IEP Goals Library: Sample Goals for Every Area

Reading Comprehension Goals

Reading comprehension goals target a student's ability to understand, analyze, and draw meaning from text. These goals are appropriate for students with dyslexia, processing disorders, autism, or any disability that affects reading understanding.

Sample Reading Comprehension Goals

• By [date], given a [grade-level] reading passage, [student] will identify the main idea and two supporting details with 80% accuracy across 4 out of 5 trials, as measured by teacher-collected data.
• By [date], [student] will answer inferential comprehension questions about a [grade-level] text with 75% accuracy on 4 of 5 weekly probes, as measured by curriculum-based assessment.
• By [date], [student] will use context clues to determine the meaning of unknown vocabulary words in a [grade-level] passage with 80% accuracy on 4 out of 5 opportunities, as measured by teacher observation.
• By [date], [student] will retell a story read aloud including beginning, middle, and end with at least 3 key details on 4 of 5 trials, as measured by structured retelling rubric.
• By [date], [student] will compare and contrast two texts on the same topic in written or verbal form with 3 out of 4 key elements identified, as measured by teacher scoring rubric.

Reading Fluency Goals

Fluency goals address speed, accuracy, and prosody in oral reading. They are often appropriate for students with dyslexia or phonological processing weaknesses.

Sample Reading Fluency Goals

• By [date], given a [grade-level] passage, [student] will read at [X] words per minute with 95% accuracy on 3 consecutive probes, as measured by monthly curriculum-based oral reading fluency assessments.
• By [date], [student] will decode multisyllabic words using syllabication strategies with 80% accuracy on 4 of 5 trials, as measured by teacher-administered word lists.
• By [date], [student] will read high-frequency words from the [grade-level] Dolch or Fry list with 90% accuracy, as measured by quarterly word reading probes.

Math Goals

Math IEP goals should target the specific skill deficits identified in evaluation. Goals might address computation, problem-solving, number sense, measurement, or math language, depending on the student's profile.

Sample Math Goals

• By [date], [student] will solve single-digit addition and subtraction facts within 20 with 90% accuracy and in under 3 minutes on 4 of 5 timed probes, as measured by curriculum-based math fluency assessments.
• By [date], [student] will solve two-step word problems involving addition and subtraction with 75% accuracy across 4 out of 5 opportunities, as measured by teacher-graded work samples.
• By [date], [student] will correctly identify place value through the hundreds place with 85% accuracy on 4 of 5 teacher-designed probes, as measured by written assessments.
• By [date], [student] will apply multiplication facts (0-9) with 90% accuracy on timed probes of 50 problems in 3 minutes, as measured by monthly curriculum-based assessments.
• By [date], given a multi-step math problem with visual supports, [student] will identify and apply the correct operation with 80% accuracy on 4 of 5 trials, as measured by teacher observation and work samples.
• By [date], [student] will use a calculator or multiplication chart as an accommodation to solve grade-level computation problems with 85% accuracy, as measured by work samples collected monthly.

Written Expression Goals

Writing goals target planning, drafting, mechanics, and organization. They are often included for students with dysgraphia, learning disabilities, or language-based difficulties.

Sample Written Expression Goals

• By [date], [student] will write a 5-sentence paragraph that includes a topic sentence, 3 supporting details, and a concluding sentence with a score of 3 or higher on a 4-point rubric, on 4 of 5 writing tasks.
• By [date], [student] will use a graphic organizer to plan a written response before drafting on 4 of 5 assignments, as measured by teacher records.
• By [date], [student] will correctly use capitalization and end punctuation in written work with 85% accuracy on 4 of 5 writing samples, as measured by teacher evaluation.
• By [date], [student] will produce legible written work with consistent letter formation and appropriate spacing on 4 of 5 opportunities, as measured by handwriting rubric.
• By [date], [student] will type at [X] words per minute with 90% accuracy using keyboarding software, as measured by monthly assessments.

Behavior Goals

Behavior IEP goals are appropriate when a student's behavior interferes with their learning or the learning of others. They should be based on a Functional Behavior Assessment (FBA) and paired with a Behavior Intervention Plan (BIP).

Sample Behavior Goals

• By [date], when faced with a frustrating task, [student] will use a coping strategy (deep breathing, break card, asking for help) instead of leaving the classroom on 4 of 5 observed opportunities, as measured by daily behavior data.
• By [date], [student] will remain in assigned area during independent work for at least 15 consecutive minutes on 4 of 5 school days, as measured by teacher observation data.
• By [date], [student] will use words to communicate frustration or disagreement instead of physical aggression (hitting, kicking, throwing objects) on 4 of 5 documented opportunities, as measured by incident log data.
• By [date], [student] will follow two-step directions from an adult on the first request with no more than one prompt on 4 of 5 trials, as measured by teacher observation.
• By [date], [student] will transition between activities without incident (no refusal, elopement, or tantrum) on 4 of 5 daily transitions, as measured by transition log.

Executive Function Goals

Executive function skills include planning, organization, task initiation, working memory, and self-monitoring. These goals are often appropriate for students with ADHD, autism, TBI, or learning disabilities.

Sample Executive Function Goals

• By [date], [student] will independently begin an assigned task within 3 minutes of receiving directions on 4 of 5 observed opportunities, as measured by teacher data collection.
• By [date], [student] will use a checklist or planner to track daily assignments and complete them on time on 4 of 5 school days, as measured by teacher review of planner.
• By [date], [student] will break a multi-step project into at least 3 parts and identify a timeline for completion with adult prompting reduced to verbal only, on 4 of 5 opportunities.
• By [date], [student] will self-monitor attention during independent work by marking an attention check form every 10 minutes with 80% accuracy across 4 of 5 sessions, as measured by teacher review.
• By [date], [student] will independently gather all necessary materials before starting an assignment on 4 of 5 observed opportunities, as measured by teacher observation.

Social Skills Goals

Social skills goals address peer interaction, conversational skills, conflict resolution, and social understanding. They are commonly included for students with autism, emotional disturbance, or social communication disorders.

Sample Social Skills Goals

• By [date], [student] will initiate a conversation with a peer using an appropriate greeting and topic on 4 of 5 observed social opportunities, as measured by teacher or aide observation.
• By [date], [student] will take turns speaking during a group discussion without interrupting on 4 of 5 opportunities, as measured by teacher observation data.
• By [date], when a peer disagrees or says no, [student] will respond without physical or verbal aggression on 4 of 5 documented interactions, as measured by observation log.
• By [date], [student] will identify facial expressions and match them to emotions in 4 of 5 picture-based scenarios, as measured by structured assessment.
• By [date], [student] will participate in a cooperative group task by contributing at least one relevant idea and listening while others speak on 4 of 5 group activities, as measured by teacher observation.

Self-Advocacy Goals

Self-advocacy goals help students understand their own needs, ask for help, and eventually lead their own IEP process. These goals are especially important in middle and high school.

Sample Self-Advocacy Goals

• By [date], [student] will identify at least 3 of their IEP accommodations by name and explain why each helps them, as measured by teacher or case manager interview.
• By [date], when [student] does not understand instructions, they will ask for clarification from the teacher without prompting on 4 of 5 opportunities, as measured by teacher observation.
• By [date], [student] will prepare and present at least one section of their annual IEP meeting with support from their case manager, as documented in meeting notes.
• By [date], [student] will identify their top 3 post-secondary goals (college, career, independent living) and explain how current school activities connect to those goals in a structured interview.
• By [date], [student] will independently request a scheduled check-in with their case manager when they are struggling in a class, at least once per grading period, as measured by case manager records.

Speech and Language Goals

Speech and language goals are developed by the student's SLP and target articulation, language processing, pragmatics, or AAC use. These are typically added to the IEP when speech-language services are a related service.

Sample Speech and Language Goals

• By [date], [student] will produce the /r/ sound correctly in all word positions in conversational speech with 80% accuracy across 3 consecutive speech therapy sessions, as measured by SLP data.
• By [date], [student] will follow 3-step oral directions without visual supports with 80% accuracy on 4 of 5 trials, as measured by SLP observation.
• By [date], [student] will use their AAC device to make a request or comment during a structured activity on 4 of 5 opportunities, as measured by SLP and classroom data.
• By [date], [student] will use on-topic responses to maintain a conversation for at least 3 conversational turns with a peer on 4 of 5 observed interactions, as measured by SLP observation.

Occupational Therapy Goals

OT goals address fine motor skills, sensory processing, handwriting, self-care, and visual-motor integration. They are written by the OT in collaboration with the IEP team.

Sample OT Goals

• By [date], [student] will cut along a curved line with scissors with no more than 1/4 inch deviation on 4 of 5 trials, as measured by OT observation and work samples.
• By [date], [student] will complete a fine motor task (stringing beads, pegboard, coin manipulation) for 10 consecutive minutes with no more than 2 prompts, as measured by OT data.
• By [date], [student] will independently manage fasteners (buttons, zippers, snaps) on clothing in under 5 minutes with no physical assistance on 4 of 5 opportunities.
• By [date], [student] will use a sensory break or self-regulation strategy independently when experiencing sensory overload on 4 of 5 documented opportunities, as measured by teacher and OT data.

Physical Therapy Goals

PT goals address gross motor skills, mobility, posture, and physical access to the school environment. They are written by the physical therapist in collaboration with the team.

Sample PT Goals

• By [date], [student] will navigate school hallways using their mobility device independently with no physical assistance across 4 of 5 observed opportunities.
• By [date], [student] will transition from floor to standing independently in under 30 seconds on 4 of 5 trials, as measured by PT observation.
• By [date], [student] will maintain seated upright posture in a standard classroom chair for 20 consecutive minutes without prompting on 4 of 5 sessions, as measured by teacher and PT data.

Transition Goals

By age 16 (and in many states, age 14), every IEP must include transition goals tied to post-secondary education, employment, and independent living. These goals are based on age-appropriate transition assessments.

Sample Transition Goals

• By [date], [student] will research at least 3 post-secondary programs or trade schools aligned with their career interest and create a comparison chart with support from their counselor.
• By [date], [student] will complete a mock job application independently with no more than 2 prompts, as measured by transition specialist review.
• By [date], [student] will demonstrate ability to use public transportation to travel independently between school and a community site on 4 of 5 observed trips.
• By [date], [student] will create a monthly budget using income and expense categories relevant to their living goals, with 80% accuracy as measured by transition specialist review.

How to Use These Sample Goals

These samples are starting points, not finished goals. To use them, you need to fill in three things: the baseline (where your child is now), the target (what success looks like), and the measurement method (how the school will track progress).

Before your IEP meeting, look at the most recent evaluation data and progress reports. Identify the areas where your child is furthest from grade level or where their disability most affects their daily life at school. Those areas should have goals.

If the school proposes a goal that does not seem specific enough, ask: "How will we measure this?" and "What data are you using to set this target?" You can also propose your own goals or ask the team to tighten existing ones.

If you are not sure whether proposed goals are appropriate, consider consulting with an independent educational evaluator or a parent advocate who can review your child's current data and compare it to what the school is offering.