Free IEP Goal Bank With 175+ Goals & Printable Tracking Sheets

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student who struggles with executive functions, or a student who needs to focus on writing. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of more than 100 sample IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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Jump to:

How to Write IEP Goals
Foundational Reading Skills Goal Bank
Vocabulary Goal Bank
Reading Comprehension Goal Bank
Math Goal Bank
Writing Goal Bank
Behavior Goal Bank
Social Skills Goal Bank
Social-Emotional Goal Bank
Executive Functioning Goal Bank
Self-Advocacy Goal Bank
Occupational Therapy Goal Bank
Speech and Communication Goal Bank

How to Write IEP Goals

There is an art to writing IEP goals. Typically, start with creating SMART goals:

Specific
Measurable
Achievable
Relevant
Time-bound.

This means that the goal a student is working on aligns with what they need to do in “real life,” whether real life is their grade-level classroom or the community. And, we know if the goal is successful because it’s measurable, within a reasonable amount of time. So, to break it down:

Specific: The goal should state exactly what the student will be able to do.
Measurable: The students’ progress can be measured using a checklist, assessment, observations, or another way. How the goal will be measured should be clear.
Achievable: The goal either builds on a skill the student can already do, or presents a skill that the child has the prerequisite knowledge and skills to start.
Relevant: The goal is important for the student’s short and long-term success.
Time-bound: The goal can be accomplished within the life of the IEP (typically one school year).

Strong IEP Goals:

Given a story at their reading level, Sarah will answer five literal questions about what happened in the story.
During reading discussion, Josh will use complete sentences to speak to classmates about a text read.

Weak IEP Goals:

Sarah will understand stories.
Josh will use complete sentences throughout the day.

More IEP Writing Tips

Some more tips for choosing and writing strong IEP goals:

Start with observable, measurable objectives. A goal is observable and measurable if they are concretely written and can be quantified. Think: if someone who didn’t know this child read the goal, would they know how to measure it?
Think about the context. Different contexts require different behaviors. Especially thinking about communication and behavior goals, specify the context. For example: During discussion, Jake will engage in three back-and-forth exchanges with a peer. This goal would be important in reading class, not as much in math.
Use positive language. Focus on what the student can do, and build from there. This is particularly important related to behavior. Rather than detailing what a studnte will not do, focus on what they will be taught to do.
Less is more. Students can only accomplish so many goals in a year; make sure the student has a number of goals that reflect their areas of need and are appropriate for the amount of time they receive support.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 sample IEP goals that every special education teacher should have in their bank.

Foundational Reading Skills Goal Bank

Many students with IEPs require foundational reading skills that focus on phonemic awareness, phonics, and fluency. When crafting foundational reading goals, consider where the student is starting. For example, if they can already read CVC words, a next step would be to read CVCE and long vowel patterns, not multisyllabic words. Use these goals to advance students’ foundational reading skills in a systematic way.

By [DATE], given a word with [NUMBER] sounds, [STUDENT] will [BLEND OR SEGMENT] the sounds orally to [PRODUCE OR SEGMENT] the word.
Given [NUMBER] pairs of words, [STUDENT] will identify if they rhyme or not with [PERCENT] accuracy.
By [DATE], given a list of [NUMBER] words with [PHONICS PATTERN], [STUDENT] will segment and blend the sounds with [PERCENT] accuracy.
By [DATE], [STUDENT] will correctly decode [NUMBER] out of [TOTAL] given words with [PHONICS PATTERN].
[STUDENT] will read [PHONICS PATTERN] correctly in text with [PERCENT] accuracy.
[STUDENT] will apply decoding strategies to sound out unfamiliar words in [PERCENT] of opportunities.
Given a grade-level passage, [STUDENT] will read [NUMBER] words per minute with [PERCENT] accuracy by [DATE].
Given a grade-level passage, [STUDENT] will read with [PERCENT] accuracy by [DATE].
By [DATE], [STUDENT] will demonstrate appropriate expression and intonation when reading aloud in [NUMBER] out of [TOTAL] trials.

Vocabulary IEP Goal Bank

Vocabulary instruction is important for kids as they build the language skills necessary to understand text. Incorporate these vocabulary goals to support students’ oral language and reading comprehension.

[STUDENT] will increase their sight word vocabulary from [CURRENT NUMBER] to [TARGET NUMBERS] by [DATE].
[STUDENT] will use context clues to determine the meaning of an unfamiliar word in text with [PERCENT] accuracy.
[STUDENT] will apply a vocabulary strategy to define and use an unfamiliar word in [NUMBER] out of [TOTAL] trials.
By [DATE], [STUDENT] will expand their receptive and expressive vocabulary by learning and correctly using at least 50 new grade-appropriate words in written and oral communication.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy (Reading a single paragraph, Asking oneself to define the main idea and supporting details, Putting the information into the reader’s language).
When given a paragraph at their reading level, [STUDENT] will apply QAR (question-and-answer relationship) strategy to answer questions.
When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
[STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.
When [STUDENT] is given pictures and word cards, they will match 15 new functional vocabulary words with pictures.
Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
Given a passage at their reading level, [STUDENT] will answer five inferential questions.
After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

[STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
[STUDENT] will rote-count from 1 to 25 (or higher).
[STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).
When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).
Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
[STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
[STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
[STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.
When given a mix of coins and dollar bills, [STUDENT] will independently count the money.
When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
[STUDENT] will identify the numerator and denominator in a fraction.
When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.
When given five addition problems with fractions, [STUDENT] will add fractions with like denominators.
[STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
[STUDENT] will independently solve 15 multiplication facts (up to 9).
Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
[STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.
When given a writing assignment in the general or special education setting, [STUDENT] will apply the use of an editing checklist that includes prompts for grammar, punctuation, capitalization, and full sentences to review and revise a paragraph.
[STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
[STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
[STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.
When given a paragraph to revise, [STUDENT] will edit their writing to organize sentences into paragraphs.
When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].
Given a task and verbal (written, picture) instructions, [STUDENT] will begin the task within [# of minutes].
Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.
Given a multi-step assignment, [STUDENT] will break the task into parts and organize the task on paper including steps, materials, and time frame.
Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.
When given an example of a social conflict, [STUDENT] will identify the problem and brainstorm [# of possible solutions].
During a preferred activity, [STUDENT] will invite a peer to join in during recess.
During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
[STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.
[STUDENT] will recognize the need for and ask to take a break when feeling overwhelmed.

[STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
[STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

[STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).
[STUDENT] will engage in cooperative play interactions by letting others make changes to the play routine.
[STUDENT] will identify appropriate social rules and expectations for various social situations.
[STUDENT] will refrain from interrupting others.
[STUDENT] will identify emotions presented in picture form.
When prompted, [STUDENT] will state their feeling and why they are feeling that way.
[STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
[STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.
Given an assignment, [STUDENT] will create a plan (to-do list, flow chart) to use to complete the assignment.
[STUDENT] will arrive at class with necessary materials (paper, pen, computer).
[STUDENT] will use a checklist (visual schedule) to independently complete classwork.
[STUDENT] will respond appropriately to oral commands.
[STUDENT] will ask for clarification and further explanation when needed.
[STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].
[STUDENT] will follow activity schedule and obey rules and regulations that have been discussed and described orally.
[STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
[STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

[STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
[STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
[STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

[STUDENT] will create a list of three personal strengths and three areas for improvement.
[STUDENT] will actively participate in the development of their IEP goals and accommodations.
[STUDENT] will identify one IEP goal and three objectives to support that goal.
When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
[STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
[STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
[STUDENT] will engage in positive self-talk daily with and without teacher support.
By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
[STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
[STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Occupational Therapy Goal Bank

Occupational therapists work on all kinds of goals with students in schools, from proper positioning to handwriting and executive functioning across the school day. Use these goals to build students’ fine motor and functional skills.

By [DATE], [STUDENT] will demonstrate the ability to use a tripod grasp to write legibly in [NUMBER] out of [TOTAL] attempts.
By [DATE], using proper grip, [STUDENT] will cut shapes with smooth edges in [NUMBER] out of [TOTAL] attempts.
By [DATE], [STUDENT] will assemble a 10-piece puzzle in [TIME].
By [DATE], [STUDENT] will catch a ball using both hands in [NUMBER] out of [TOTAL] attempts.
Throughout the year, [STUDENT] will maintain a seated position during story time, without leaning or slouching in [NUMBER] out of [TOTAL] attempts.
By [DATE], [STUDENT] will safely navigate classroom transitions, avoiding physical obstacles in [NUMBER] out of [TOTAL] attempts.
By [DATE], [STUDENT] will copy a provided sentence with [PERCENT] letter accuracy.
By [DATE], [STUDENT] will reproduce a sequence of drawn objects in the correct order.
By [DATE], [STUDENT] will tie their shoes in less than 3 minutes.
By [DATE], student will independently open their lunch in [NUMBER] out of [TOTAL] sessions.
By [DATE], after a sensory break, [STUDENT] will return to class and rejoin the task at hand in [NUMBER] out of [TOTAL] attempts.
By [DATE], using a fidget, [STUDENT] will remain seated during instruction for [NUMBER] continuous minutes.
By [DATE], [STUDENT] will use a planner to track and submit [PERCENT] of assignments on time.
By [DATE], [STUDENT] will initiate and complete two-step classroom tasks in [NUMBER] out of [TOTAL] classroom situations.
By [DATE], [STUDENT] will ask for a break using a calm voice in [NUMBER] out of [TOTAL] situations.
By [DATE], [STUDENT] will type a one-page assignment using adaptive software with fewer than five errors.
By [DATE], [STUDENT] will access and read an e-book using a screen reader, completing three chapter reviews with [PERCENT] comprehension.
By [DATE], using alternative seating, [STUDENT] will remain on task for 20 minutes in [PERCENT] of classroom activities.
In a quiet zone, [STUDENT] will complete independent tasks with [PERCENT] accuracy in [NUMBER] out of [TOTAL] attempts.
Using adjusted lighting, [STUDENT] will read and answer comprehension questions with [PERCENT] accuracy.

Speech and Communication Goal Bank

Speech and communication goals have to do with articulation, language, and reading comprehension. Here are goals for articulation, language, and reading that are specifically for speech therapy.

Articulation IEP Goals

Many students are in speech therapy with articulation goals. These sample IEP goals focus on articulation skills.

[STUDENT] will provide [sound] in the [POSITION] in [WORDS/PHRASES/SENTENCES] in [PERCENT] of trials.
[STUDENT] will produce [SOUND] in the [INITIAL/MEDIAL/FINAL] position in words in [PERCENT] of trials.
[STUDENT] will produce [SOUND] across all word positions in connected speech in [PERCENT] trials.
[STUDENT] will imitate vowel sounds in [PERCENT] opportunities in [NUMBER] out of [TOTAL] trials.
[STUDENT] will suppress the phonological pattern of final consonant deletion by producing consonants in the final position in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will suppress the phonological pattern of fronting by producing velar consonants in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will produce single words with [PERCENT] intelligibility during therapy sessions in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will produce sentences with [PERCENT] intelligibility in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will produce speech during structured tasks with [PERCENT] intelligibility in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will produce speech during spontaneous communication with [PERCENT] intelligibility in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will speak at an appropriate rate in [PERCENT] of opportunities for [TOTAL] trials.
[STUDENT] will speak at an appropriate volume in [PERCENT] of opportunities for [TOTAL] trials.

Language IEP Goals

Receptive and expressive language are a big focus of speech therapy. Use these sample IEP goals to tackle both.

Given verbal and visual prompts, [STUDENT] will follow novel one-step directions with [PERCENT] accuracy [NUMBER] out of [TOTAL] trials.
By [DATE], [STUDENT] will maintain a turn-taking activity for at least three turns in [NUMBER] out of [TOTAL] trials.
By [DATE], [STUDENT] will make a choice by pointing, signing, or imitating a word with [PERCENT] accuracy [NUMBER] out of [TOTAL] trials.
By [DATE], given verbal and visual prompts, [STUDENT] will use signs/pictures/icons/speech to communicate needs and wants [NUMBER] out of [TOTAL] trials.
By [DATE], given a visual and verbal prompt, [STUDENT] will imitate a word approximation, sign, or activate speech to make a request [NUMBER] out of [TOTAL] trials.

Reading Goals for Speech Therapy

Speech therapy is about reading comprehension too, so check out these sample IEP goals that are do-able within a speech therapy session.

By [DATE], [STUDENT] will expand their receptive and expressive vocabulary by learning and correctly using at least 50 new grade-appropriate words in written and oral communication.
[STUDENT] will define and use 10 new vocabulary words in context per quarter.
[STUDENT] will identify the main idea of a grade-level passage with [PERCENT] accuracy across [NUMBER] of trials.
Given a reading passage, [STUDENT] will highlight at least three supporting details in [NUMBER] out of [TOTAL] opportunities.
[STUDENT] will sequence key events from a story in correct order with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
[STUDENT] will answer literal comprehension questions with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
[STUDENT] will predict story outcomes based on context clues with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
Given a character’s actions, [STUDENT] will infer the character’s emotions or motivations with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
[STUDENT] will analyze cause-and-effect relationships in a passage and correctly identify at least two cause-and-effect connections with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
[STUDENT] will interpret figurative language and explain its meaning with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
[STUDENT] will compare and contrast two texts on the same topic, identifying at least three key differences and similarities in [NUMBER] out of [TOTAL] opportunities.
Given an informational text, [STUDENT] will distinguish between fact and opinion with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
Given a text, [STUDENT] will evaluate the author’s purpose and provide two examples of supporting evidence with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
Given a text, [STUDENT] will summarize key points in their own words, including hte central idea and essential details with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.

Goals for Augmentative and Assistive Communication Device Use

Use these sample IEP goals for students who use AAC devices. The goal here is effective communication and full participation in school.

By [DATE], given one verbal prompt, [STUDENT] will use core vocabulary words to meaningfully engage in [ACTIVITY] at least one time with [PERCENT] accuracy as measured by observations [NUMBER] of times per grading period .
By [DATE], during structured language activities, [STUDENT] will use their device for three different functions (request, repetition, comment, labell, refuse, greet, ask question, etc) with [PERCENT] accuracy as measured through observation, [NUMBER] of observations per grading period.
By [DATE], given a model, [STUDENT] will use their device to interact with their environment (point, gesture, imitate, etc) with [PERCENT] accuracy.

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Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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