Samples of IEP Goals

IEP goals writing is not easy. Each student has to be look at individually and his/her IEPs have to build a path to serve his unique needs. There are many samples of IEP goals out there. In fact, there are some tricky cases when coming up academic goals for students with autism.

What If a child is non vocal, how are you going to measure the mastery of skills? They can not decode the words out loud or letters to show if they understand the phonetic rules. These are some of my go-to goals in the early elementary school students in the area of academics, self-help and behavior regulation. Take a look at some samples of IEP goals.

Reading

By Date/Year, Student will read 30 high frequency words by selecting the correct word from a field of 3 when asked with 80% accuracy for 4 out of 5 trials as measured by teacher recorded data.

By Date/Year, given a picture and a C-V-C word with the beginning or ending letter omitted, Student will phonetically sound out each letter sound in order to spell the word correctly by matching a letter to fill in the blank from a field of 3 with 80% accuracy, in 4 out of 5 trial days as measured by data collection.

Math

By Date/Year, Student will be able to count-out a specified number(up to 20) of items from a larger set of items with verbal prompt with 80% accuracy as measured by work sample and data collection.

By Date/Year, when given a worksheet of 10 addition and subtraction problems(using numbers up to 100), Student will complete the task with 80% or higher accuracy for 3 out of 4 trial days as measured by data collection and work samples.

Writing

By Date/Year, using a teacher made fill-in the blank journal template, Student will write her/his journal by filling in the blank with correct information with 80% accuracy for 3 out of 4 trial days as measured by data collection and work samples.

Self-monitoring/management

By Date/Year, to increase emotional awareness, when given 3 visuals, Student will sort the target emotions into the appropriate Zones of Regulation categories (ex. “mad” for red, “calm” for green, “sad” for blue, and “wiggly” for yellow) 3 out 5 consecutive trials given a total of 2-3 verbal and visual prompt, as measured from data and observations collected from the speech therapist.

Self-Help/Independent Living Skills

By Date/Year, Student will increase her self-help/independent living skills by transitioning from one place to the next with verbal and gestural staff support using visual cues for the 4 out of 5 trial opportunities as measured by teacher observation and data collection.

By Date/Year, when presented a visual sequence, Student will participate in 3 different daily classroom chores (e.g., sharpening pencils, taking trash can out, stacking up chairs, etc.) with no more than 2 prompts for each task in 3 out of 4 trial days as measured by teacher observation and data collection.

Attending Skills

By Date/Year, Student will attend a teacher-selected educational program either on her iPad or computer for 20 minutes with no more than 3 prompts in 3 out of 4 trial days as measured by teacher observation and data collection.

Play/Social Skills
By DATE/TIME, given both close-ended (e.g., puzzle, file folder games) and open-ended activities (e.g., blocks, trucks), STUDENT will take turns giving and following simple directions with a peer to complete targeted close-ended and open ended toys for 4 out of 5 opportunities as measured by teacher observation and data collection.
Assessment tools/Data Forms

Behavior

By Date/Year, given visuals(first/then) and familiar staff support, Student will safely transition and attend to a non-preferred group activities such as his mainstream classes without protest, and remain on task with no task avoidance (e.g., yelling, throwing himself on the ground or running away from adults) for 30 minutes, in 4 out of 5 trials, as measured by teacher observations and data collection.