IEP Annual Goals: 40 Examples Across Every Disability Area

Given a grade-level reading passage, [Student] will read aloud at a rate of at least 90 words per minute with 95% accuracy on 4 of 5 consecutive weekly probes, as measured by curriculum-based reading fluency assessments.

Given a set of spoken words, [Student] will correctly segment words into individual phonemes with 90% accuracy across 4 of 5 trials per session, as measured by teacher-administered phoneme segmentation probes.

After reading a grade-level informational text passage independently, [Student] will correctly answer 4 of 5 literal and inferential comprehension questions in written form, across 3 consecutive weeks, as measured by teacher-scored reading comprehension probes.

When presented with a list of 20 grade-level multisyllabic words in isolation, [Student] will correctly decode at least 17 words using syllable division strategies, on 4 of 5 probe administrations, as measured by teacher-administered word reading assessments.

Given 10 grade-level vocabulary words from content area reading, [Student] will correctly identify the definition or use each word accurately in context on 8 of 10 items, across 3 consecutive assessment sessions, as measured by teacher-created vocabulary probes.

When given a writing prompt, [Student] will write a minimum of 5 grammatically complete sentences that include a subject, verb, and relevant detail, with no more than 2 errors per writing sample, across 4 of 5 consecutive writing assignments, as measured by teacher scoring using a writing rubric.

Given a writing prompt, [Student] will independently produce a 5-sentence paragraph that includes a topic sentence, at least 3 supporting details, and a closing sentence, with no verbal prompts, on 4 of 5 writing tasks, as measured by teacher-scored writing rubric.

When completing a written assignment, [Student] will correctly spell at least 85% of grade-level high-frequency words from the district word list, averaged across 3 consecutive weekly writing samples, as measured by word-level accuracy counts in student work products.

Given a structured writing task, [Student] will produce legible handwritten text at a rate of at least 15 letters per minute with letter formation accurate enough to be read by an unfamiliar adult, on 4 of 5 timed writing probes, as measured by teacher assessment of fluency and legibility.

When given a narrative writing prompt, [Student] will independently write a multi-paragraph story that includes a clear beginning, middle, and end, at least two descriptive details, and consistent use of first or third person, scoring at least 3 out of 4 on all rubric dimensions, across 3 consecutive scored writing samples.

Given a timed mixed-operation math fact assessment (addition and subtraction within 20), [Student] will correctly answer at least 30 problems in 3 minutes with 90% accuracy, on 4 of 5 weekly probes, as measured by curriculum-based math fluency assessments.

When presented with a grade-level multi-step word problem, [Student] will correctly identify the operation needed, set up the equation, and solve with accurate computation on 4 of 5 problems in a structured math assessment, across 3 consecutive weeks, as measured by teacher-scored work samples.

Given a set of 10 tasks involving comparing, ordering, or representing numbers up to 1,000, [Student] will correctly complete at least 8 of 10 tasks independently, across 4 of 5 weekly probe sessions, as measured by teacher-administered math assessments.

When given 10 fraction identification, comparison, or equivalence problems at the grade level specified in the present levels, [Student] will correctly solve at least 8 independently, without use of a calculator, on 4 of 5 weekly assessment sessions, as measured by teacher-scored fraction probes.

Given real-world money and time problems at a functional level (e.g., calculating change, reading a schedule), [Student] will independently solve 4 of 5 problems accurately, across 3 consecutive sessions, as measured by teacher observation and scored work samples.

During independent work periods of 20 minutes or less, [Student] will remain on task without redirection for at least 15 consecutive minutes on 4 of 5 observed sessions per week, as measured by interval recording data collected by the classroom teacher or paraprofessional.

When experiencing frustration or a triggering event in the classroom, [Student] will independently use a pre-taught coping strategy (e.g., requesting a break, using a calm-down kit, deep breathing) without engaging in disruptive behavior on 8 of 10 observed opportunities, across 4 consecutive weeks, as measured by teacher incident data.

During structured instructional periods, [Student] will complete assigned tasks within the expected time frame without teacher prompting on 80% of assigned tasks per week, averaged across 4 consecutive weeks, as measured by daily teacher completion logs.

When given a 2-minute verbal transition warning, [Student] will independently cease the current activity, put materials away, and move to the next activity without displaying behavioral outbursts, on 9 of 10 observed transitions per week, across 3 consecutive weeks, as measured by teacher observation data.

During whole-group instruction, [Student] will raise their hand and wait to be called on before speaking, without calling out or interrupting, on at least 80% of observed opportunities per day, averaged across 4 consecutive weeks, as measured by daily teacher frequency count data.

During structured small-group activities, [Student] will wait for a peer to finish speaking before responding and will make an on-topic comment or question in at least 8 of 10 conversational exchanges per session, across 3 consecutive weeks, as measured by therapist or teacher structured observation data.

When a peer conflict arises, [Student] will use at least one pre-taught conflict resolution strategy (e.g., stating the problem calmly, suggesting a compromise, walking away and seeking adult help) without physical or verbal aggression, on 8 of 10 observed conflict situations, across 4 consecutive weeks, as measured by teacher incident logs.

During unstructured social times (recess, lunch, or free choice), [Student] will independently initiate an appropriate interaction with a peer (e.g., inviting to play, asking a question, giving a compliment) at least 3 times per 20-minute period, across 4 consecutive weeks, as measured by teacher or therapist observation data.

When presented with 10 visual scenarios depicting social situations, [Student] will correctly identify the emotional state of the person depicted and describe an appropriate response for 8 of 10 scenarios, across 3 consecutive assessment sessions, as measured by therapist-scored social cognition assessments.

During structured cooperative learning tasks, [Student] will contribute to the group goal by completing their assigned role, remaining on topic, and respecting peers' contributions in at least 80% of observed group sessions per week, averaged across 4 weeks, as measured by teacher rubric scoring.

In structured conversation of at least 3 minutes, [Student] will correctly produce the target phoneme(s) at the word, phrase, and sentence level with 90% accuracy, across 4 of 5 consecutive speech therapy sessions, as measured by SLP data collection during structured oral language tasks.

When asked to describe an event or explain a process verbally, [Student] will produce a minimum of 5 grammatically complete sentences that include a subject, verb, and at least one relevant detail, in 4 of 5 elicited language samples per session, as measured by SLP language sample analysis.

When given a two-step verbal direction without visual cues, [Student] will correctly follow both steps of the direction in the correct sequence on 8 of 10 trials per session, across 3 consecutive sessions, as measured by SLP structured directive response probes.

During structured conversational exchanges with a familiar adult or peer, [Student] will maintain the topic of conversation for at least 3 consecutive exchanges and use appropriate eye contact and body orientation, on 4 of 5 observed communication opportunities per week, as measured by SLP or teacher observation data.

Using their AAC device, [Student] will independently navigate to and activate the correct symbol to request a preferred item, express a need, or respond to a question in at least 8 of 10 communication opportunities across each school day, averaged across 4 consecutive weeks, as measured by SLP and classroom team data collection.

At the end of each class period, [Student] will independently record all homework assignments and due dates in their planner or digital tool, with accuracy verified by a teacher or aide, on 4 of 5 school days per week, averaged across 4 consecutive weeks, as measured by daily planner checks.

At the start of each class, [Student] will independently bring all required materials (notebook, pencil, completed homework) without adult prompting, on 4 of 5 school days per week, averaged across 4 consecutive weeks, as measured by teacher observation and daily readiness logs.

When given a multi-step assignment with a defined due date, [Student] will independently create a written breakdown of the task into at least 3 steps with estimated completion times and complete each step on schedule, on 4 of 5 assignments per month, as measured by review of student planning documents and work submission records.

When given a 3-step verbal instruction, [Student] will correctly repeat back all 3 steps before beginning the task and complete them in the correct sequence independently, on 8 of 10 observed instances per week, across 3 consecutive weeks, as measured by teacher observation records.

During a 30-minute independent work period with a visual timer available, [Student] will complete the assigned task within the allotted time without external prompting on 4 of 5 observed work periods per week, averaged across 4 consecutive weeks, as measured by teacher observation and task completion logs.

Following a visual checklist posted in the bathroom, [Student] will independently complete a 4-step hand-washing routine (wet, soap, scrub, rinse, dry) without verbal prompting in 4 of 5 observed opportunities per day, across 3 consecutive weeks, as measured by teacher or paraprofessional observation data.

When experiencing difficulty with a task or needing clarification, [Student] will independently raise their hand or use a pre-agreed signal to request assistance, and verbally describe the specific problem, without adult prompting, on 8 of 10 observed opportunities per week, across 4 consecutive weeks, as measured by teacher observation records.

In a simulated or real community environment, [Student] will independently follow pedestrian safety steps (stop at curb, look both ways, wait for signal, cross when clear) with 100% accuracy on 4 of 5 consecutive skill assessments, as measured by teacher or therapist direct observation using a task analysis checklist.

When presented with 10 functional sight words or community signs (e.g., Exit, Danger, Men/Women, Stop), [Student] will correctly identify the meaning of at least 9 within 5 seconds per item, across 4 of 5 consecutive assessment sessions, as measured by teacher-administered sight word probes.

Given a structured vocational or classroom job task consisting of 5 or more sequential steps, [Student] will independently complete all steps in the correct order using a task analysis checklist, without verbal prompting, on 4 of 5 consecutive task performance opportunities, as measured by paraprofessional or teacher task analysis data.