways that animals adapt to their environment with 80% accuracy in 3 out of 4 attempts.

Physical Sciences:

11. [Student] will classify objects as solids, liquids, or gases with 90% accuracy in 4 out of 5 trials.

12. Given a set of materials, [Student] will predict which objects will sink or float in water with 85% accuracy in 3 out of 4 attempts.

13. [Student] will identify the basic properties of magnets (attract, repel) through hands-on activities with 90% accuracy in 4 out of 5 observed sessions.

14. Given simple circuit components, [Student] will construct a working electrical circuit with 80% accuracy in 3 out of 4 attempts.

15. [Student] will describe the three states of matter and how they change with 85% accuracy in 4 out of 5 trials.

Earth and Space Sciences:

16. [Student] will identify and describe the layers of the Earth with 80% accuracy in 3 out of 4 attempts.

17. Given a set of rock samples, [Student] will classify them as igneous, sedimentary, or metamorphic with 85% accuracy in 4 out of 5 trials.

18. [Student] will explain the water cycle using a diagram or model with 90% accuracy in 3 out of 4 attempts.

19. Given a model of the solar system, [Student] will name and order the planets from the sun with 85% accuracy in 4 out of 5 trials.

20. [Student] will describe the causes of day and night using a model with 80% accuracy in 3 out of 4 attempts.

Environmental Science:

21. [Student] will identify 5 ways to conserve natural resources in daily life with 90% accuracy in 4 out of 5 trials.

22. Given a list of human activities, [Student] will categorize them as helpful or harmful to the environment with 85% accuracy in 3 out of 4 attempts.

23. [Student] will explain the concept of a food chain and create a simple example with 80% accuracy in 4 out of 5 trials.

24. Given a set of items, [Student] will sort them into recyclable and non-recyclable categories with 90% accuracy in 3 out of 4 attempts.

25. [Student] will describe three effects of pollution on ecosystems with 85% accuracy in 4 out of 5 trials.

Scientific Tools and Measurement:

26. [Student] will use a thermometer to measure and record temperatures with 85% accuracy in 3 out of 4 attempts.

27. Given a set of objects, [Student] will measure their mass using a balance scale with 80% accuracy in 4 out of 5 trials.

28. [Student] will use a magnifying glass to observe and describe small objects or organisms with 90% accuracy in 3 out of 4 observed sessions.

29. Given a graduated cylinder, [Student] will measure liquid volume with 85% accuracy in 4 out of 5 attempts.

30. [Student] will use a stopwatch to measure time intervals during experiments with 90% accuracy in 3 out of 4 trials.

Human Body and Health:

31. [Student] will identify and label the major organs of the human body with 85% accuracy in 4 out of 5 attempts.

32. Given a list of foods, [Student] will classify them into the main food groups with 90% accuracy in 3 out of 4 trials.

33. [Student] will explain three ways to maintain good personal hygiene with 95% accuracy in 4 out of 5 attempts.

34. Given a diagram of the human skeletal system, [Student] will name 10 major bones with 80% accuracy in 3 out of 4 trials.

35. [Student] will describe the basic functions of the circulatory system with 85% accuracy in 4 out of 5 attempts.

Weather and Climate:

36. [Student] will use weather instruments to record daily temperature, precipitation, and wind direction with 90% accuracy over a two-week period.

37. Given weather symbols, [Student] will create a five-day weather forecast with 85% accuracy in 3 out of 4 attempts.

38. [Student] will explain the difference between weather and climate with 80% accuracy in 4 out of 5 trials.

39. Given a set of climate zone descriptions, [Student] will match them to the appropriate regions on a world map with 85% accuracy in 3 out of 4 attempts.

40. [Student] will describe three ways that severe weather can impact communities with 90% accuracy in 4 out of 5 trials.

Scientific Communication and Vocabulary:

41. [Student] will define and use 10 grade-level appropriate science vocabulary words in context with 85% accuracy in 3 out of 4 attempts.

42. Given a simple scientific text, [Student] will identify the main idea and two supporting details with 80% accuracy in 4 out of 5 trials.

43. [Student] will create a poster to communicate the results of a science experiment with 90% accuracy in 3 out of 4 attempts.

44. Given a set of scientific statements, [Student] will differentiate between facts and opinions with 85% accuracy in 4 out of 5 trials.

45. [Student] will orally present the findings of a science project to the class, covering at least 5 key points with 80% accuracy in 3 out of 4 attempts.

Technology and Engineering:

46. Given a set of materials, [Student] will design and build a simple machine to solve a given problem with 85% accuracy in 3 out of 4 attempts.

47. [Student] will use coding software to create a simple program that performs a specific task with 80% accuracy in 4 out of 5 trials.

48. Given a technological device, [Student] will explain its basic function and identify three of its components with 90% accuracy in 3 out of 4 attempts.

49. [Student] will design and conduct a fair test to evaluate the effectiveness of a product with 85% accuracy in 4 out of 5 trials.

50. Given a set of materials, [Student] will construct a model of a bridge that can support a specified weight with 80% accuracy in 3 out of 4 attempts.

50 IEP goals focused on physical development (excluding motor skills) 

These goals cover various aspects of physical health, fitness, nutrition, body awareness, and personal care.

Physical Fitness IEP Goals:

1. [Student] will participate in 20 minutes of moderate aerobic activity 3 times a week, as measured by teacher observation and activity logs.

2. Given a set of exercises, [Student] will identify which ones target cardiovascular endurance, strength, or flexibility with 85% accuracy in 4 out of 5 trials.

3. [Student] will maintain an elevated heart rate within their target zone for 15 minutes during physical activity, as measured by a heart rate monitor, in 3 out of 4 sessions.

4. Given a fitness goal, [Student] will create a simple weekly exercise plan with guidance, including at least 3 activities, with 80% accuracy in 3 out of 4 attempts.

5. [Student] will demonstrate proper form for 5 basic strength exercises (e.g., push-ups, squats) with 90% accuracy in 3 out of 4 observed sessions.

Body Awareness and Spatial Concepts:

6. [Student] will identify and name 10 major body parts with 95% accuracy in 4 out of 5 trials.

7. Given verbal instructions, [Student] will place an object in relation to their body (e.g., above head, behind back) with 90% accuracy in 3 out of 4 attempts.

8. [Student] will demonstrate understanding of personal space by maintaining appropriate distance from peers during activities with 85% accuracy in 4 out of 5 observed sessions.

9. Given a diagram of the human body, [Student] will label 5 internal organs and describe their basic functions with 80% accuracy in 3 out of 4 attempts.

10. [Student] will identify left and right sides of their body with 95% accuracy in 4 out of 5 trials.

Nutrition and Healthy Eating:

11. Given a set of food items, [Student] will sort them into the five main food groups with 90% accuracy in 3 out of 4 attempts.

12. [Student] will create a balanced meal plan for one day, including all food groups, with 85% accuracy in 4 out of 5 trials.

13. Given a list of foods, [Student] will identify 5 healthy snack options with 95% accuracy in 3 out of 4 attempts.

14. [Student] will explain the importance of hydration and identify 3 signs of dehydration with 90% accuracy in 4 out of 5 trials.

15. Given a restaurant menu, [Student] will select a nutritionally balanced meal with guidance, with 85% accuracy in 3 out of 4 attempts.

Personal Hygiene and Self-Care:

16. [Student] will independently follow a visual schedule to complete morning hygiene routine (e.g., brushing teeth, washing face) with 90% accuracy over a two-week period.

17. Given a set of scenarios, [Student] will identify when hand washing is necessary with 95% accuracy in 4 out of 5 trials.

18. [Student] will demonstrate proper hand washing technique, following all steps, with 90% accuracy in 3 out of 4 observed attempts.

19. Given a list of personal care items, [Student] will match them to their appropriate use with 95% accuracy in 4 out of 5 trials.

20. [Student] will independently maintain clean and trimmed fingernails, as observed by staff, with 85% accuracy over a one-month period.

Sleep and Rest:

21. [Student] will identify 5 benefits of getting enough sleep with 90% accuracy in 3 out of 4 attempts.

22. Given a daily schedule, [Student] will create a bedtime routine that allows for 8-10 hours of sleep with 85% accuracy in 4 out of 5 trials.

23. [Student] will list 3 strategies for improving sleep quality with 90% accuracy in 3 out of 4 attempts.

24. Given a set of activities, [Student] will categorize them as energizing or relaxing with 85% accuracy in 4 out of 5 trials.

25. [Student] will track their sleep patterns for one week and identify any patterns or areas for improvement with 80% accuracy.

Injury Prevention and Safety:

26. Given various scenarios, [Student] will identify potential safety hazards with 90% accuracy in 3 out of 4 attempts.

27. [Student] will demonstrate proper use of protective equipment (e.g., helmet, knee pads) for a chosen physical activity with 95% accuracy in 4 out of 5 observed sessions.

28. Given a first aid kit, [Student] will identify and explain the use of 5 basic items with 85% accuracy in 3 out of 4 trials.

29. [Student] will recite emergency contact information (e.g., phone number, address) with 100% accuracy in 3 consecutive attempts.

30. Given a set of outdoor activities, [Student] will identify appropriate sun protection measures with 90% accuracy in 4 out of 5 trials.

Growth and Development:

31. [Student] will track their height and weight over a semester, recording data monthly with 100% accuracy.

32. Given a growth chart, [Student] will plot their own measurements and interpret the results with 85% accuracy in 3 out of 4 attempts.

33. [Student] will identify 3 physical changes associated with puberty with 90% accuracy in 4 out of 5 trials.

34. Given a list of health habits, [Student] will categorize them as promoting or hindering growth with 85% accuracy in 3 out of 4 attempts.

35. [Student] will explain the importance of regular health check-ups, listing 3 reasons, with 90% accuracy in 4 out of 5 trials.

Stress Management and Relaxation:

36. [Student] will identify 3 physical signs of stress in their body with 90% accuracy in 3 out of 4 attempts.

37. Given a stressful scenario, [Student] will demonstrate a deep breathing technique to calm down with 85% accuracy in 4 out of 5 observed sessions.

38. [Student] will participate in a 10-minute guided relaxation exercise, maintaining focus for at least 8 minutes, in 3 out of 4 sessions.

39. Given a list of activities, [Student] will identify 5 healthy ways to manage stress with 90% accuracy in 3 out of 4 attempts.

40. [Student] will create a personal “calm down kit” with 5 appropriate items or activities, with 85% accuracy in 2 out of 3 attempts.

Environmental Health:

41. Given a set of images, [Student] will identify 5 factors in the environment that can affect health with 90% accuracy in 3 out of 4 trials.

42. [Student] will explain the importance of proper hand hygiene in preventing the spread of germs with 85% accuracy in 4 out of 5 attempts.

43. Given a list of daily activities, [Student] will identify 3 ways to conserve water with 95% accuracy in 3 out of 4 trials.

44. [Student] will create a poster illustrating 5 ways to keep the classroom clean and healthy with 90% accuracy in 2 out of 3 attempts.

45. Given various scenarios, [Student] will identify appropriate responses to poor air quality with 85% accuracy in 4 out of 5 trials.

Physical Health Advocacy IEP Goals:

46. [Student] will role-play communicating a health concern to an adult with 85% accuracy in 3 out of 4 observed sessions.

47. Given a set of health products, [Student] will interpret basic nutrition labels with 80% accuracy in 4 out of 5 trials.

48. [Student] will create a simple weekly health goal and track progress over a month with 90% accuracy.

49. Given a list of health myths and facts, [Student] will differentiate between them with 85% accuracy in 3 out of 4 attempts.

50. [Student] will research and present 3 reliable sources of health information to the class with 90% accuracy in 2 out of 3 attempts.

50 Gross Motor Skills IEP goals 

These goals cover various aspects of gross motor development, including balance, coordination, strength, endurance, and spatial awareness. Refer to OT/therapist plans if in place.

Balance:

1. [Student] will maintain balance on one foot for 10 seconds with eyes open, achieving success in 4 out of 5 attempts.

2. [Student] will walk heel-to-toe on a straight line for 10 steps without losing balance, in 3 out of 4 trials.

3. Given a balance beam 6 inches off the ground, [Student] will walk across it (6 feet) without assistance in 3 out of 5 attempts.

4. [Student] will maintain a static balance position (e.g., tree pose) for 15 seconds in 4 out of 5 trials.

5. While standing on a wobble board, [Student] will maintain balance for 30 seconds in 3 out of 4 attempts.

Coordination:

6. [Student] will catch a playground ball thrown from 10 feet away, successfully catching 7 out of 10 throws.

7. Given a set of 5 beanbags, [Student] will throw them into a target 5 feet away, hitting the target with 80% accuracy in 3 out of 4 trials.

8. [Student] will kick a stationary ball towards a target 15 feet away, hitting the target in 6 out of 10 attempts.

9. While jogging, [Student] will dribble a basketball for 30 feet without losing control in 3 out of 5 attempts.

10. [Student] will jump rope continuously for 30 seconds in 3 out of 4 trials.

Strength:

11. [Student] will perform 10 wall push-ups with proper form in 3 out of 4 sessions.

12. Given a set of 2-pound weights, [Student] will complete 12 arm curls with each arm in 4 out of 5 attempts.

13. [Student] will hold a plank position for 20 seconds in 3 out of 4 trials.

14. Using a resistance band, [Student] will perform 15 leg extensions in 4 out of 5 attempts.

15. [Student] will climb to the top of the playground structure using the ladder in 3 out of 4 attempts.

Endurance:

16. [Student] will participate in 15 minutes of continuous moderate physical activity (e.g., brisk walking) in 4 out of 5 physical education sessions.

17. Given a circuit of 5 exercises, [Student] will complete 3 rounds with 30-second rest periods in between, in 3 out of 4 attempts.

18. [Student] will jump continuously using a jump rope for 2 minutes in 3 out of 5 trials.

19. During recess, [Student] will engage in active play for at least 15 minutes without requiring rest, as observed in 4 out of 5 sessions.

20. [Student] will swim continuously for 5 minutes using any stroke in 3 out of 4 attempts.

Spatial Awareness:

21. Given an obstacle course, [Student] will navigate through it without touching obstacles in 4 out of 5 attempts.

22. [Student] will demonstrate appropriate personal space during group activities, maintaining arm’s length distance from peers in 4 out of 5 observed sessions.

23. While moving in general space, [Student] will change directions quickly in response to verbal cues (e.g., “turn left”) with 90% accuracy in 3 out of 4 trials.

24. [Student] will accurately judge the space needed to move through narrow passages without bumping into objects in 4 out of 5 attempts.

25. Given a hula hoop, [Student] will successfully throw a beanbag through it from 10 feet away in 7 out of 10 attempts.

Locomotor Skills:

26. [Student] will demonstrate a proper running technique (arms pumping, knees high) for 50 yards in 4 out of 5 attempts.

27. Given verbal cues, [Student] will perform 5 different locomotor movements (e.g., skip, gallop, slide) across the gym with 90% accuracy in 3 out of 4 trials.

28. [Student] will hop on one foot for a distance of 15 feet, alternating feet, in 4 out of 5 attempts.

29. During a game of “Follow the Leader,” [Student] will mimic 5 different locomotor movements with 85% accuracy in 3 out of 4 observed sessions.

30. [Student] will perform a proper long jump, demonstrating correct arm and leg coordination, jumping at least 3 feet in 4 out of 5 attempts.

Ball Skills:

31. [Student] will bounce and catch a playground ball with two hands 10 consecutive times in 3 out of 4 trials.

32. Given a soccer ball, [Student] will dribble it using feet for 30 feet while maintaining control in 4 out of 5 attempts.

33. [Student] will throw a small ball overhand to a target 15 feet away, hitting the target in 7 out of 10 throws.

34. During a game of catch, [Student] will successfully throw and catch a ball with a partner 10 times without dropping it in 3 out of 4 sessions.

35. [Student] will strike a ball off a tee using a plastic bat, making contact with the ball in 8 out of 10 swings.

Gross Motor Planning IEP Goals:

36. Given a sequence of 3 gross motor actions, [Student] will perform them in the correct order with 90% accuracy in 4 out of 5 trials.

37. [Student] will create and demonstrate a 4-step movement sequence incorporating different locomotor skills in 3 out of 4 attempts.

38. During a game of “Simon Says,” [Student] will correctly follow 5-step movement instructions with 85% accuracy in 3 out of 4 sessions.

39. Given an obstacle course, [Student] will plan and execute a route to complete it efficiently in 4 out of 5 attempts.

40. [Student] will participate in a simple dance routine, performing 5 different movements in sequence with 80% accuracy in 3 out of 4 trials.

Playground Activity IEP Skills:

41. [Student] will climb up and down the playground ladder independently and safely in 4 out of 5 observed attempts.

42. Given access to playground equipment, [Student] will safely navigate across monkey bars for at least 5 rungs in 3 out of 4 trials.

43. [Student] will pump legs to initiate and maintain swinging motion on a swing for 1 minute in 4 out of 5 attempts.

44. During recess, [Student] will engage in 3 different gross motor activities (e.g., sliding, climbing, swinging) in 4 out of 5 observed sessions.

45. [Student] will demonstrate safe use of the playground slide, including proper climbing, sitting, and dismounting, in 5 out of 5 observed attempts.

Sports-Related Skills:

46. Given a basketball hoop at an appropriate height, [Student] will successfully make 5 out of 10 free throws.

47. During a modified soccer game, [Student] will demonstrate proper dribbling, passing, and shooting skills with 80% accuracy in 3 out of 4 observed sessions.

48. [Student] will serve a volleyball over a lowered net from a distance of 15 feet, successfully completing 6 out of 10 serves.

49. Given a set of cones, [Student] will dribble a hockey ball through them using a hockey stick, maintaining control in 4 out of 5 attempts.

50. During a game of tee-ball, [Student] will demonstrate proper stance, swing, and follow-through when hitting the ball in 7 out of 10 attempts.

50 Fine Motor IEP Goals 

These goals cover various aspects of fine motor development, including hand strength, finger dexterity, hand-eye coordination, and precise movements.

Finger Dexterity:

1. [Student] will use a pincer grasp to pick up and place 10 small objects (e.g., beads, coins) into a container with 90% accuracy in 3 out of 4 trials.

2. Given a pegboard, [Student] will insert 20 pegs using a tripod grasp within 2 minutes in 4 out of 5 attempts.

3. [Student] will successfully tie shoelaces independently in 3 out of 4 observed attempts.

4. Using tweezers, [Student] will transfer 15 small pom-poms from one container to another within 3 minutes in 3 out of 4 trials.

5. [Student] will button and unbutton 5 buttons on a shirt independently in 4 out of 5 attempts.

Hand Strength:

6. [Student] will use a hole punch to make 10 holes in paper with proper hand positioning in 3 out of 4 trials.

7. Given therapy putty, [Student] will squeeze and manipulate it for 5 minutes, demonstrating 3 different hand exercises in 4 out of 5 sessions.

8. [Student] will open and close a clothespin 15 times with each hand in 3 out of 4 attempts.

9. Using a spray bottle, [Student] will spray water on plants, maintaining proper grip and activation for 10 sprays in 4 out of 5 trials.

10. [Student] will crumple a sheet of paper into a tight ball using one hand in 3 out of 4 attempts.

Handwriting IEP Goals:

11. [Student] will form 20 uppercase letters correctly using proper pencil grip in 4 out of 5 writing samples.

12. Given a template, [Student] will trace straight and curved lines within 1/4 inch accuracy in 3 out of 4 trials.

13. [Student] will write their first and last name legibly and independently in 4 out of 5 attempts.

14. Using lined paper, [Student] will write a sentence maintaining correct letter size and spacing in 3 out of 4 writing samples.

15. [Student] will color within the lines of a simple picture, staying within 1/4 inch of the lines 90% of the time in 3 out of 4 attempts.

Cutting Skills:

16. Given child-safe scissors, [Student] will cut along a straight line for 6 inches within 1/4 inch of the line in 4 out of 5 attempts.

17. [Student] will cut out a simple shape (e.g., circle, square) staying within 1/2 inch of the outline in 3 out of 4 trials.

18. Using scissors, [Student] will cut along a curved line for 8 inches, maintaining 80% accuracy in 4 out of 5 attempts.

19. [Student] will hold and manipulate paper with the non-dominant hand while cutting with the dominant hand in 4 out of 5 observed sessions.

20. Given a complex shape (e.g., star, heart), [Student] will cut it out with 75% accuracy in 3 out of 4 attempts.

Hand-Eye Coordination:

21. [Student] will string 15 medium-sized beads onto a lace within 3 minutes in 3 out of 4 trials.

22. Given a template, [Student] will use a hammer to pound 10 golf tees into a foam board with 90% accuracy in 4 out of 5 attempts.

23. [Student] will complete a 20-piece interlocking puzzle independently in 4 out of 5 trials.

24. Using tweezers, [Student] will sort 20 small objects by color into separate containers with 95% accuracy in 3 out of 4 attempts.

25. [Student] will use a toy screwdriver to insert and remove 5 screws from a board in 4 out of 5 trials.

Bilateral Coordination:

26. [Student] will successfully open and close 5 different types of containers (e.g., jars, zipper bags) in 3 out of 4 attempts.

27. Given paper and a hole punch, [Student] will punch 10 holes along the edge of the paper, using both hands cooperatively, in 4 out of 5 trials.

28. [Student] will fold a piece of paper in half, aligning edges with 1/4 inch accuracy, in 3 out of 4 attempts.

29. Using child-safe scissors, [Student] will cut along a curved line while holding and turning the paper with the non-dominant hand in 4 out of 5 trials.

30. [Student] will successfully zip and unzip a jacket independently in 3 out of 4 observed attempts.

Visual-Motor Integration:

31. Given a simple maze, [Student] will trace the path from start to finish without crossing lines in 4 out of 5 attempts.

32. [Student] will copy 5 simple shapes (e.g., circle, square, triangle) with 90% accuracy in 3 out of 4 trials.

33. Using a template, [Student] will trace and cut out 3 different shapes, maintaining 80% accuracy in 4 out of 5 attempts.

34. [Student] will complete a dot-to-dot picture of at least 20 points, connecting dots in the correct sequence, in 3 out of 4 trials.

35. Given a model, [Student] will replicate a simple block design using 10 blocks with 90% accuracy in 4 out of 5 attempts.

Fine Motor Planning:

36. [Student] will independently put on and fasten 5 clothing items with different fasteners (e.g., buttons, snaps, zippers) in 3 out of 4 observed sessions.

37. Given verbal instructions, [Student] will fold a simple origami shape, following 5 steps, in 3 out of 4 attempts.

38. [Student] will complete a 3-step fine motor craft project, following visual instructions, in 4 out of 5 trials.

39. Using modeling clay, [Student] will create 3 distinct shapes or objects based on verbal descriptions in 3 out of 4 attempts.

40. [Student] will plan and execute a sequence of 5 fine motor actions (e.g., pick up bead, string bead, tie knot) in the correct order in 4 out of 5 trials.

Tool Use:

41. [Student] will use a fork and spoon correctly to eat a meal, demonstrating proper grip and use, in 4 out of 5 observed lunch periods.

42. Given a toothbrush and toothpaste, [Student] will demonstrate proper brushing technique for 2 minutes in 3 out of 4 trials.

43. [Student] will use a computer mouse to navigate and click on 5 specific on-screen targets with 90% accuracy in 4 out of 5 attempts.

44. Using a stapler, [Student] will correctly staple 5 sets of papers together in 3 out of 4 trials.

45. [Student] will use a ruler to draw 5 straight lines of specified lengths with 1/4 inch accuracy in 4 out of 5 attempts.

Sensory-Motor Skills:

46. Given a variety of textured materials, [Student] will sort them into categories (e.g., rough, smooth) with 90% accuracy in 3 out of 4 trials.

47. [Student] will use finger paints to create a picture, tolerating the sensory input for 10 minutes in 4 out of 5 sessions.

48. Using a stress ball, [Student] will squeeze and release it 15 times with each hand in 3 out of 4 attempts.

49. [Student] will manipulate and mold therapy putty into 3 distinct shapes, tolerating the texture for 5 minutes in 4 out of 5 trials.

50. Given rice in a sensory bin, [Student] will locate and retrieve 10 hidden small objects using only their sense of touch in 3 out of 4 attempts.

100 IEP goals focused on independence skills (life skills). 

These goals cover various aspects of daily living, self-care, community participation, and personal management. Remember to adjust these goals based on the individual student’s needs, age, and current abilities.

Personal Hygiene:

1. [Student] will independently brush teeth for 2 minutes, demonstrating proper technique, in 4 out of 5 observed instances.

2. [Student] will wash hands with soap and water for 20 seconds, unprompted, before meals and after using the restroom in 9 out of 10 observed instances.

3. [Student] will independently shower or bathe, completing all steps (washing body, hair, and face) in the correct order in 4 out of 5 attempts.

4. [Student] will apply deodorant daily without prompting in 9 out of 10 observed instances.

5. [Student] will independently comb or brush hair to a neat appearance in 4 out of 5 observed instances.

6. [Student] will trim fingernails using appropriate tools safely and independently in 3 out of 4 attempts.

7. [Student] will floss teeth correctly once daily for one week, as recorded in a hygiene log.

Dressing:

8. [Student] will independently put on and fasten 5 different types of clothing fasteners (buttons, zippers, snaps, hooks, ties) in 4 out of 5 attempts.

9. [Student] will select weather-appropriate clothing for 5 consecutive days, as recorded in a daily log.

10. [Student] will independently put on and tie shoelaces in 3 out of 4 observed instances.

11. [Student] will sort and put away clean laundry in appropriate drawers or closet spaces with 90% accuracy in 3 out of 4 trials.

12. [Student] will independently put on a coat and gloves when preparing to go outside in cold weather in 4 out of 5 observed instances.

Meal Preparation:

13. [Student] will follow a simple 5-step recipe to prepare a snack or simple meal in 3 out of 4 attempts.

14. [Student] will safely use a microwave to heat food, following package instructions, in 4 out of 5 trials.

15. [Student] will make a sandwich with at least 3 ingredients, demonstrating proper food safety and hygiene, in 3 out of 4 attempts.

16. [Student] will set the table with the correct placement of plates, utensils, and glasses for a family meal in 4 out of 5 attempts.

17. [Student] will safely use a can opener to open canned food in 3 out of 4 trials.

18. [Student] will measure dry and liquid ingredients accurately using measuring cups and spoons in 4 out of 5 attempts.

19. [Student] will plan a balanced meal including a protein, vegetable, and grain in 3 out of 4 attempts.

Kitchen Safety:

20. [Student] will demonstrate safe knife skills when cutting soft fruits or vegetables in 4 out of 5 observed instances.

21. [Student] will identify and explain the purpose of 5 kitchen safety symbols or signs with 100% accuracy in 3 out of 4 trials.

22. [Student] will demonstrate proper hand washing and food handling techniques during meal preparation in 9 out of 10 observed instances.

23. [Student] will safely operate a stove or oven, including proper use of pot holders and temperature controls, in 3 out of 4 observed instances.

24. [Student] will properly store leftovers in appropriate containers and place them in the refrigerator in 4 out of 5 attempts.

Housekeeping:

25. [Student] will make their bed independently, meeting 4 out of 5 criteria on a bed-making checklist, in 4 out of 5 attempts.

26. [Student] will load and start a dishwasher, using appropriate amounts of detergent, in 3 out of 4 attempts.

27. [Student] will vacuum a room independently, ensuring all accessible areas are cleaned, in 4 out of 5 observed instances.

28. [Student] will sort household waste into appropriate recycling, compost, and trash bins with 90% accuracy in 3 out of 4 trials.

29. [Student] will clean a bathroom, completing all steps on a task analysis, in 3 out of 4 attempts.

30. [Student] will create a weekly cleaning schedule for their living space and follow it for 3 consecutive weeks.

Laundry:

31. [Student] will sort clothes by color and fabric type with 90% accuracy in 4 out of 5 trials.

32. [Student] will operate a washing machine, selecting appropriate settings and adding correct amounts of detergent, in 3 out of 4 attempts.

33. [Student] will transfer wet clothes from washer to dryer and select appropriate dryer settings in 4 out of 5 observed instances.

34. [Student] will fold and put away a load of clean laundry within 30 minutes in 3 out of 4 trials.

35. [Student] will identify and treat 3 common stains using appropriate stain removal techniques in 3 out of 4 attempts.

Time Management:

36. [Student] will create and follow a daily schedule, completing 80% of planned activities, for 5 consecutive days.

37. [Student] will use a planner or digital calendar to record and track 5 weekly commitments for 3 consecutive weeks.

38. [Student] will arrive on time to 4 out of 5 scheduled appointments or classes, as recorded in an attendance log.

39. [Student] will break down a large task into smaller, manageable steps and complete it within a given timeframe in 3 out of 4 attempts.

40. [Student] will set and use alarms or reminders for 3 daily tasks for one week, as recorded in a time management log.

Money Management:

41. [Student] will create a simple monthly budget, categorizing income and expenses, in 3 out of 4 attempts.

42. [Student] will accurately count and make change for purchases up to $20 in 4 out of 5 role-play scenarios.

43. [Student] will compare prices of 3 similar items and identify the best value in 4 out of 5 trials.

44. [Student] will maintain a check register, recording 5 transactions accurately, in 3 out of 4 attempts.

45. [Student] will identify and explain 5 different banking services (e.g., savings account, checking account, loans) with 90% accuracy in 3 out of 4 trials.

46. [Student] will role-play safely using an ATM, including protecting personal information, in 4 out of 5 attempts.

Transportation:

47. [Student] will identify and explain the meaning of 10 common road signs with 100% accuracy in 3 out of 4 trials.

48. [Student] will plan a trip using public transportation, identifying correct routes and times, in 3 out of 4 attempts.

49. [Student] will safely cross 3 different types of streets (residential, busy intersection, crosswalk with signal) in 4 out of 5 observed instances.

50. [Student] will recite their home address and phone number from memory with 100% accuracy in 5 out of 5 attempts.

51. [Student] will identify safe locations and procedures for waiting for and exiting a bus in 4 out of 5 role-play scenarios.

Community Participation – Including Community Based Instruction Goals:

52. [Student] will order and pay for a meal at a restaurant, demonstrating appropriate social skills, in 3 out of 4 role-play or community-based trials.

53. [Student] will locate 5 essential items in a grocery store without assistance in 4 out of 5 attempts.

54. [Student] will identify and demonstrate the appropriate way to interact with 5 different community helpers (e.g., police officer, librarian, store clerk) in 4 out of 5 role-play scenarios.

55. [Student] will use a community recreation facility (e.g., park, swimming pool) safely and appropriately in 3 out of 4 observed instances.

56. [Student] will participate in a community service activity, following instructions and working cooperatively, in 2 out of 3 opportunities.

Social Skills:

57. [Student] will initiate and maintain a conversation on a familiar topic for 3-5 minutes in 4 out of 5 observed instances.

58. [Student] will demonstrate 3 appropriate ways to gain someone’s attention in 4 out of 5 role-play scenarios.

59. [Student] will identify and demonstrate appropriate personal space in 3 different social situations in 4 out of 5 attempts.

60. [Student] will use “please,” “thank you,” and “excuse me” appropriately in 9 out of 10 observed instances.

61. [Student] will identify and demonstrate 3 strategies for conflict resolution in 4 out of 5 role-play scenarios.

Self-Advocacy IEP Goals:

62. [Student] will communicate their needs or preferences clearly in 3 different situations in 4 out of 5 observed instances.

63. [Student] will identify and explain their learning accommodations to a teacher or employer in 3 out of 4 role-play scenarios.

64. [Student] will create and rehearse a script for requesting help or clarification in 3 different settings in 4 out of 5 attempts.

65. [Student] will identify 3 trusted adults they can approach for help and explain why they are trustworthy in 3 out of 4 trials.

66. [Student] will participate actively in their IEP meeting, sharing at least 3 personal goals or concerns, as observed by the IEP team.

Health Management:

67. [Student] will accurately record daily medication intake in a health log for 2 consecutive weeks.

68. [Student] will identify the name, purpose, and proper dosage of their medications with 100% accuracy in 3 out of 4 trials.

69. [Student] will demonstrate how to properly use an inhaler or epi-pen (if applicable) in 4 out of 5 attempts.

70. [Student] will create a balanced meal plan for one week, including all food groups, in 3 out of 4 attempts.

71. [Student] will identify 5 strategies for managing stress and demonstrate 2 of them in 4 out of 5 role-play scenarios.

72. [Student] will maintain a sleep log and implement a consistent bedtime routine for 2 consecutive weeks.

Emergency Preparedness:

73. [Student] will recite or provide in writing their full name, address, phone number, and emergency contact information with 100% accuracy in 5 out of 5 attempts.

74. [Student] will demonstrate the correct procedure for calling 911 and reporting an emergency in 4 out of 5 role-play scenarios.

75. [Student] will identify and locate 5 items that should be included in a basic emergency kit in 3 out of 4 trials.

76. [Student] will demonstrate the “stop, drop, and roll” technique in case of fire in 4 out of 5 attempts.

77. [Student] will identify and explain the purpose of 3 different types of emergency alarms (fire, carbon monoxide, severe weather) with 100% accuracy in 3 out of 4 trials.

Technology Skills:

78. [Student] will compose and send an email with an attachment to a teacher or supervisor in 4 out of 5 attempts.

79. [Student] will conduct an internet search to find specific information on a given topic, evaluating source credibility, in 3 out of 4 trials.

80. [Student] will create a simple spreadsheet to track weekly expenses for one month.

81. [Student] will demonstrate safe and appropriate use of social media platforms in 4 out of 5 role-play scenarios.

82. [Student] will use a smartphone or tablet to set reminders, alarms, and calendar events for 5 different tasks in 3 out of 4 attempts.

Vocational Skills:

83. [Student] will create a basic resume including personal information, education, and any work or volunteer experience in 2 out of 3 attempts.

84. [Student] will role-play a job interview, demonstrating appropriate dress, body language, and responses to 5 common questions in 3 out of 4 attempts.

85. [Student] will complete a job application form with 90% accuracy in 3 out of 4 trials.

86. [Student] will identify and demonstrate 5 appropriate workplace behaviors in 4 out of 5 role-play scenarios.

87. [Student] will create and maintain a simple work log, recording tasks completed and hours worked, for a 2-week period.

Problem-Solving:

88. Given a hypothetical problem, [Student] will identify the problem, generate 3 possible solutions, and choose the best option in 4 out of 5 scenarios.

89. [Student] will demonstrate 3 different strategies for calming down when frustrated in 4 out of 5 role-play situations.

90. [Student] will identify and correct 5 safety hazards in a home or workplace setting in 3 out of 4 trials.

91. [Student] will follow multi-step written instructions to complete a novel task in 3 out of 4 attempts.

92. [Student] will create a pros and cons list to make a decision about a personal choice in 3 out of 4 opportunities.

Self-Care and Independence:

93. [Student] will pack a bag with all necessary items for a specific outing (e.g., school, swimming, overnight trip) in 4 out of 5 attempts.

94. [Student] will independently wake up to an alarm and complete a morning routine within 30 minutes for 5 consecutive school days.

95. [Student] will create and follow a self-care checklist (e.g., taking medication, exercising, healthy eating) for 2 consecutive weeks.

96. [Student] will demonstrate proper use and care of 5 different adaptive devices or tools (if applicable) in 4 out of 5 observed instances.

97. [Student] will plan and prepare 3 simple, balanced meals independently over the course of one week.

98. [Student] will create and maintain a calendar of important personal dates (e.g., appointments, assignments due, social events) for one month.

99. [Student] will demonstrate appropriate behavior and etiquette in 3 different social settings (e.g., restaurant, movie theater, place of worship) in 4 out of 5 observed instances.

100. [Student] will develop and follow through on a personal goal related to independence, creating an action plan and tracking progress for one month.

Consider the student’s cultural background and family preferences when setting independence and life skills goals.

50 neurodiversity-affirming IEP goals for social interaction. 

These goals focus on respecting individual differences, promoting self-advocacy, and developing social skills in a way that honors the student’s unique needs and strengths. It’s crucial to involve the student in the goal-setting process and respect their autonomy in choosing which social skills they want to develop. The focus should be on helping the student navigate social situations in a way that feels authentic and comfortable to them, rather than trying to change their fundamental neurology or mask their autistic traits.

1. [Student] will identify and express 3 personal boundaries in social situations in 4 out of 5 role-play scenarios.

2. [Student] will practice 2 self-chosen calming techniques when feeling overwhelmed in social situations, as recorded in a personal log over 2 weeks.

3. [Student] will identify and share 3 of their special interests with peers in a small group setting in 3 out of 4 opportunities.

4. [Student] will use their preferred communication method (e.g., AAC device, writing, speaking) to express needs or preferences in 4 out of 5 observed instances.

5. [Student] will identify and explain 3 aspects of neurodiversity to a peer or adult using their chosen communication method in 3 out of 4 attempts.

6. [Student] will participate in a social situation of their choosing for a self-determined length of time, as recorded in a personal log over 1 month.

7. [Student] will identify and use 2 strategies for managing sensory input in social settings in 4 out of 5 observed instances.

8. [Student] will practice asking for clarification or repetition when they don’t understand something in a conversation in 3 out of 4 opportunities.

9. [Student] will identify and explain 3 of their strengths related to their neurodiversity in 2 out of 3 attempts.

10. [Student] will use “I” statements to express feelings or needs in social situations in 4 out of 5 observed instances.

11. [Student] will identify and demonstrate 2 ways to respectfully disengage from a social interaction when feeling overwhelmed in 3 out of 4 role-play scenarios.

12. [Student] will create and use a personal script for introducing themselves and their communication preferences in 3 out of 4 new social situations.

13. [Student] will identify and explain 3 accommodations that help them participate more comfortably in social situations in 2 out of 3 attempts.

14. [Student] will practice turn-taking in a conversation about a topic of their interest for 5 minutes in 3 out of 4 observed instances.

15. [Student] will identify and use 2 strategies for initiating social interaction in a way that feels comfortable to them in 3 out of 4 opportunities.

16. [Student] will create and use a visual schedule or social story to prepare for a new social situation in 3 out of 4 instances.

17. [Student] will identify and explain 3 reasons why different people might interpret social situations differently in 2 out of 3 attempts.

18. [Student] will practice using their preferred method to indicate when they need a break during social interactions in 4 out of 5 observed instances.

19. [Student] will identify and demonstrate 2 ways to show interest in others’ topics of conversation, even if different from their own interests, in 3 out of 4 role-play scenarios.

20. [Student] will create and use a personal list of topics they enjoy discussing in social situations in 3 out of 4 observed instances.

21. [Student] will identify and explain 3 positive aspects of neurodiversity in the workplace or school environment in 2 out of 3 attempts.

22. [Student] will practice using their preferred method to decline participation in social activities when they choose not to engage in 3 out of 4 opportunities.

23. [Student] will identify and demonstrate 2 ways to respectfully express disagreement in a conversation in 3 out of 4 role-play scenarios.

24. [Student] will create and use a personal “social energy” meter to monitor their comfort level in social situations over 2 weeks.

25. [Student] will identify and explain 3 ways in which their sensory experiences might differ from others’ in 2 out of 3 attempts.

26. [Student] will practice using their preferred method to request sensory accommodations in social settings in 3 out of 4 observed instances.

27. [Student] will identify and demonstrate 2 ways to show appreciation for others’ efforts to accommodate their needs in 3 out of 4 role-play scenarios.

28. [Student] will create and use a personal list of strategies for managing anxiety in social situations over 2 weeks.

29. [Student] will identify and explain 3 benefits of neurodiversity in problem-solving or creative tasks in 2 out of 3 attempts.

30. [Student] will practice using their preferred method to communicate their processing time needs in conversations in 4 out of 5 observed instances.

31. [Student] will identify and demonstrate 2 ways to self-advocate for their learning or social needs in 3 out of 4 role-play scenarios.

32. [Student] will create and use a personal social narrative to prepare for a challenging social situation in 3 out of 4 instances.

33. [Student] will identify and explain 3 ways in which their communication style might differ from neurotypical peers in 2 out of 3 attempts.

34. [Student] will practice using their preferred method to explain their stimming behaviors to others when they feel comfortable doing so in 3 out of 4 opportunities.

35. [Student] will identify and demonstrate 2 ways to set and maintain personal boundaries in friendships in 3 out of 4 role-play scenarios.

36. [Student] will create and use a personal list of coping strategies for managing social fatigue over 2 weeks.

37. [Student] will identify and explain 3 strengths associated with their intense interests or expertise in 2 out of 3 attempts.

38. [Student] will practice using their preferred method to request written or visual instructions when verbal instructions are unclear in 4 out of 5 observed instances.

39. [Student] will identify and demonstrate 2 ways to contribute their unique perspective in group discussions or projects in 3 out of 4 opportunities.

40. [Student] will create and use a personal guide for interpreting and responding to common social situations over 3 weeks.

41. [Student] will identify and explain 3 ways in which diversity in neurotypes can benefit a community or workplace in 2 out of 3 attempts.

42. [Student] will practice using their preferred method to educate peers about neurodiversity when they feel comfortable doing so in 3 out of 4 opportunities.

43. [Student] will identify and demonstrate 2 ways to celebrate their neurodivergent identity in 3 out of 4 observed instances.

44. [Student] will create and use a personal list of strategies for building and maintaining friendships with both neurodivergent and neurotypical peers over 1 month.

45. [Student] will identify and explain 3 ways in which their sensory needs might impact their social interactions in 2 out of 3 attempts.

46. [Student] will practice using their preferred method to request modifications to group activities to better suit their needs in 3 out of 4 opportunities.

47. [Student] will identify and demonstrate 2 ways to respectfully educate others about harmful stereotypes or misconceptions about autism in 3 out of 4 role-play scenarios.

48. [Student] will create and use a personal guide for recognizing and responding to their emotions in social situations over 2 weeks.

49. [Student] will identify and explain 3 ways in which their problem-solving approach might differ from neurotypical peers in 2 out of 3 attempts.

50. [Student] will practice using their preferred method to share information about their communication style with new teachers or peers in 3 out of 4 opportunities.

50 executive functioning goals that are neurodiversity-affirming.

1. [Student] will create and use a personalized visual schedule for daily routines in 4 out of 5 school days.

2. [Student] will break down a large assignment into smaller tasks using a preferred method (e.g., checklist, mind map) in 3 out of 4 instances.

3. [Student] will use a personally designed organization system for school materials for 2 weeks.

4. [Student] will practice using a timer to manage task duration for 15-minute work sessions, 3 times per week.

5. [Student] will identify and implement 2 strategies to minimize distractions in their study environment in 3 out of 4 observed instances.

6. [Student] will create and use a personal guide for prioritizing tasks based on importance and urgency over 2 weeks.

7. [Student] will practice transitioning between activities using a preferred cue (e.g., visual timer, specific song) in 4 out of 5 observed instances.

8. [Student] will use a personally meaningful metaphor to explain their executive functioning challenges to teachers or peers in 2 out of 3 attempts.

9. [Student] will implement a chosen strategy for remembering important items (e.g., visual checklist, specific bag placement) for 5 consecutive school days.

10. [Student] will create and use a personal decision-making framework for handling open-ended assignments over 3 weeks.

11. [Student] will develop and use a personalized checklist for starting homework or independent work in 4 out of 5 instances.

12. [Student] will practice using a preferred method to track assignment due dates (e.g., digital calendar, visual planner) for 3 weeks.

13. [Student] will create and implement a personal routine for transitioning from school to home activities for 2 weeks.

14. [Student] will use a self-chosen tool (e.g., noise-cancelling headphones, study carrel) to manage environmental distractions in 3 out of 4 study sessions.

15. [Student] will develop and use a personalized rubric to self-assess work quality before submission in 3 out of 4 assignments.

16. [Student] will practice using a preferred method to estimate task completion time in 4 out of 5 instances.

17. [Student] will create and use a personal guide for breaking down multi-step instructions over 2 weeks.

18. [Student] will implement a chosen strategy for managing materials between home and school for 5 consecutive school days.

19. [Student] will use a personally designed visual aid to support sequential task completion in 3 out of 4 observed instances.

20. [Student] will develop and practice using a personalized problem-solving framework in 3 out of 4 challenging situations.

21. [Student] will create and use a personal guide for managing screen time and transitions from preferred activities over 2 weeks.

22. [Student] will practice using a self-chosen method to pause and reflect before acting in 3 out of 4 observed instances.

23. [Student] will implement a personalized strategy for organizing digital files and documents over 3 weeks.

24. [Student] will use a preferred method to track personal goals and progress (e.g., app, journal) for 2 weeks.

25. [Student] will develop and use a personal routine for preparing for the next school day in 4 out of 5 instances.

26. [Student] will practice using a chosen method to prioritize self-care activities alongside other responsibilities for 2 weeks.

27. [Student] will create and implement a personal strategy for managing long-term projects over a month.

28. [Student] will use a self-selected tool or technique to improve reading comprehension and retention in 3 out of 4 reading assignments.

29. [Student] will develop and practice using a personalized note-taking system in 4 out of 5 classes.

30. [Student] will create and use a personal guide for managing unexpected changes in routine over 2 weeks.

31. [Student] will implement a chosen strategy for organizing and accessing class materials efficiently in 4 out of 5 observed instances.

32. [Student] will practice using a preferred method to break down complex concepts into manageable parts in 3 out of 4 learning situations.

33. [Student] will develop and use a personal routine for transitioning between subjects or classes for 2 weeks.

34. [Student] will create and implement a strategy for managing email or other digital communications effectively over 3 weeks.

35. [Student] will use a self-chosen technique to improve active listening and information processing in 3 out of 4 class discussions.

36. [Student] will develop and practice using a personalized system for tracking and completing multi-step projects over a month.

37. [Student] will create and use a personal guide for managing energy levels throughout the school day over 2 weeks.

38. [Student] will implement a chosen strategy for organizing and accessing reference materials or resources in 4 out of 5 instances.

39. [Student] will practice using a preferred method to plan and structure writing assignments in 3 out of 4 writing tasks.

40. [Student] will develop and use a personal routine for reviewing and consolidating learned information weekly for 3 weeks.

41. [Student] will create and implement a strategy for managing time during tests or timed assignments in 3 out of 4 instances.

42. [Student] will use a self-selected tool or technique to support working memory in daily tasks for 2 weeks.

43. [Student] will develop and practice using a personalized system for organizing and accessing study materials for 3 weeks.

44. [Student] will create and use a personal guide for managing sensory needs that impact executive functioning over 2 weeks.

45. [Student] will implement a chosen strategy for staying focused during online or remote learning sessions in 4 out of 5 instances.

46. [Student] will practice using a preferred method to organize and express ideas in group projects or discussions in 3 out of 4 situations.

47. [Student] will develop and use a personal routine for reflecting on and adjusting executive functioning strategies weekly for a month.

48. [Student] will create and implement a strategy for managing task initiation difficulties in 3 out of 4 observed instances.

49. [Student] will use a self-chosen technique to improve sequential thinking and planning in 3 out of 4 problem-solving situations.

50. [Student] will develop and practice using a personalized system for balancing special interests with other responsibilities over 3 weeks.

50 neurodiversity-affirming IEP goals focused on sensory processing

These goals should be individualized based on each student’s unique sensory profile, needs, and preferences. It’s essential to involve the student in the goal-setting process and respect their autonomy in choosing which sensory regulation skills they want to develop. The focus should be on helping the student understand and manage their sensory experiences in a way that feels authentic and effective for them, rather than trying to change their fundamental sensory processing.

1. [Student] will create a personal sensory profile identifying their sensory preferences and challenges over 2 weeks.

2. [Student] will practice using a self-chosen calming technique during sensory overload in 3 out of 4 observed instances.

3. [Student] will identify and communicate their need for sensory breaks using their preferred method in 4 out of 5 opportunities.

4. [Student] will create and use a personal “sensory toolkit” with 5 chosen items for managing sensory input over 3 weeks.

5. [Student] will practice using noise-cancelling headphones or earplugs appropriately in 3 out of 4 instances of auditory sensitivity.

6. [Student] will identify and explain 3 environmental modifications that support their sensory needs in 2 out of 3 attempts.

7. [Student] will create and use a personal visual scale to rate sensory experiences in 4 out of 5 observed instances.

8. [Student] will practice a chosen deep pressure technique for self-regulation daily for 2 weeks.

9. [Student] will identify and communicate 3 sensory-friendly alternatives for common classroom activities in 2 out of 3 attempts.

10. [Student] will create and use a personal guide for managing sensory challenges during transitions over 2 weeks.

11. [Student] will practice using a fidget tool or stim toy appropriately for self-regulation in 4 out of 5 observed instances.

12. [Student] will identify and explain how their sensory needs change throughout the day in 2 out of 3 attempts.

13. [Student] will create and implement a personal sensory diet with support from an occupational therapist over 3 weeks.

14. [Student] will practice using a weighted item (e.g., lap pad, vest) for self-regulation in 3 out of 4 instances of sensory seeking.

15. [Student] will identify and communicate their preferred seating options that support sensory regulation in 2 out of 3 attempts.

16. [Student] will create and use a personal guide for managing sensory aspects of eating in the cafeteria over 2 weeks.

17. [Student] will practice using a visual timer to manage duration of sensory activities in 4 out of 5 observed instances.

18. [Student] will identify and explain 3 ways their sensory experiences contribute to their strengths in 2 out of 3 attempts.

19. [Student] will create and use a personal list of calming sensory activities for use during breaks over 2 weeks.

20. [Student] will practice using a chosen method to communicate sensory discomfort in 3 out of 4 observed instances.

21. [Student] will identify and demonstrate 2 appropriate ways to seek sensory input in the classroom in 3 out of 4 role-play scenarios.

22. [Student] will create and use a personal guide for managing sensory aspects of physical education classes over 3 weeks.

23. [Student] will practice using a self-chosen grounding technique during sensory overwhelm in 4 out of 5 observed instances.

24. [Student] will identify and explain how their sensory experiences impact their learning in 2 out of 3 attempts.

25. [Student] will create and implement a plan for gradual exposure to challenging sensory environments over a month.

26. [Student] will practice using a personal “sensory check-in” routine at set intervals throughout the school day for 2 weeks.

27. [Student] will identify and communicate their need for sensory-friendly lighting options in 3 out of 4 observed instances.

28. [Student] will create and use a personal guide for managing sensory aspects of group work over 2 weeks.

29. [Student] will practice using a chosen breathing technique for sensory regulation in 4 out of 5 observed instances of sensory stress.

30. [Student] will identify and explain 3 ways to modify their environment to support sensory regulation at home in 2 out of 3 attempts.

31. [Student] will create and use a personal “sensory story” to explain their needs to peers or teachers over 3 weeks.

32. [Student] will practice using a self-chosen method to request a change in environmental sensory input in 3 out of 4 observed instances.

33. [Student] will identify and demonstrate 2 ways to incorporate their sensory preferences into learning activities in 3 out of 4 attempts.

34. [Student] will create and use a personal guide for managing sensory aspects of assemblies or large gatherings over 2 weeks.

35. [Student] will practice using a chosen proprioceptive activity for sensory regulation before challenging tasks for 2 weeks.

36. [Student] will identify and explain how different textures impact their sensory experience in 2 out of 3 attempts.

37. [Student] will create and implement a plan for incorporating regular vestibular input into their daily routine over 3 weeks.

38. [Student] will practice using a personal “sensory map” of the school to identify and navigate sensory-friendly areas in 4 out of 5 instances.

39. [Student] will identify and communicate their need for breaks during intensive sensory activities in 3 out of 4 observed instances.

40. [Student] will create and use a personal guide for managing sensory aspects of handwriting or typing over 2 weeks.

41. [Student] will practice using a chosen visual support to anticipate and prepare for sensory challenges in 4 out of 5 observed instances.

42. [Student] will identify and explain how their sensory preferences impact their social interactions in 2 out of 3 attempts.

43. [Student] will create and implement a personal plan for gradually expanding their sensory tolerances in a chosen area over a month.

44. [Student] will practice using a self-chosen method to celebrate positive sensory experiences in 3 out of 4 observed instances.

45. [Student] will identify and demonstrate 2 ways to advocate for their sensory needs in public spaces in 3 out of 4 role-play scenarios.

46. [Student] will create and use a personal guide for managing sensory aspects of personal hygiene routines over 2 weeks.

47. [Student] will practice using a chosen method to track the impact of sleep on their sensory regulation for 2 weeks.

48. [Student] will identify and explain how their sensory experiences contribute to their creativity or problem-solving abilities in 2 out of 3 attempts.

49. [Student] will create and implement a personal plan for incorporating sensory-friendly elements into their study space over 3 weeks.

50. [Student] will practice using a self-chosen method to educate others about neurodivergent sensory experiences when they feel comfortable doing so in 3 out of 4 opportunities.

50 neurodiversity-affirming IEP goals focused on Academic Accommodations.

1. [Student] will identify their top 3 preferred learning styles (e.g., visual, auditory, kinesthetic) through self-reflection and assessment over 2 weeks.

2. [Student] will create a personal guide of 5 effective learning strategies tailored to their learning style over 3 weeks.

3. [Student] will practice requesting appropriate accommodations using their preferred communication method in 3 out of 4 instances.

4. [Student] will develop and use a personalized note-taking system that aligns with their learning style in 4 out of 5 classes.

5. [Student] will identify and communicate 3 environmental modifications that support their learning needs in 2 out of 3 attempts.

6. [Student] will create and use a personal checklist for optimizing their study environment at home over 2 weeks.

7. [Student] will practice using assistive technology (e.g., text-to-speech software) effectively in 3 out of 4 relevant tasks.

8. [Student] will identify and explain how different types of assignments align with their learning strengths in 2 out of 3 attempts.

9. [Student] will create and implement a personal plan for breaking down complex instructions into preferred format over 3 weeks.

10. [Student] will practice using extended time accommodations effectively in 4 out of 5 relevant assessment situations.

11. [Student] will identify and communicate their need for sensory-friendly testing environments in 3 out of 4 assessment situations.

12. [Student] will create and use a personal guide for translating abstract concepts into their preferred learning modality over 2 weeks.

13. [Student] will practice using visual aids (e.g., mind maps, diagrams) to support comprehension in 4 out of 5 relevant learning tasks.

14. [Student] will identify and explain how their special interests can be integrated into their learning in 2 out of 3 attempts.

15. [Student] will create and implement a personal strategy for managing digital learning platforms effectively over 3 weeks.

16. [Student] will practice using a preferred method to request clarification or additional examples in 3 out of 4 learning situations.

17. [Student] will identify and communicate their need for alternative assignment formats when appropriate in 2 out of 3 instances.

18. [Student] will create and use a personal guide for managing group work accommodations over 2 weeks.

19. [Student] will practice using self-advocacy skills to discuss learning needs with teachers in 3 out of 4 role-play scenarios.

20. [Student] will identify and explain how their processing speed affects their learning in 2 out of 3 attempts.

21. [Student] will create and implement a personal plan for utilizing preferred seating arrangements in 4 out of 5 classes.

22. [Student] will practice using organizational tools that align with their learning style in 3 out of 4 relevant tasks.

23. [Student] will identify and communicate their need for breaks during extended learning or assessment periods in 3 out of 4 instances.

24. [Student] will create and use a personal strategy for chunking information in a way that suits their processing style over 2 weeks.

25. [Student] will practice using fidgets or stim toys appropriately to support focus in 4 out of 5 learning situations.

26. [Student] will identify and explain how their executive functioning affects their learning in 2 out of 3 attempts.

27. [Student] will create and implement a personal plan for utilizing verbal vs. written instructions based on their preference over 3 weeks.

28. [Student] will practice using a preferred method to demonstrate knowledge beyond traditional written tests in 3 out of 4 relevant situations.

29. [Student] will identify and communicate their need for additional processing time during class discussions in 3 out of 4 instances.

30. [Student] will create and use a personal guide for managing sensory aspects of different learning environments over 2 weeks.

31. [Student] will practice using a chosen method to preview new topics or materials before class in 4 out of 5 relevant situations.

32. [Student] will identify and explain how their attention span fluctuates throughout the day in 2 out of 3 attempts.

33. [Student] will create and implement a personal strategy for utilizing visual schedules or timers effectively over 3 weeks.

34. [Student] will practice using a preferred method to organize and access digital learning materials in 3 out of 4 relevant tasks.

35. [Student] will identify and communicate their need for clear, explicit instructions in 3 out of 4 learning situations.

36. [Student] will create and use a personal guide for translating auditory information into their preferred format over 2 weeks.

37. [Student] will practice using adaptive equipment or tools effectively in 4 out of 5 relevant learning situations.

38. [Student] will identify and explain how their communication style affects their participation in class in 2 out of 3 attempts.

39. [Student] will create and implement a personal plan for managing transitions between subjects or activities over 3 weeks.

40. [Student] will practice using a chosen method to self-monitor their understanding during lessons in 3 out of 4 instances.

41. [Student] will identify and communicate their need for alternative ways to participate in class discussions in 2 out of 3 situations.

42. [Student] will create and use a personal strategy for connecting new information to existing knowledge over 2 weeks.

43. [Student] will practice using memory aids that align with their learning style in 4 out of 5 relevant tasks.

44. [Student] will identify and explain how their information processing style affects their test-taking in 2 out of 3 attempts.

45. [Student] will create and implement a personal plan for utilizing strengths-based learning approaches over 3 weeks.

46. [Student] will practice using a preferred method to communicate their learning progress to teachers in 3 out of 4 instances.

47. [Student] will identify and communicate their need for access to calming spaces or activities during the school day in 3 out of 4 situations.

48. [Student] will create and use a personal guide for optimizing their remote or online learning experience over 2 weeks.

49. [Student] will practice using a chosen method to prepare for and manage changes in routine or unexpected events in 4 out of 5 instances.

50. [Student] will identify and explain how their unique cognitive style contributes to their problem-solving abilities in 2 out of 3 attempts.

IEP and Social Skill Development FAQ

What are IEP Goals?

IEP goals are individualized objectives outlined in a student’s Individualized Education Program (IEP) designed to address their specific learning needs. They serve as a roadmap for educational and developmental progress.

What are IEP Benchmarks and How Do They Differ from Goals?

Benchmarks, sometimes called short-term objectives, are smaller, measurable steps taken toward achieving a larger annual IEP goal. They help track progress and make adjustments to interventions as needed.

Goal: “[Student’s Name] will develop social understanding skills.”

Benchmark: “[Student’s Name] will raise their hand and wait to be called on before talking aloud in group settings 4 out of 5 opportunities.”

Benchmark: “[Student’s Name] will work cooperatively with peers in small group settings (i.e., share materials, allow peers to share different thoughts) 4 out of 5 opportunities.”

Goal: “[Student’s Name] will increase social-emotional skills.”

Benchmark: “[Student’s Name] will identify various emotional states in others 4 out of 5 opportunities.”

Benchmark: “[Student’s Name] will state why a person might be feeling a particular emotion 4 out of 5 opportunities.”

How do I make IEP goals measurable?

Measurable IEP goals include specific criteria that can be observed and tracked. Use concrete language, such as “will identify,” “will state,” or “will demonstrate,” and include a clear target, like “4 out of 5 opportunities” or “with 80% accuracy.”

How do I cite the educational standard a goal is aligned with?

When writing an IEP, it’s essential to connect goals to relevant educational standards. A common format is: “(Source: Content Area. Grade Level. Domain. Standard(s)).” For example, a goal related to reading fluency might be aligned with the Common Core State Standards for English Language Arts.

What is the importance of data in setting IEP goals?

Data collected through observations, assessments, and progress monitoring is crucial for writing effective IEP goals. It helps determine a student’s present levels of performance, set realistic and individualized goals, and measure progress over time.

How often should IEP goals be reviewed and updated?

IEP goals are typically reviewed and updated at least annually during the student’s IEP meeting. However, they may be reviewed and revised more frequently if needed based on the student’s progress and changing needs.

Conclusion

Developing effective IEPs requires a clear understanding of goal setting principles. Goals should be individualized, broken down into measurable objectives, and linked to relevant standards. The provided resources offer a starting point for brainstorming and tailoring goals to address the unique needs of students with ASD, ultimately fostering their academic, functional, and social-emotional growth.

Key Ideas/Facts about IEP Goals:

  • Goal Individualization: Goals should reflect the student’s current performance level, determined through data analysis. This data-driven approach ensures goals are challenging yet attainable.
  • Objectives as Stepping Stones: Objectives break down the annual goal into smaller, manageable steps. This roadmap analogy emphasizes the incremental progress towards the ultimate target.
  • Citation of Standards: When writing goals, it is good practice to cite the relevant content area, grade level, domain, and standard(s) that the goal aligns with.
  • Comprehensive Goal Bank: This page provides a vast repository of potential IEP goals and objectives across various domains such as academics, independent living, social-emotional learning, communication, motor skills, and more. This resource can be helpful for generating ideas and tailoring goals to specific student needs.

Glossary of Key Terms

IEP: Individualized Education Program – a legal document that outlines a student’s unique educational needs and how those needs will be addressed.

Goal: A broad statement describing the intended outcome for a student to achieve within a specific timeframe, typically a year.

Objective/Benchmark: Smaller, measurable steps taken to achieve the overall IEP goal.

Content Strand: A specific area of learning, such as Mathematics, Reading, or Social Skills.

Measurable: A characteristic of objectives, meaning they can be quantified and tracked using data.

Evaluation Tool: The method used to collect data and assess a student’s progress towards an objective (e.g., checklists, observations, work samples).

Accommodation: A change to the learning environment or how information is presented to make it accessible to the student.

Modification: A change to what a student is expected to learn or demonstrate, often simplifying or reducing the content.

Data-Driven Decision Making: Using data collected through assessments and observations to guide decisions about a student’s educational program and make necessary adjustments.

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