Free IEP Goal Bank

Given a structured conversational exchange, [student] will initiate a topic-relevant comment using a complete sentence (3+ words) in 4 out of 5 opportunities across 4 consecutive sessions, as measured by classroom observation data.

Given access to AAC (augmentative and alternative communication), [student] will request preferred items, activities, or breaks using 2+ symbol combinations in 80% of opportunities across 4 consecutive weeks, as measured by AAC use logs.

Given a 2-step verbal direction, [student] will follow both steps independently in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer's question, [student] will respond with a topic-relevant answer (verbal or AAC) within 5 seconds in 4 out of 5 opportunities across 4 consecutive sessions, as measured by classroom observation.

Given a structured small-group activity, [student] will take a conversational turn (initiate or respond) at least 3 times in a 10-minute session across 4 consecutive weeks, as measured by tally of turns.

Given a peer's name and a greeting prompt, [student] will use a verbal or AAC greeting (e.g., "hi [name]") in 4 out of 5 opportunities across 4 consecutive sessions.

Given a wh-question (who, what, where, when, why) about a familiar topic, [student] will respond with a relevant 2+ word answer in 80% of opportunities across 4 consecutive weeks.

Given access to a core-vocabulary AAC board, [student] will activate a new core word (e.g., "more," "stop," "go," "help") in functional context in 4 out of 5 opportunities across 4 consecutive weeks, as measured by AAC use logs.

Given a familiar object or activity, [student] will produce a 2-word phrase (action + object, agent + action) to comment or request in 80% of opportunities across 4 consecutive sessions, as measured by classroom observation.

Given a moment when [student] is not understood by a communication partner, [student] will use a learned repair strategy (repeat, rephrase, gesture, or AAC) in 4 out of 5 opportunities across 4 consecutive sessions, as measured by classroom observation.

Given a conversational topic introduced by a peer, [student] will maintain the topic across 3 or more conversational turns in 80% of opportunities across 4 consecutive weeks, as measured by classroom observation.

Given an inferential question about a familiar story or scenario ("why do you think," "how did the character feel"), [student] will respond with a relevant inference and 1 supporting detail in 4 out of 5 opportunities across 9 weeks, as measured by curriculum-based reading assessment.

Given a classroom discussion prompt, [student] will state an opinion and support it with at least 2 reasons in 4 out of 5 opportunities across 4 consecutive weeks, as measured by writing rubric.

Given a need for an accommodation or break in the classroom, [student] will self-advocate using a learned phrase (e.g., "I need a break," "can you repeat that") in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a mock job-interview question, [student] will respond with a relevant 2-3 sentence answer that includes a personal example in 80% of opportunities across 9 weeks, as measured by transition-services rubric.

Given different communication settings (library, hallway, recess), [student] will adjust voice volume to match the setting in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a structured free-play setting and one verbal prompt, [student] will initiate interaction with a peer (offering a toy, joining play, or starting a game) in 3 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer expressing an emotion (verbally or facially), [student] will identify the emotion correctly using a verbal label or visual aid in 4 out of 5 opportunities across 4 consecutive sessions.

Given a turn-taking activity (board game, conversation, shared materials), [student] will wait for their turn without interrupting in 80% of opportunities across 4 consecutive weeks.

Given a peer conflict scenario, [student] will use a learned conflict-resolution script (e.g., "I feel ___ when ___") in 3 out of 5 opportunities across 4 consecutive sessions.

Given an unstructured social setting (recess, lunch), [student] will engage in cooperative play with at least one peer for 5+ minutes in 4 out of 5 opportunities across 4 consecutive weeks.

Given a peer-initiated social cue (offered toy, smile, greeting), [student] will respond with a matching cue (accept, return smile, return greeting) in 4 out of 5 opportunities across 4 consecutive sessions.

Given a small-group instructional setting, [student] will demonstrate active listening (orienting body toward speaker, maintaining attention for 3+ minutes) in 80% of opportunities across 4 consecutive weeks.

Given a shared toy or activity, [student] will respond to a peer's bid for joint attention (looking, pointing, showing) in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a small-group lunch or snack setting, [student] will ask a peer a personal question ("what did you do this weekend," "what is your favorite color") in 3 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a peer who appears upset (crying, sighing, withdrawn), [student] will offer a supportive response (verbal check-in, AAC message, or gesture) in 4 out of 5 opportunities across 9 weeks, as measured by classroom observation.

Given a structured group project, [student] will negotiate a shared role and follow through on the assigned task in 4 out of 5 opportunities across 4 consecutive weeks, as measured by project rubric.

Given an idiom or sarcastic statement in a peer conversation, [student] will identify whether the meaning is literal or figurative in 80% of opportunities across 9 weeks, as measured by classroom observation.

Given a social setting that requires reading group dynamics (cafeteria table, hallway cluster), [student] will identify whether a group is open to a new member before joining in 4 out of 5 opportunities across 9 weeks, as measured by classroom observation.

Given a workplace or community social interaction, [student] will use a setting-appropriate greeting and small-talk script (weather, schedule, recent event) in 4 out of 5 opportunities across 9 weeks, as measured by transition-services rubric.

Given a social misunderstanding (peer felt hurt, plans changed, expectation not met), [student] will offer a verbal or written repair (apology, clarification, plan revision) in 4 out of 5 opportunities across 9 weeks, as measured by classroom observation.

Given a frustration trigger (denied request, transition, sensory overload), [student] will use a learned coping strategy (deep breath, fidget, request a break) before escalating in 4 out of 5 opportunities across 4 consecutive weeks, as measured by behavior tracking data.

Given a 5-minute warning before a transition, [student] will move to the next activity within 60 seconds without protest behaviors in 4 out of 5 transitions across 4 consecutive weeks.

Given a 1-to-5 emotion scale or visual aid, [student] will identify their current emotional state in 80% of opportunities across 4 consecutive sessions.

Given a stressful situation, [student] will request a sensory break or use a learned self-regulation tool independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a non-preferred task (academic or daily living), [student] will begin the task within 2 minutes of being prompted in 80% of opportunities across 4 consecutive weeks.

Given an environment with sensory triggers (noise, lights, crowds), [student] will use a self-advocacy phrase (e.g., "I need a break," "this is too loud") in 4 out of 5 opportunities across 4 consecutive weeks.

Given a meltdown event, [student] will recover (return to baseline, resume task) within 15 minutes in 80% of episodes across 4 consecutive weeks, as measured by behavior tracking data.

Given a body-scan check-in twice per day, [student] will identify one physical signal of dysregulation (tight shoulders, fast breathing, clenched hands) in 80% of opportunities across 4 consecutive weeks, as measured by self-check log.

Given an unexpected sensory trigger (fire drill, loud assembly), [student] will use a pre-taught calming sequence (move to a quiet spot, use noise-reducing headphones, count to 10) in 4 out of 5 opportunities across 4 consecutive weeks, as measured by behavior tracking data.

Given a 3-minute visual timer for a preferred activity ending, [student] will end the activity without protest in 4 out of 5 opportunities across 4 consecutive weeks, as measured by behavior tracking data.

Given a self-monitoring chart, [student] will rate their regulation level 3 times during the school day and choose a matching strategy in 80% of opportunities across 9 weeks, as measured by self-monitoring log.

Given a frustration trigger in an academic setting, [student] will pause, name the trigger, and select a coping strategy independently in 4 out of 5 opportunities across 9 weeks, as measured by behavior tracking data.

Given a peer or staff interaction that feels unsafe or unfair, [student] will use a calm verbal or written script to report the concern to a trusted adult in 4 out of 5 opportunities across 9 weeks, as measured by counselor log.

Given a workplace or community setting, [student] will recognize a rising stress signal and use an independently chosen regulation tool (walk, water, music) in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a setback or disappointment (lost item, plan change, low grade), [student] will recover and resume the next planned activity within 10 minutes in 80% of opportunities across 9 weeks, as measured by behavior tracking data.

Given a wearable or app-based regulation tracker, [student] will log 3 daily check-ins and review the trend with a staff member weekly in 80% of opportunities across 9 weeks, as measured by tracker log.

Given a grade-level reading passage, [student] will read with fluency at 80 words per minute (or grade-appropriate target) with 95% accuracy across 3 consecutive sessions, as measured by curriculum-based reading assessment.

Given a 4-sentence prompt, [student] will write a paragraph with a topic sentence, two supporting details, and a conclusion sentence in 4 out of 5 writing samples across 9 weeks, as measured by writing rubric.

Given a multi-step math word problem, [student] will identify the operation needed and solve correctly in 4 out of 5 problems across 4 consecutive sessions.

Given a comprehension question after a read-aloud, [student] will answer correctly using "wh-" question vocabulary in 80% of opportunities across 4 consecutive weeks.

Given a list of grade-level sight words, [student] will read 90% accurately in 3 consecutive sessions, as measured by sight-word fluency probes.

Given a story or text, [student] will identify the main idea and 2 supporting details in 4 out of 5 opportunities across 9 weeks.

Given a math computation problem at grade level, [student] will solve correctly in 9 out of 10 problems across 4 consecutive sessions.

Given a set of 10 alphabet letters in random order, [student] will name each letter and produce its primary sound in 8 out of 10 trials across 3 consecutive sessions, as measured by letter-sound probe.

Given a set of 10 objects, [student] will count using one-to-one correspondence and state the total in 4 out of 5 trials across 4 consecutive weeks, as measured by curriculum-based math assessment.

Given a familiar word at grade-appropriate level, [student] will decode the word using consonant-vowel-consonant blending in 8 out of 10 trials across 3 consecutive sessions, as measured by decoding probe.

Given a grade-level chapter book, [student] will summarize the chapter using a 3-sentence beginning, middle, end structure in 4 out of 5 opportunities across 9 weeks, as measured by writing rubric.

Given a 2-digit by 2-digit multiplication problem, [student] will solve using the standard algorithm in 9 out of 10 trials across 4 consecutive sessions, as measured by curriculum-based math assessment.

Given a non-fiction passage at grade level, [student] will identify the author's main argument and 2 pieces of supporting evidence in 4 out of 5 opportunities across 9 weeks, as measured by reading rubric.

Given a 5-paragraph essay prompt, [student] will produce a draft with introduction, 3 body paragraphs, and conclusion in 4 out of 5 writing samples across 9 weeks, as measured by writing rubric.

Given a multi-step algebraic equation, [student] will isolate the variable and solve correctly in 8 out of 10 problems across 4 consecutive sessions, as measured by curriculum-based math assessment.

Given a research task, [student] will locate 3 credible sources, take notes, and produce a cited summary paragraph in 4 out of 5 opportunities across 9 weeks, as measured by writing rubric.

Given a sequenced visual schedule for the morning routine (wake, dress, eat, brush teeth), [student] will complete all steps independently in 4 out of 5 mornings across 4 consecutive weeks, as measured by parent log.

Given a personal hygiene task (handwashing, tooth brushing), [student] will complete all steps in correct order in 4 out of 5 opportunities across 4 consecutive weeks.

Given mealtime utensils and food, [student] will use age-appropriate utensils to feed themselves with minimal spills in 80% of meals across 4 consecutive weeks.

Given a self-dressing task (top, pants, shoes), [student] will complete dressing independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a clear instruction to clean up materials, [student] will return all items to designated locations in 4 out of 5 opportunities across 4 consecutive weeks.

Given a community access task (entering a store, purchasing an item, ordering food), [student] will complete the steps with minimal prompting in 80% of opportunities across 9 weeks.

Given a bathroom routine, [student] will recognize the urge to use the toilet and complete the routine independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a snack and a sealed container (juice box, applesauce pouch), [student] will open the container independently in 4 out of 5 opportunities across 4 consecutive weeks, as measured by parent log.

Given a daily medication or vitamin routine with parent support, [student] will swallow the medication or place it in a designated spot in 4 out of 5 days across 4 consecutive weeks, as measured by parent log.

Given a list of 4 chores (make bed, put dishes away, feed pet, take out trash), [student] will complete each step with a single picture prompt in 4 out of 5 opportunities across 9 weeks, as measured by parent log.

Given a written grocery list of 5 items in a familiar store, [student] will locate and gather all 5 items independently in 4 out of 5 opportunities across 9 weeks, as measured by parent log.

Given a clean kitchen setup and a 3-step recipe (sandwich, salad, microwave meal), [student] will prepare the meal independently in 4 out of 5 opportunities across 9 weeks, as measured by parent log.

Given a public transit task (read schedule, board the correct bus, exit at correct stop), [student] will complete the route independently in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a personal banking task (deposit check, use ATM, check balance via app), [student] will complete the task with minimal prompting in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a weekly chore and household-budget routine (laundry, meal planning, paying a small recurring bill), [student] will complete each step on schedule in 4 out of 5 weeks across 9 weeks, as measured by parent log.

Given a personal hygiene routine at the start and end of the day (shower, deodorant, dental care), [student] will complete the routine independently in 4 out of 5 days across 9 weeks, as measured by parent log.

Given a pencil and writing surface, [student] will form age-appropriate letters with correct grip and orientation in 4 out of 5 writing samples across 4 consecutive weeks.

Given a pair of scissors and outlined shapes, [student] will cut along straight, curved, and angled lines within 1/4 inch of the line in 4 out of 5 opportunities across 4 consecutive weeks.

Given a fastening task (buttons, zippers, snaps), [student] will complete the task independently in 4 out of 5 opportunities across 4 consecutive weeks.

Given a ball and a partner, [student] will catch a tossed ball at chest level in 4 out of 5 attempts across 4 consecutive sessions.

Given a balance task (one-foot stand, tightrope walking), [student] will maintain balance for 10+ seconds in 4 out of 5 attempts across 4 consecutive sessions.

Given a typing task at grade level, [student] will type 15+ words per minute with 90% accuracy across 3 consecutive sessions.

Given playground equipment, [student] will use climbing structures, swings, or slides safely and appropriately in 80% of recess periods across 4 consecutive weeks.

Given a tripod-grip pencil and tracing template, [student] will trace vertical, horizontal, and diagonal lines within 1/4 inch of the line in 4 out of 5 attempts across 4 consecutive weeks, as measured by OT data.

Given a set of large beads and a lace, [student] will string 8 beads in sequence using a pincer grip in 4 out of 5 attempts across 4 consecutive sessions, as measured by OT data.

Given a step-up bench, [student] will alternate feet to ascend and descend 4 steps in 4 out of 5 attempts across 4 consecutive sessions, as measured by PT data.

Given a jump rope, [student] will complete 5 consecutive self-turned jumps in 4 out of 5 attempts across 4 consecutive sessions, as measured by PT data.

Given a paragraph dictation task, [student] will produce legible handwriting at 20+ letters per minute with consistent letter sizing in 4 out of 5 samples across 9 weeks, as measured by OT data.

Given a keyboard and a 100-word passage, [student] will type at 25+ words per minute with 95% accuracy across 3 consecutive sessions, as measured by typing-program report.

Given a bicycle and an open paved area, [student] will ride 50 feet with steady balance, starting and stopping safely, in 4 out of 5 attempts across 9 weeks, as measured by PT data.

Given a job-related fine-motor task (sorting, packaging, basic assembly), [student] will complete a 10-item batch with 90% accuracy in 4 out of 5 sessions across 9 weeks, as measured by transition-services rubric.

Given a multi-step task (homework, project, classroom assignment), [student] will independently break the task into smaller steps and complete each in order in 4 out of 5 opportunities across 4 consecutive weeks, as measured by task completion logs.

Given a daily planner or visual schedule, [student] will review and check off completed tasks at least once per day across 4 consecutive weeks.

Given a workspace, [student] will organize materials (desk, backpack, locker) before transitioning to the next activity in 4 out of 5 opportunities across 4 consecutive weeks.

Given a 30-minute work period with one prompt, [student] will sustain attention to a non-preferred task for 20+ minutes in 4 out of 5 opportunities across 4 consecutive weeks.

Given an assignment deadline, [student] will independently plan and complete the task at least 24 hours before the due date in 80% of opportunities across 9 weeks.

Given a problem-solving scenario (academic or social), [student] will identify the problem, generate 2+ solutions, and select one in 4 out of 5 opportunities across 4 consecutive weeks.

Given an unexpected change to routine, [student] will adapt and continue the next activity within 5 minutes in 80% of opportunities across 4 consecutive weeks.

Given a first-then visual board, [student] will complete the first activity and transition to the second activity in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a 3-step picture sequence for a familiar task, [student] will follow the sequence in correct order in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a visual timer and a 15-minute preferred activity, [student] will end the activity when the timer signals without protest in 4 out of 5 opportunities across 4 consecutive weeks, as measured by classroom observation.

Given a backpack-checkpoint routine at the start and end of the school day, [student] will verify required materials using a written checklist in 4 out of 5 days across 4 consecutive weeks, as measured by classroom observation.

Given a weekly assignment list, [student] will estimate the time needed for each task and create a written schedule in 4 out of 5 weeks across 9 weeks, as measured by planner audit.

Given a long-term project with 3 or more milestones, [student] will produce a written timeline and self-check progress weekly in 4 out of 5 projects across 9 weeks, as measured by project log.

Given a multi-app digital workflow (calendar, email, task list), [student] will keep all 3 surfaces in sync at the end of each school day in 4 out of 5 days across 9 weeks, as measured by digital workflow audit.

Given a workplace task with shifting priorities, [student] will pause, reorder tasks, and confirm the new sequence with a supervisor in 4 out of 5 opportunities across 9 weeks, as measured by transition-services log.

Given a college-style course load with weekly readings and assignments, [student] will use a written or digital syllabus tracker to flag upcoming due dates 3 days in advance in 4 out of 5 weeks across 9 weeks, as measured by tracker audit.