IEP goals for students with Down syndrome

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

IEP goals for students with Down syndrome should come from the student's own present levels, not the diagnosis. Many students learn well from pictures and print, so strong goals use visual supports, target speech clarity and longer sentences, and build independence in real routines. Each goal names the materials, the support, a criterion with a denominator and a measure.

Down syndrome is a genetic condition, not an IEP category. Most students with Down syndrome qualify under intellectual disability, and some under other categories such as speech or language impairment or multiple disabilities.^[2] Whatever the category, the IEP must start from present levels: what this student does now, in academics and in daily functioning.^[1] Two students with Down syndrome can have very different IEPs.

That said, some patterns come up often and are worth planning for. Many students with Down syndrome learn well from pictures and written words, and they are often socially motivated. Many also find speech harder than understanding: they know more words than they can say clearly. Hearing and vision problems are common, and low muscle tone can affect handwriting, stamina and speech. A good IEP builds on the strengths and plans for the rest.

The 16 goals below are grouped into four areas. Each has an illustrative baseline and a weak goal rewritten into a measurable one. The numbers show the format. They are not targets for your student or child.

Choosing the right goal

If the student...	Area to target	Measure	Data sheet
Recognizes some words by sight but cannot sound out new ones	Reading: sight words plus phonics	Percent accuracy	Accuracy data sheet
Is hard for unfamiliar listeners to understand	Speech intelligibility	Percent of words understood	Accuracy data sheet
Uses 1 or 2 words when they clearly know more	Expressive language	Opportunities or sentence length	Opportunity data sheet
Counts by rote but struggles with quantity or money	Math and functional math	Percent accuracy	Accuracy data sheet
Needs adult help with routines classmates do alone	Independence and daily living	Task analysis steps	Task analysis data sheet
Tires quickly in writing or PE, or avoids hard tasks	Motor skills and task persistence	Duration or steps	Duration data sheet

Before writing speech or listening goals, check that hearing has been tested recently. A student who misses sounds will struggle with speech and phonics goals no matter how well they are taught.

Reading and writing goals

Many students with Down syndrome start reading through whole words and pictures, then add phonics. Teach both. Sight words give quick success and meaning; phonics gives the tools to read new words. More templates are on the reading goals for Down syndrome page.

#	Goal	Baseline	Measure
1	Given 40 high-frequency and personal words on cards, the student will read 36 of 40 correctly on 3 consecutive weekly probes across 2 adults.	15 of 40	Percent accuracy
2	Given 20 consonant-vowel-consonant words with short a and short i, the student will blend and read 17 of 20 on 3 of 4 weekly probes.	5 of 20	Percent accuracy
3	After reading a short illustrated text with support, the student will answer 4 of 5 questions about it by speaking, pointing or writing on 3 consecutive probes.	2 of 5	Percent accuracy
4	Given a sentence starter and a picture, the student will write or type a complete sentence of 5 or more words with a capital letter and end mark on 4 of 5 prompts.	2 to 3 words, copied	Rubric

Weak: "The student will improve reading."

Measurable: "Given 40 high-frequency and personal words on cards, the student will read 36 of 40 correctly on 3 consecutive weekly probes across 2 adults."

Writing the words on cards matters. A student who reads a word on a card but not in a book has not generalized yet, so add a book-based probe once a month.

Speech and language goals

Speech and language goals are usually written by the speech-language pathologist with the teacher and family. Target clear speech and longer sentences in real conversations, not only in the therapy room. Signs, pictures and devices support speech; they do not replace it or slow it down. ASHA's practice guidance on AAC describes how aided systems are used alongside speech.^[3] See speech and language goals for Down syndrome and the intelligibility goals hub.

#	Goal	Baseline	Measure
5	In a 5-minute conversation with an unfamiliar adult, the student will be understood on 80% of words, as rated by the listener, on 3 of 4 monthly probes.	50% of words understood	Percent of words
6	During classroom routines, the student will use 3- to 4-word sentences (speech, sign or device) to request, comment or answer on 8 of 10 opportunities.	1 to 2 words on 8 of 10	Opportunities
7	When not understood, the student will repeat more slowly, use a sign or picture, or show on the device on 4 of 5 communication breakdowns.	Stops talking on 4 of 5	Opportunities
8	Given a sequence of 3 pictures, the student will retell a familiar story or event using first, next and last on 4 of 5 opportunities.	Names one picture	Opportunities

Weak: "The student will speak more clearly."

Measurable: "In a 5-minute conversation with an unfamiliar adult, the student will be understood on 80% of words, as rated by the listener, on 3 of 4 monthly probes."

Intelligibility goals need a clear scoring method. Record the sample, count words the listener understood out of total words, and use a new listener each time. The intelligibility glossary entry explains the measure.

Math and functional skills goals

Use real objects, number lines and visual models. Link numbers to money, time and measuring, so math is useful the same day. See math goals for Down syndrome and functional skills goals for Down syndrome.

#	Goal	Baseline	Measure
9	Given sets of 1 to 10 objects, the student will count each set touching one item per number and say the total on 9 of 10 trials.	Accurate to 5; 4 of 10	Percent accuracy
10	Given a price up to $5.00, the student will pay with dollar bills using the next-dollar strategy on 8 of 10 trials in class and in a store.	3 of 10	Percent accuracy
11	Given a picture checklist at arrival, the student will unpack, hang up a coat, turn in a folder and start the morning task with all 6 steps done independently on 4 of 5 days.	2 of 6 steps	Task analysis
12	When asked by an unfamiliar adult, the student will state or show their name, a parent's phone number and their address on 5 of 5 probes across 3 adults.	Name only	Percent of probes

Weak: "The student will learn math skills."

Measurable: "Given sets of 1 to 10 objects, the student will count each set touching one item per number and say the total on 9 of 10 trials."

Goal 12 uses 5 of 5 because it is a safety skill. The life skills IEP goals page explains why safety criteria should be near 100%.

Low muscle tone can make handwriting, buttons and long walks tiring. The occupational and physical therapists can help write these goals. Some students also learn to avoid hard tasks by charming adults or stopping work, so a goal for staying with a task can help in every subject. See motor skills goals for Down syndrome and social-emotional goals for Down syndrome.

#	Goal	Baseline	Measure
13	Given a slant board and an adapted pencil grip, the student will write first and last name legibly, with letters on the line, on 4 of 5 work samples.	First name, letters off the line	Work sample rubric
14	During PE, the student will walk the full course of 2 laps (about 800 feet) at a steady pace with no more than 1 rest break on 4 of 5 classes.	1 lap with 3 breaks	Task analysis or count
15	When given a non-preferred task with a first-then card, the student will work for 10 minutes before a break on 4 of 5 opportunities.	3 minutes median	Duration
16	During group work, the student will take turns and stay with the group for the whole 15-minute activity on 4 of 5 days.	Leaves after 5 minutes	Duration

Weak: "The student will be more compliant."

Measurable: "When given a non-preferred task with a first-then card, the student will work for 10 minutes before a break on 4 of 5 opportunities."

"Compliant" is not a skill. Working for a set time with a visual support is, and it can be measured with a timer.

How to measure progress

Use the data sheet that fits each measure. Accuracy goals use the same number of items every probe, such as 20 words, so scores can be compared. Task analysis goals mark each step independent or prompted. Duration goals use a timer, and opportunity goals count chances and successes. For a short explainer on each method, see the measurement guide.

Take data at least once a week and graph it. Regular, frequent measures make it easier to see whether teaching needs to change before the next report.^[4] Check each skill with a new adult or in a new place once a month.

Questions families can ask about these goals

"Which of these goals came from my child's recent data, and what was the baseline?"
"How will my child show what they know if speech is hard to understand that day?"
"When was my child's hearing and vision last checked?"
"Is my child working on phonics as well as sight words?"
"How often will you take data, and can I see the graph?"
"What can we practice at home that matches the goal?"

Adapting by grade

Grade band	Typical focus	Example criterion
Preschool and K to 2	Sight words, 2- to 3-word sentences, counting to 10, arrival routine	8 of 10 opportunities
Grades 3 to 5	Phonics, retelling, money to $5, writing sentences	17 of 20 words on 3 of 4 probes
Middle school	Reading for information, conversation repair, time and schedules	4 of 5 breakdowns repaired
High school	Work tasks, budgeting, community travel, self-advocacy	4 of 5 shifts with 2 prompts or fewer

For more goals across areas, browse the Down syndrome goal bank and the significant support needs hub. The intellectual disability goals page adds 24 more examples, and the severe and profound disabilities goals page covers students with more extensive needs. To check a draft goal for a missing part, paste it into the goal checker.

Frequently asked questions

What disability category is Down syndrome under on an IEP?

Down syndrome is not its own IDEA category. Most students with Down syndrome qualify under intellectual disability. Some qualify under speech or language impairment, multiple disabilities or another category, depending on the evaluation.

Should my child with Down syndrome learn sight words or phonics?

Both. Many children with Down syndrome learn whole words quickly, and that gives them early success. Phonics gives them a way to read new words. Ask the team to include both in reading instruction.

Will signs or a speech device stop my child from talking?

Signs, pictures and speech devices support spoken language. They give a child a way to communicate while speech develops, and they can reduce frustration. Ask the speech-language pathologist how the system will be used alongside speech goals.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
Augmentative and Alternative Communication (AAC), ASHA
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.