IEP Goal Bank: 300 Measurable Goals by Skill Area and Grade

Published: Mar 30, 2026 · Updated: Sep 3, 2026 · 47 min read

You have a draft IEP due, a student whose present levels do not match any goal you have written before, and forty minutes. This bank holds 300 measurable goals across 13 skill areas, split by grade band, each written with the condition, the criterion and the measurement method already in place. Take the structure, set the numbers from your own baseline data, and move on.

What makes an IEP goal measurable

A measurable goal has four parts. Miss one and the goal cannot be progress-monitored, which is the finding that shows up most often in a compliance review.

Condition — what is given, and with what support. "Given a graphic organizer" and "given a calculator" describe different goals.
Observable behavior — what the student does, in words two people would score the same way. "Will understand" is not observable. "Will identify" is.
Criterion — how well, how often, and across how many opportunities. "80% accuracy" on its own is not a criterion. "80% accuracy across 3 consecutive weekly probes" is.
Measurement method — who collects the data and how. If nobody can say how it will be measured, it will not be measured.

Every goal below follows that structure. Two placeholders are left for you: [date], which is your annual review date, and [Student], which is the name on the IEP. Nothing else is a blank you can leave in.

How to set the criterion

Every section below opens with the baseline you need before the numbers in it mean anything. The pattern is the same across all thirteen: find where the student performs now, then set a target that is a year's ambitious growth from there — not a round number carried over from a bank.

Three sources are usually enough:

Source	What it gives you	When to use it
Curriculum-based measurement	A rate, on a repeatable probe	Fluency, computation, writing volume
Three weeks of work samples	An accuracy percentage on real classwork	Comprehension, written expression, problem solving
Frequency or duration data	Counts per period, or minutes	Behavior, attention, task initiation

A goal set at 80% for a student currently at 15% is not ambitious. It is unattainable, and it will be the first thing an advocate asks about.

Below kindergarten the unit changes: the honest denominator is the routine rather than the probe, because a three-year-old's morning does not divide into timed trials. Preschool and kindergarten goals are counted in arrivals, snacks and circle times.

Reading

Baseline to collect first: oral reading fluency in words correct per minute on three grade-level passages, plus an accuracy percentage on comprehension questions from three weeks of classwork. Fluency goals move in words per minute; comprehension goals move in questions answered correctly out of a fixed number asked.

Reading, kindergarten to grade 2

By [date], given 26 upper- and lower-case letters in random order, [Student] will produce the corresponding sound for [X] of 26 within one minute across 3 consecutive weekly probes, as measured by curriculum-based measurement.
By [date], given a list of 20 CVC words, [Student] will decode 18 correctly across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a spoken one-syllable word, [Student] will segment it into its individual phonemes in 8 of 10 trials across 3 consecutive sessions, as measured by teacher-recorded probe data.
By [date], given 20 grade-level high-frequency words, [Student] will read 18 correctly within 60 seconds across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a grade-level passage, [Student] will read aloud at [X] words correct per minute with 95% accuracy across 3 consecutive weekly probes, as measured by curriculum-based measurement.
By [date], after listening to or reading a story, [Student] will retell it including character, setting and two events in 4 of 5 opportunities, as measured by a teacher-scored retell rubric.
By [date], given an unfamiliar word in text, [Student] will use the initial sound and the picture to produce the word in 8 of 10 trials, as documented in a running record.

Reading, grades 3 to 5

By [date], given a grade-level passage, [Student] will read aloud at [X] words correct per minute with 97% accuracy across 3 consecutive weekly probes, as measured by curriculum-based measurement.
By [date], given an unfamiliar multisyllabic word, [Student] will decode it using syllable division in 8 of 10 trials across 3 consecutive sessions, as measured by teacher-recorded probe data.
By [date], after reading a grade-level passage, [Student] will state the main idea in one sentence in 4 of 5 opportunities, as measured by a teacher-scored rubric.
By [date], after reading a text, [Student] will make an inference and quote the sentence supporting it in 3 of 4 opportunities, as measured by work samples.
By [date], given an unfamiliar word in context, [Student] will state its meaning using context clues with 80% accuracy across 3 consecutive sessions, as measured by work samples.
By [date], given two texts on the same topic, [Student] will name two similarities and two differences in 3 of 4 opportunities, as measured by a teacher-scored graphic organizer.
By [date], after reading an informational passage, [Student] will write a 3-sentence summary containing no opinion in 4 of 5 opportunities, as scored on the district rubric.

Reading, grades 6 to 8

By [date], after reading a grade-level informational text, [Student] will state the central idea and two supporting details in 4 of 5 opportunities, as measured by work samples.
By [date], given a text, [Student] will identify the author's purpose and cite one line that reveals it in 3 of 4 opportunities, as measured by work samples.
By [date], given an informational text, [Student] will name its organizational structure — sequence, cause and effect, compare and contrast, or problem and solution — with 80% accuracy across 3 consecutive sessions, as measured by teacher-scored classwork.
By [date], given a text-dependent question, [Student] will answer it and cite two pieces of textual evidence in 4 of 5 opportunities, as scored on the district rubric.
By [date], given an unfamiliar academic word containing a taught Greek or Latin root, [Student] will state a plausible meaning with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given two accounts of the same event, [Student] will explain how the authors' emphases differ in 3 of 4 opportunities, as measured by work samples.
By [date], while reading independently, [Student] will flag a passage they did not understand and apply a taught fix-up strategy in 4 of 5 observed opportunities, as measured by teacher observation data.

Reading, grades 9 to 12

By [date], after reading a complex informational text, [Student] will state the central idea and trace its development across the text in 3 of 4 opportunities, as scored on the district rubric.
By [date], given an argumentative text, [Student] will identify the claim and evaluate whether the evidence supports it in 3 of 4 opportunities, as measured by work samples.
By [date], given a functional document such as a lease, a pay stub or a medication label, [Student] will answer 4 of 5 questions about it correctly across 3 consecutive sessions, as measured by teacher-scored classwork.
By [date], given a grade-level text, [Student] will annotate it for claim, evidence and unfamiliar vocabulary in 4 of 5 assignments, as measured by work samples.
By [date], given a technical passage in a content-area course, [Student] will define 4 of 5 domain-specific terms using the text itself, as measured by teacher-scored classwork.
By [date], given two sources on one question, [Student] will write a paragraph synthesizing both and naming where they disagree in 3 of 4 opportunities, as scored on the district rubric.
By [date], given a stated purpose for reading, [Student] will select and apply the matching strategy — skim, scan, or close read — in 4 of 5 observed opportunities, as measured by teacher observation data.

More: Reading comprehension IEP goals

Writing

Baseline to collect first: total words written and correct writing sequences on three timed prompts, plus a scored sample against the rubric you intend to use all year. Volume and accuracy move at different rates, so decide which one the goal is about before you write it.

Writing, kindergarten to grade 2

By [date], given a picture prompt, [Student] will write a complete sentence with a capital letter and end punctuation in 4 of 5 opportunities, as measured by work samples.
By [date], given a topic and a word bank, [Student] will write 3 related sentences in 4 of 5 opportunities, as measured by work samples.
By [date], given 10 dictated grade-level high-frequency words, [Student] will spell 8 correctly across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a prompt, [Student] will write a narrative with a beginning, a middle and an end in 3 of 4 opportunities, as scored on a teacher-made rubric.
By [date], given a dictated CVC word, [Student] will write it with correct initial, medial and final sounds in 8 of 10 trials, as measured by teacher-recorded probe data.
By [date], given a drafted sentence and a prompt to add detail, [Student] will revise it by adding a describing word in 4 of 5 opportunities, as measured by work samples.

Writing, grades 3 to 5

By [date], given a graphic organizer, [Student] will produce a paragraph with a topic sentence, 3 supporting details and a closing sentence, scoring 3 of 4 on the district rubric across 3 consecutive assignments.
By [date], given a prompt, [Student] will plan a written response on an organizer before drafting in 4 of 5 opportunities, as measured by work samples.
By [date], given an opinion prompt, [Student] will state a position and support it with 2 reasons in 4 of 5 opportunities, as scored on the district rubric.
By [date], given a writing sample containing errors, [Student] will find and correct 4 of 5 errors in capitalization and end punctuation across 3 consecutive sessions, as measured by teacher-scored classwork.
By [date], given a narrative prompt, [Student] will include dialogue punctuated correctly in 3 of 4 opportunities, as measured by work samples.
By [date], [Student] will type a 5-sentence paragraph within 15 minutes in 4 of 5 opportunities, as measured by timed work samples.
By [date], given a paragraph draft, [Student] will use 2 transition words to connect ideas in 4 of 5 opportunities, as measured by work samples.

Writing, grades 6 to 8

By [date], given a prompt and a source, [Student] will write a multi-paragraph informative response with an introduction, 2 body paragraphs and a conclusion, scoring 3 of 4 on the district rubric across 3 consecutive assignments.
By [date], given an argumentative prompt, [Student] will state a claim, support it with evidence and acknowledge one counterclaim in 3 of 4 opportunities, as scored on the district rubric.
By [date], given a source, [Student] will quote it accurately and credit the author in 4 of 5 written assignments, as measured by work samples.
By [date], given a draft, [Student] will revise 3 consecutive short sentences into varied sentence structures in 3 of 4 opportunities, as measured by work samples.
By [date], given the assignment rubric before submitting, [Student] will self-score their draft and make one matching revision in 4 of 5 opportunities, as measured by work samples.
By [date], given a paragraph of source text, [Student] will summarize it in their own words with no copied phrase longer than 3 words in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given a text-based prompt and 20 minutes, [Student] will produce a complete constructed response scoring 3 of 4 on the district rubric across 3 consecutive timed tasks.

Writing, grades 9 to 12

By [date], given an essay prompt, [Student] will write a thesis statement that states a position and previews the supporting reasons in 4 of 5 opportunities, as scored on the district rubric.
By [date], given a research question, [Student] will produce a paper citing 3 credible sources in the required format, scoring 3 of 4 on the district rubric.
By [date], given a workplace scenario, [Student] will write a professional email with a subject line, a request and a closing in 4 of 5 opportunities, as scored on a teacher-made rubric.
By [date], [Student] will independently run and act on spelling and grammar checks before submitting in 4 of 5 assignments, as measured by work samples.
By [date], given a multi-step process from a content-area course, [Student] will write an explanation a reader could follow, scoring 3 of 4 on the district rubric across 3 consecutive assignments.
By [date], given written teacher feedback on a draft, [Student] will produce a revision addressing 3 of 4 comments in 3 of 4 opportunities, as measured by paired drafts.

More: Writing IEP goals

Math

Baseline to collect first: digits correct per minute on a computation probe for fluency goals, and percentage correct on 10 problems of the target type for accuracy goals. Keep the two apart — a student can be accurate and slow, and the instruction for each is different.

Math, kindergarten to grade 2

By [date], given a set of up to 20 objects, [Student] will count them and state the total with 90% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a one-minute addition fact probe within 20, [Student] will answer [X] digits correct per minute across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given 10 subtraction problems within 20, [Student] will solve them with 80% accuracy across 3 consecutive weekly probes, as measured by curriculum-based measurement.
By [date], given a two-digit number, [Student] will identify the value of the tens and ones digits with 80% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given a one-step word problem within 20, [Student] will write the matching number sentence and solve it with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a mixed set of coins totalling under one dollar, [Student] will state the value with 80% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given an analog clock, [Student] will state the time to the nearest five minutes with 80% accuracy across 3 consecutive sessions, as measured by teacher-recorded probe data.

Math, grades 3 to 5

By [date], given 10 multi-digit addition and subtraction problems requiring regrouping, [Student] will solve them with 80% accuracy across 3 consecutive weekly probes, as measured by curriculum-based measurement.
By [date], given a one-minute multiplication fact probe covering facts 0 to 12, [Student] will answer [X] digits correct per minute across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a two-step word problem, [Student] will show both steps and reach the correct answer with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a three-digit number, [Student] will identify the value of each digit by place with 80% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given 10 problems comparing fractions with unlike denominators, [Student] will solve them with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a long division problem with a one-digit divisor, [Student] will complete all steps and reach the correct answer in 4 of 5 trials, as measured by teacher-scored classwork.
By [date], given a purchase price under $20 and a $20 bill, [Student] will calculate the correct change in 4 of 5 opportunities, as measured by teacher-recorded probe data.

Math, grades 6 to 8

By [date], given 10 problems adding and subtracting fractions with unlike denominators, [Student] will solve them with 80% accuracy across 3 consecutive weekly probes, as measured by curriculum-based measurement.
By [date], given a set of 10 problems converting among fractions, decimals and percentages, [Student] will solve them with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a one-variable equation, [Student] will isolate the variable and check the solution with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a ratio or proportion word problem, [Student] will set up the proportion and solve it in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given 10 problems involving integer operations, [Student] will solve them with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a data set, [Student] will calculate the mean, median and range with 80% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given a multi-step word problem and a calculator, [Student] will identify the required operations and solve it in 3 of 4 opportunities, as measured by work samples.

Math, grades 9 to 12

By [date], given a linear equation in two variables, [Student] will graph it and identify the slope and intercept with 80% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given a system of two linear equations, [Student] will solve it by a taught method in 3 of 4 opportunities, as measured by work samples.
By [date], given a geometric figure, [Student] will calculate the area, perimeter or volume using the correct formula with 80% accuracy across 3 consecutive probes, as measured by curriculum-based measurement.
By [date], given a monthly income and a list of fixed expenses, [Student] will build a balanced budget in 3 of 4 opportunities, as scored on a teacher-made rubric.
By [date], given a pay stub, [Student] will identify gross pay, deductions and net pay with 90% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], given a loan or credit offer, [Student] will calculate the total cost including interest in 3 of 4 opportunities, as measured by work samples.
By [date], given a word problem, [Student] will estimate a reasonable answer before calculating and flag results that fall outside that estimate in 4 of 5 opportunities, as measured by work samples.

More: Math IEP goals

Speech and articulation

Baseline to collect first: a percentage of accurate productions at the highest level the student can already sustain — sound in isolation, syllable, word, phrase, sentence, or conversation. Write the goal at the next level up, not two levels up.

Articulation and phonology

By [date], given a model, [Student] will produce the target sound in isolation with 90% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will produce the target sound in the initial position of single words with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will produce the target sound in the medial and final positions of single words with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will produce the target sound at the phrase level with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will produce the target sound in structured sentences with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], during a 5-minute conversation sample, [Student] will produce the target sound with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], given a recording of their own speech, [Student] will identify their own error productions with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.

Fluency

By [date], during a 3-minute structured speaking task, [Student] will use a taught fluency-shaping strategy in 8 of 10 opportunities across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will identify moments of disfluency in a recorded sample with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], during a classroom presentation, [Student] will speak with disfluencies on no more than [X] percent of syllables, as measured by SLP-scored recordings across 3 consecutive presentations.
By [date], [Student] will name their disfluency pattern and one strategy that helps in a structured interview, as measured by SLP records.
By [date], during conversation with an unfamiliar adult, [Student] will maintain eye contact and continue speaking through a disfluency in 4 of 5 observed opportunities, as measured by SLP session data.

Voice and oral-motor

By [date], during a 5-minute speaking task, [Student] will use the taught vocal-hygiene strategy in 8 of 10 opportunities across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will produce speech at a conversational volume appropriate to the setting in 4 of 5 observed opportunities, as measured by SLP session data.
By [date], given a multisyllabic word, [Student] will produce it with correct stress placement with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], during a meal, [Student] will use the prescribed swallowing strategy on 8 of 10 observed bites, as measured by SLP and nursing data.

More: Speech and language IEP goals

Language and communication

Baseline to collect first: a language sample of at least 50 utterances, scored for mean length of utterance and for the specific form the goal targets. For a student using AAC, count independent, unprompted communicative acts per session before setting any number.

Early language, preschool to grade 2

By [date], [Student] will use a 3-word phrase to request a preferred item in 8 of 10 opportunities across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will follow a two-step direction containing a preposition without additional prompting in 8 of 10 opportunities, as measured by teacher-recorded probe data.
By [date], [Student] will answer "who", "what" and "where" questions about a familiar activity with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], given a picture scene, [Student] will name 8 of 10 pictured items across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will use plurals and regular past-tense verbs correctly in 8 of 10 obligatory contexts across 3 consecutive language samples, as measured by SLP session data.
By [date], [Student] will initiate a greeting with a familiar adult or peer in 4 of 5 observed opportunities, as measured by teacher observation data.

Receptive and expressive language, grades 3 to 8

By [date], [Student] will answer "why" and "how" questions about a read-aloud passage with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], given a category, [Student] will name 5 members and state what they have in common in 4 of 5 opportunities, as measured by SLP session data.
By [date], [Student] will define a grade-level vocabulary word by category and two features with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will retell a multi-step classroom direction in their own words before beginning in 8 of 10 opportunities, as measured by teacher observation data.
By [date], [Student] will produce compound and complex sentences using taught conjunctions in 8 of 10 obligatory contexts across 3 consecutive language samples, as measured by SLP session data.
By [date], given a figurative expression in context, [Student] will state its meaning with 80% accuracy across 3 consecutive sessions, as measured by SLP session data.

By [date], during a structured conversation, [Student] will maintain the topic across 3 conversational turns in 4 of 5 opportunities, as measured by SLP session data.
By [date], [Student] will enter an ongoing peer conversation using a taught entry strategy in 3 of 5 observed opportunities, as measured by teacher observation data.
By [date], given a communication breakdown, [Student] will repair it by rephrasing or asking a clarifying question in 4 of 5 opportunities, as measured by SLP session data.
By [date], [Student] will adjust volume, vocabulary and formality to the listener in 4 of 5 observed opportunities across 2 settings, as measured by teacher observation data.
By [date], given a role-play scenario, [Student] will state what the other person is likely thinking and one cue that shows it in 4 of 5 opportunities, as measured by SLP session data.
By [date], [Student] will end a conversation with a closing phrase rather than walking away in 4 of 5 observed opportunities, as measured by teacher observation data.

Augmentative and alternative communication

By [date], given their communication device, [Student] will navigate to a target vocabulary page and make a selection in 4 of 5 trials across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will use their device to make an independent, unprompted request [X] times per 30-minute session across 3 consecutive sessions, as measured by SLP session data.
By [date], [Student] will use their device to comment on an activity, not only to request, in 3 of 5 observed opportunities, as measured by SLP session data.
By [date], [Student] will use their device to answer a yes or no question from a peer in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will independently retrieve and power on their communication device on arrival in 8 of 10 school days, as measured by a teacher-kept checklist.

Behavior

Baseline to collect first: frequency, duration or latency across at least five days, recorded in the setting where the behavior actually happens. A behavior goal written without that data has no denominator, and a replacement-behavior goal written without a function hypothesis is a guess. If there is a functional behavior assessment, the goal belongs to its findings.

Behavior, kindergarten to grade 2

By [date], given a verbal prompt, [Student] will begin an assigned task within 60 seconds in 8 of 10 opportunities across 3 consecutive weeks, as measured by a teacher-kept latency record.
By [date], [Student] will remain in the assigned area for a 15-minute work period in 4 of 5 opportunities across 3 consecutive weeks, as measured by teacher-charted duration data.
By [date], given a two-step direction, [Student] will follow it without additional prompting in 8 of 10 opportunities, as measured by a teacher-kept frequency chart.
By [date], [Student] will raise a hand and wait to be called on in 8 of 10 opportunities across 3 consecutive weeks, as measured by a teacher-kept frequency chart.
By [date], when a preferred item is unavailable, [Student] will accept the alternative offered without protest in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will keep hands and feet to themselves during a 20-minute group activity in 4 of 5 opportunities across 3 consecutive weeks, as measured by teacher observation data.
By [date], [Student] will use the taught replacement behavior instead of [target behavior] in 4 of 5 observed opportunities across 3 consecutive weeks, as measured by a teacher-kept frequency chart.

Behavior, grades 3 to 5

By [date], when presented with a non-preferred task, [Student] will begin work using a taught coping strategy rather than refusing in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will remain in the assigned area for a 30-minute work period in 4 of 5 opportunities across 3 consecutive weeks, as measured by teacher-charted duration data.
By [date], [Student] will complete a transition between classrooms without a verbal prompt in 8 of 10 opportunities, as measured by a teacher-kept frequency chart.
By [date], given corrective feedback, [Student] will accept it and adjust their work without arguing in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will use the agreed break request rather than leaving the room in 4 of 5 observed opportunities across 3 consecutive weeks, as measured by a teacher-kept frequency chart.
By [date], [Student] will reduce instances of [target behavior] from a baseline of [X] to no more than [Y] per school day across 3 consecutive weeks, as measured by a teacher-kept frequency chart.

Behavior, grades 6 to 8

By [date], [Student] will arrive to class and begin the posted warm-up within 3 minutes of the bell in 8 of 10 school days across 3 consecutive weeks, as measured by a teacher-kept latency record.
By [date], when frustrated during independent work, [Student] will use a taught self-regulation strategy before escalating in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will participate in a group task without off-task comments for a 20-minute period in 4 of 5 opportunities, as measured by teacher observation data.
By [date], given a conflict with a peer, [Student] will use a taught de-escalation step rather than responding in kind in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will self-monitor on-task behavior using an interval sheet and match the teacher's rating in 4 of 5 sessions, as measured by paired self-monitoring records.
By [date], [Student] will reduce office discipline referrals from a baseline of [X] per month to no more than [Y] per month across 3 consecutive months, as measured by district discipline records.

Behavior, grades 9 to 12

By [date], [Student] will attend [X] percent of scheduled class periods across 3 consecutive weeks, as measured by school attendance records.
By [date], [Student] will submit assigned work by the due date in 8 of 10 opportunities across 3 consecutive weeks, as measured by the online gradebook.
By [date], when a task is unclear, [Student] will ask the teacher rather than disengaging in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will use a taught coping strategy in place of leaving class without permission in 4 of 5 observed opportunities across 3 consecutive weeks, as measured by a teacher-kept frequency chart.
By [date], [Student] will follow workplace or work-based learning site expectations with no more than one reminder per shift in 4 of 5 shifts, as measured by a supervisor-scored checklist.
By [date], [Student] will identify their own escalation triggers and the matching strategy for each in a structured interview, as measured by counselor records.

More: Behavior IEP goals

Baseline to collect first: a rating-scale score, counselor observation across at least two settings, and the student's own report. Social goals are the easiest to write unmeasurably — decide before you write who observes, where, and what counts as one opportunity.

By [date], given a picture or scenario, [Student] will name the emotion a character is feeling in 4 of 5 opportunities, as measured by counselor session data.
By [date], [Student] will name their own feeling using a feelings chart when prompted in 8 of 10 opportunities, as measured by teacher observation data.
By [date], when frustrated, [Student] will use a taught calming strategy before escalating in 4 of 5 observed opportunities across 3 consecutive weeks, as measured by teacher observation data.
By [date], [Student] will take turns during a structured game without adult prompting in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will ask a peer to play using words rather than taking an object in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will offer an apology or a repair after an accidental conflict in 3 of 4 observed opportunities, as measured by teacher observation data.

By [date], given a scenario, [Student] will identify the emotion a character is feeling and one cue that signals it in 4 of 5 opportunities, as measured by counselor session data.
By [date], [Student] will rate their emotional state on a 5-point scale when prompted in 8 of 10 opportunities, as measured by a student-kept log reviewed weekly.
By [date], [Student] will initiate an interaction with a peer during unstructured time in 3 of 5 observed opportunities, as measured by teacher observation data.
By [date], given a peer disagreement, [Student] will state their position without raising their voice in 4 of 5 opportunities, as measured by teacher observation data.
By [date], when a plan changes unexpectedly, [Student] will continue participating using a taught strategy in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will identify one thing they did well and one thing to change after a group task in 4 of 5 opportunities, as measured by counselor session data.

By [date], [Student] will name the physical signs of their own rising frustration and use the matching strategy in 4 of 5 observed opportunities, as measured by counselor session data.
By [date], given a social scenario with an ambiguous cue, [Student] will state two possible interpretations before responding in 4 of 5 opportunities, as measured by counselor session data.
By [date], [Student] will join a peer group activity using a taught entry strategy in 3 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will accept a peer's disagreement without withdrawing from the group in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will identify a trusted adult and report a safety or peer concern to them in 4 of 5 opportunities, as measured by counselor records.
By [date], following a conflict, [Student] will complete a structured reflection naming the trigger, the response and an alternative in 4 of 5 opportunities, as measured by counselor records.

By [date], [Student] will apply a taught stress-management strategy before a graded assessment in 4 of 5 opportunities, as measured by a student-kept log reviewed with the counselor.
By [date], [Student] will decline a request that conflicts with their stated plan using an assertive statement in 3 of 4 role-play opportunities, as measured by counselor session data.
By [date], [Student] will name 3 supports available to them outside school and how to reach each, as measured by a structured interview.
By [date], given a disagreement with an adult, [Student] will state their position and ask for a follow-up conversation rather than escalating in 4 of 5 opportunities, as measured by counselor records.
By [date], [Student] will maintain a reciprocal peer or work relationship across a 6-week period, as measured by weekly counselor check-ins.

More: Social-emotional IEP goals

Executive functioning

Baseline to collect first: a count of completed assignments, materials checks or on-time arrivals over two weeks, taken from the gradebook or a simple tally rather than an impression. Executive-function goals fail most often because nobody defined what "organized" would look like on a data sheet.

Executive functioning, kindergarten to grade 2

By [date], given a picture schedule, [Student] will complete a 3-step morning routine with no more than one prompt in 8 of 10 school days, as measured by a teacher-kept checklist.
By [date], [Student] will gather the materials named for an activity before beginning in 8 of 10 opportunities, as measured by a teacher-kept checklist.
By [date], [Student] will put away materials and move to the next activity within 2 minutes of the signal in 8 of 10 opportunities, as measured by teacher-charted latency data.
By [date], given a two-part task, [Student] will complete the first part before starting the second in 4 of 5 opportunities, as measured by work samples.
By [date], [Student] will locate their own belongings in the classroom without adult help in 8 of 10 school days, as measured by a teacher-kept checklist.

Executive functioning, grades 3 to 5

By [date], given an assignment, [Student] will record it in a planner with the due date in 8 of 10 opportunities across 3 consecutive weeks, as measured by weekly planner checks.
By [date], [Student] will arrive at class with the required materials in 8 of 10 observed days across 3 consecutive weeks, as measured by a teacher-kept checklist.
By [date], given a 20-minute work period, [Student] will check their work against a checklist before submitting in 4 of 5 opportunities, as measured by work samples.
By [date], [Student] will transition between activities within 2 minutes of the signal in 8 of 10 opportunities, as measured by teacher-charted latency data.
By [date], given a task and a timer, [Student] will estimate how long it will take and compare that to the actual time in 4 of 5 opportunities, as measured by a student-kept log.
By [date], [Student] will maintain an organized binder passing a weekly check in 8 of 10 weeks, as measured by a teacher-scored organization rubric.

Executive functioning, grades 6 to 8

By [date], given a multi-step project, [Student] will break it into steps with dates in 3 of 4 opportunities, as measured by work samples.
By [date], [Student] will check the online gradebook weekly and list any missing assignments in 8 of 10 weeks, as measured by a student-kept log reviewed by the case manager.
By [date], given a week's assignments, [Student] will schedule work time for each before the due date in 3 of 4 weeks, as measured by planner checks.
By [date], [Student] will begin homework within 10 minutes of a scheduled start time in 8 of 10 school nights, as measured by a home-school log.
By [date], given a study space and a phone, [Student] will place the phone out of reach for a 25-minute work block in 4 of 5 opportunities, as measured by a student-kept log.
By [date], [Student] will submit assignments on the due date in 8 of 10 opportunities across 3 consecutive weeks, as measured by the online gradebook.
By [date], given an unfinished task at the end of a period, [Student] will note where to resume in 4 of 5 opportunities, as measured by work samples.

Executive functioning, grades 9 to 12

By [date], [Student] will maintain a calendar containing all assessment dates and deadlines for the term, updated weekly, in 8 of 10 weeks, as measured by weekly case-manager checks.
By [date], given a long-term assignment, [Student] will produce a backwards plan with interim deadlines and meet 3 of 4 of them, as measured by work samples.
By [date], [Student] will initiate a task within 5 minutes of sitting down in 8 of 10 observed work periods, as measured by teacher-charted latency data.
By [date], [Student] will break a study session into timed blocks with planned breaks in 4 of 5 opportunities, as measured by a student-kept log.
By [date], [Student] will identify which of their own supports to use for a given task type in 4 of 5 opportunities, as measured by a structured interview.
By [date], [Student] will manage a personal schedule including work, school and appointments for 4 consecutive weeks with no missed commitments, as measured by a student-kept calendar reviewed weekly.

More: Executive functioning IEP goals

Self-advocacy

Baseline to collect first: ask the student to name their disability, their accommodations, and who to ask for them. What they cannot answer is the goal. Count unprompted requests, not prompted ones — a prompted request measures the adult.

Self-advocacy, kindergarten to grade 2

By [date], when [Student] needs help, they will raise a hand or use the agreed signal rather than waiting silently in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will ask for a break using the taught signal in 4 of 5 observed opportunities, as measured by teacher observation data.
By [date], [Student] will state whether a task is too hard, too easy or just right when asked in 8 of 10 opportunities, as measured by teacher-recorded responses.
By [date], [Student] will name one tool that helps them work, such as headphones or a pencil grip, and request it in 3 of 4 opportunities, as measured by teacher observation data.

Self-advocacy, grades 3 to 5

By [date], when [Student] does not understand a direction, they will ask a clarifying question in 4 of 5 observed opportunities across 3 consecutive weeks, as measured by teacher observation data.
By [date], [Student] will name 3 of their own learning strengths and 2 supports that help them, as measured by a structured interview.
By [date], [Student] will request a stated accommodation from a general education teacher in 3 of 4 opportunities, as measured by teacher observation data.
By [date], when needing a break, [Student] will use the agreed signal rather than leaving the room in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will attend part of their IEP meeting and state one thing that helps them learn, as measured by meeting notes.

Self-advocacy, grades 6 to 8

By [date], [Student] will state one goal from their IEP in their own words during the annual meeting, as measured by meeting notes.
By [date], [Student] will email a teacher to request a stated accommodation in 3 of 4 opportunities, as measured by sent-message records reviewed with the case manager.
By [date], [Student] will name their disability category and 3 accommodations they receive, as measured by a structured interview.
By [date], when an accommodation is not provided, [Student] will report it to their case manager within one school day in 3 of 4 opportunities, as measured by case-manager records.
By [date], [Student] will decline an offer of unnecessary help using a polite refusal in 4 of 5 role-play opportunities, as measured by counselor session data.

Self-advocacy, grades 9 to 12

By [date], [Student] will lead a section of their own IEP meeting using a prepared outline, as measured by meeting notes.
By [date], [Student] will explain how their disability affects their learning and what supports address it, in language a new teacher could act on, as measured by a structured interview.
By [date], [Student] will identify the accommodations they will request in a postsecondary setting and the office that provides them, as measured by counselor records.
By [date], [Student] will describe the documentation a college or employer requires to grant an accommodation, as measured by a structured interview.
By [date], [Student] will request an accommodation from an unfamiliar adult in a community or work setting in 3 of 4 opportunities, as measured by a supervisor-scored checklist.
By [date], [Student] will state the difference between the rights they hold under IDEA and those they will hold under Section 504 and the ADA after graduation, as measured by a structured interview.

More: Self-advocacy IEP goals

Adaptive and daily living

Baseline to collect first: a task analysis. Break the routine into its steps, then record which steps the student completes independently, which need a prompt, and which need hands-on help. The goal moves steps from prompted to independent, so the count of independent steps is the number that changes.

Adaptive, kindergarten to grade 2

By [date], [Student] will complete a 4-step hygiene routine with no more than one verbal prompt in 4 of 5 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will independently manage personal belongings at arrival and dismissal in 8 of 10 school days, as measured by a teacher-kept checklist.
By [date], [Student] will open lunch containers and packaging independently in 4 of 5 opportunities, as measured by teacher observation data.
By [date], [Student] will indicate the need to use the bathroom before an accident occurs in 8 of 10 opportunities, as measured by a teacher-kept log.
By [date], [Student] will put on and fasten outerwear independently in 4 of 5 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will identify appropriate clothing for stated weather in 4 of 5 opportunities, as measured by teacher-scored classwork.

Adaptive, grades 3 to 5

By [date], given a visual recipe, [Student] will prepare a no-cook snack following all steps in 3 of 4 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will complete a personal-hygiene routine independently in 8 of 10 school days, as measured by a teacher-kept checklist.
By [date], given a laundry task, [Student] will complete all steps using a checklist in 3 of 4 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will identify 5 common safety signs and state what each requires them to do, with 90% accuracy in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], [Student] will state their full name, address and a caregiver's phone number on request in 4 of 5 opportunities, as measured by teacher-recorded responses.
By [date], [Student] will clean their own workspace at the end of an activity without a prompt in 8 of 10 opportunities, as measured by a teacher-kept checklist.

Adaptive, grades 6 to 8

By [date], given a simple recipe requiring a heat source, [Student] will prepare the item following all safety steps in 3 of 4 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will use a shopping list to locate and collect 5 items in a store with fading adult support in 3 of 4 trips, as measured by a community-instruction data sheet.
By [date], [Student] will follow a written multi-step cleaning routine to completion in 4 of 5 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will state what to do in 4 of 5 stated emergency scenarios, including who to call, as measured by teacher-recorded responses.
By [date], [Student] will take a scheduled medication or complete a health routine with a visual prompt only, in 8 of 10 opportunities, as measured by nursing records.
By [date], [Student] will manage a personal budget of a stated weekly amount across 4 consecutive weeks without overspending, as measured by a student-kept ledger.

Adaptive, grades 9 to 12

By [date], [Student] will plan and prepare a balanced meal for two people, following all steps in 3 of 4 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will complete a job or housing application accurately with no more than 2 errors in 3 of 4 opportunities, as measured by work samples.
By [date], [Student] will schedule and attend a personal appointment with fading adult support in 3 of 4 opportunities, as measured by case-manager records.
By [date], [Student] will use a banking app or a written register to track deposits and withdrawals for 4 consecutive weeks, as measured by a student-kept ledger.
By [date], [Student] will identify 3 community resources they may need as an adult and how to contact each, as measured by a structured interview.

More: Life skills IEP goals

Motor and handwriting

Baseline to collect first: the occupational or physical therapist's own measures — letters formed correctly per minute, grip and posture observations, or a standardized motor score. Handwriting goals written from an impression of "messy" cannot be progress-monitored.

Fine motor and handwriting, kindergarten to grade 2

By [date], [Student] will write their first and last name legibly within a designated space in 4 of 5 opportunities, as measured by OT data.
By [date], given a model, [Student] will form 20 of 26 lower-case letters correctly on lined paper, as measured by OT-scored writing samples.
By [date], [Student] will use a functional pencil grasp for a 10-minute writing task in 4 of 5 opportunities, as measured by OT observation data.
By [date], [Student] will use scissors to cut along a curved line within a quarter inch in 4 of 5 trials, as measured by OT data.
By [date], [Student] will fasten buttons and a zipper independently in 4 of 5 opportunities, as measured by a task-analysis data sheet.
By [date], [Student] will copy a 5-word sentence from the board with correct letter spacing in 4 of 5 opportunities, as measured by OT-scored writing samples.

Fine motor and handwriting, grades 3 to 12

By [date], [Student] will produce legible handwriting in a 10-minute writing task, scored at 90% legibility by a second reader, across 3 consecutive samples.
By [date], [Student] will write [X] legible letters per minute on a copying task across 3 consecutive probes, as measured by OT data.
By [date], [Student] will maintain seated posture at a desk for a 20-minute period in 4 of 5 observed opportunities, as measured by OT observation data.
By [date], [Student] will type at [X] words per minute with 90% accuracy across 3 consecutive timed probes, as measured by keyboarding software records.
By [date], [Student] will complete a form requiring writing in small boxes with no more than 2 illegible entries in 4 of 5 opportunities, as measured by work samples.
By [date], [Student] will use two hands together to complete a bilateral task such as stabilizing paper while cutting in 4 of 5 trials, as measured by OT data.

Gross motor and mobility

By [date], [Student] will navigate the school building to a stated destination independently in 4 of 5 opportunities, as measured by a staff-kept checklist.
By [date], [Student] will ascend and descend a full flight of stairs using the handrail with no physical assistance in 4 of 5 opportunities, as measured by PT data.
By [date], [Student] will transfer between their wheelchair and a classroom chair with stated support in 4 of 5 opportunities, as measured by PT data.
By [date], [Student] will participate in a 20-minute physical education activity with stated modifications in 4 of 5 class periods, as measured by teacher observation data.
By [date], [Student] will maintain standing balance for [X] seconds without external support across 3 consecutive sessions, as measured by PT data.
By [date], [Student] will carry a lunch tray or a set of materials across a room without dropping it in 4 of 5 opportunities, as measured by staff observation data.

Access and assistive technology

By [date], [Student] will use text-to-speech to access a grade-level reading assignment independently in 4 of 5 opportunities, as measured by a teacher-kept checklist.
By [date], [Student] will use speech-to-text to draft a paragraph and correct the resulting errors in 4 of 5 opportunities, as measured by work samples.
By [date], [Student] will independently set up their assistive technology at the start of a class period in 8 of 10 school days, as measured by a teacher-kept checklist.
By [date], [Student] will select the appropriate assistive tool for a given task from among those available in 4 of 5 opportunities, as measured by teacher observation data.

More: Fine motor IEP goals

Study skills

Baseline to collect first: a scored set of the student's existing notes and one recent test-preparation attempt. Study-skill goals are about a process, so the data source is usually a rubric or a checklist rather than a percentage correct.

Study skills, grades 3 to 5

By [date], given a chapter, [Student] will produce notes capturing 4 of 5 main ideas in 3 of 4 opportunities, as scored on a teacher-made note-taking rubric.
By [date], [Student] will use a taught graphic organizer to prepare for a quiz in 4 of 5 opportunities, as measured by work samples.
By [date], given a list of terms, [Student] will create and use flashcards to reach 80% recall across 3 consecutive quizzes, as measured by teacher-scored quizzes.
By [date], [Student] will locate stated information in a textbook using headings and the index in 4 of 5 opportunities, as measured by teacher-scored classwork.
By [date], [Student] will reread and correct their own work before submitting in 8 of 10 assignments, as measured by work samples.
By [date], [Student] will follow a 3-step written direction sheet to completion without adult prompting in 4 of 5 opportunities, as measured by work samples.

Study skills, grades 6 to 8

By [date], given a lecture or video, [Student] will take notes in a taught format capturing 4 of 5 key points in 3 of 4 opportunities, as scored on a teacher-made note-taking rubric.
By [date], given a test date, [Student] will create and follow a 3-day study plan in 3 of 4 opportunities, as measured by a student-kept log.
By [date], [Student] will use a taught test-taking strategy on a classroom assessment in 4 of 5 opportunities, as measured by teacher observation data.
By [date], given a research task, [Student] will locate and cite 3 relevant sources in 3 of 4 opportunities, as measured by work samples.
By [date], [Student] will convert their notes into study questions and answer them before an assessment in 3 of 4 opportunities, as measured by work samples.
By [date], given a returned assessment, [Student] will categorize their errors and name one change for next time in 4 of 5 opportunities, as measured by a student-kept log.
By [date], [Student] will use a taught strategy to break down a multi-part exam question before answering in 4 of 5 opportunities, as measured by work samples.

Study skills, grades 9 to 12

By [date], [Student] will maintain course notes organized by unit and retrieve stated information from them within 2 minutes in 4 of 5 opportunities, as measured by case-manager checks.
By [date], given a syllabus, [Student] will extract all assessment dates and weightings into their own calendar in 3 of 4 courses, as measured by case-manager checks.
By [date], [Student] will use a spaced study schedule across at least 3 sessions before a major assessment in 3 of 4 opportunities, as measured by a student-kept log.
By [date], [Student] will annotate a text and use those annotations to answer questions without rereading in full in 4 of 5 opportunities, as measured by work samples.
By [date], [Student] will request and use available testing accommodations in 4 of 5 assessments, as measured by case-manager records.
By [date], [Student] will prepare 3 questions before a teacher conference or office-hours visit in 3 of 4 opportunities, as measured by a student-kept log.
By [date], [Student] will complete a practice assessment under timed conditions and identify 2 areas to review in 3 of 4 opportunities, as measured by work samples.
By [date], [Student] will use a citation tool correctly on a research assignment with no more than 2 formatting errors, as measured by work samples.

Transition and postsecondary

Baseline to collect first: an age-appropriate transition assessment. IDEA requires the postsecondary goals to be based on one, and a transition goal written without it is the finding a state monitor looks for. Interest inventories, situational assessments and a structured student interview all count.

Transition, ages 14 to 16

By [date], [Student] will complete a career interest inventory and name 3 careers matching their results, as measured by counselor records.
By [date], [Student] will state a postsecondary goal for education, employment and independent living in their own words, as measured by a structured interview.
By [date], [Student] will research 2 careers and list the education, skills and typical pay for each, as measured by work samples.
By [date], [Student] will identify 3 of their own work-relevant strengths and 2 supports they would need on a job, as measured by a structured interview.
By [date], [Student] will complete a job application accurately with no more than 2 errors in 3 of 4 opportunities, as measured by work samples.
By [date], [Student] will arrive on time and in the required dress for a school-based work experience in 8 of 10 shifts, as measured by a supervisor-scored checklist.
By [date], [Student] will use public transportation to reach a stated destination with fading adult support in 3 of 4 trials, as measured by a community-instruction data sheet.

Transition, ages 16 to 18

By [date], [Student] will demonstrate 4 of 5 taught interview behaviors in a mock interview, as scored on a rubric.
By [date], [Student] will produce a résumé listing education, experience and 3 references, scoring 3 of 4 on a teacher-made rubric.
By [date], [Student] will complete a work-based learning placement of [X] hours with satisfactory supervisor ratings, as measured by a supervisor-scored checklist.
By [date], [Student] will compare 2 postsecondary programs on cost, entry requirements and disability services, as measured by work samples.
By [date], [Student] will identify the accommodations they will request in a postsecondary setting and where to request them, as measured by counselor records.
By [date], [Student] will contact an adult service agency, such as vocational rehabilitation, and describe what it provides, as measured by case-manager records.
By [date], [Student] will follow a workplace safety procedure without a reminder in 8 of 10 observed opportunities, as measured by a supervisor-scored checklist.

Transition, ages 18 to 22

By [date], [Student] will complete an application to a postsecondary program, a training provider or an employer, as measured by case-manager records.
By [date], [Student] will maintain paid or supported employment for [X] consecutive weeks with satisfactory supervisor ratings, as measured by a supervisor-scored checklist.
By [date], [Student] will independently travel a fixed route between home and a work or study site for 4 consecutive weeks, as measured by a community-instruction data sheet.
By [date], [Student] will manage a personal budget covering rent, food and transport for 3 consecutive months, as measured by a student-kept ledger.
By [date], [Student] will disclose their disability and request an accommodation from an employer or a disability services office in 3 of 4 opportunities, as measured by case-manager records.
By [date], [Student] will attend and participate in a person-centred planning meeting about their own adult services, as measured by meeting notes.
By [date], [Student] will name the adult services they are eligible for after exiting school and the step required to keep each, as measured by a structured interview.

More: Transition IEP goals

What a goal bank cannot do for you

It cannot set your criterion. Three weeks of work samples, a curriculum-based measure, or a recent evaluation set the number — not a figure carried over from a bank. This is the single most common way a copied goal becomes indefensible.

Endrew F. v. Douglas County School District (decided 22 March 2017) requires an IEP to be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances. A goal bank supplies the structure. Only the student's own data supplies the target.

It cannot decide that the goal is needed. IDEA requires annual goals to address needs arising from the disability that affect involvement and progress in the general education curriculum — not every skill gap a student has. A goal for a weakness the disability does not cause belongs in instruction, not in the IEP.

It cannot align the goal to your state's standards. The wording here is deliberately standard-neutral. Naming the enrolled-grade standard the goal works toward is your step, and in most states it is a required field.

Progress monitoring is half the goal

A goal that cannot be reported on quarterly is not finished. Before the meeting, answer three questions for each goal you take from this page:

Who collects the data, and when? Name the person and the interval. "The team" collects nothing.
What is the probe? A specific, repeatable task — the same passage type, the same problem set, the same interval recording sheet.
What will trigger a change? Decide in advance what a flat trend line for four data points means you will do. That decision, made early, is the difference between a goal that gets met and a goal that gets restated next year.

For fluency and computation goals, weekly or biweekly probes produce a trend line early enough to change course. For behavior and social goals, a fixed observation window two or three times a week beats an open-ended log nobody fills in.

Writing goals from present levels

The slowest part of this work is not finding a goal. It is turning a set of present levels, an evaluation report and last year's progress data into a goal that is measurable, aligned to your state's standards, and defensible a year from now.

Lernico generates standards-aligned IEP goals from a student's present levels, across all 50 states' standards, and produces the specially designed instruction and accommodations language the general education teacher needs to deliver them. You stay the author of every goal.

Book a 15-minute demo and bring a real student profile.

Frequently asked questions

What is an IEP goal bank?

An IEP goal bank is a collection of pre-written, measurable goals organized by skill area. It provides the structure — condition, behavior, criterion, and measurement method — so a case manager adapts an existing framework rather than writing from scratch. The criterion still comes from the individual student's baseline.

Can I copy goals directly from a goal bank?

Use the structure and the skill wording, then set the criterion from the student's own data. Copying a goal whole, including its numbers, is the practice Endrew F. addressed — an IEP must be reasonably calculated for progress appropriate to that child, which a copied number cannot be.

How many goals should an IEP have?

Typically one to three per area of need. IDEA requires goals to address needs arising from the disability that affect progress in the general curriculum. More goals mean more progress monitoring, and goals nobody tracks become a compliance problem at the annual review.

What does SMART mean for IEP goals?

Specific, Measurable, Attainable, Relevant, and Time-bound. It is a useful checklist, but IDEA's own requirement is narrower and stricter: the goal must be measurable, must address a need arising from the disability, and must be paired with a stated method and schedule for reporting progress to parents.

What is the difference between an annual goal and a benchmark?

The annual goal states where the student should be in twelve months. Benchmarks, sometimes called short-term objectives, break that year into intermediate targets, usually quarterly. IDEA requires them only for students assessed against alternate achievement standards, but many districts write them for every goal because they make the progress reports meaningful.

Do IEP goals have to be aligned to grade-level standards?

They have to be aligned to the grade-level standard, not written at the student's instructional level and left there. The accepted practice is to name the enrolled-grade standard the goal works toward, then set the criterion at the level the student can reach in a year. A goal that quietly lowers the standard is the pattern Endrew F. rejected.

How often should IEP goals be progress monitored?

At the interval stated in the IEP, and at least as often as parents of non-disabled students receive report cards. For fluency and computation goals, weekly or biweekly probes are common because they produce a trend line early enough to change course before the annual review.