IEP goal examples: measurable goals for every area
By the IEP Atlas editorial teamLast updated
Short answer
A good IEP goal says what the student will do, under what conditions, how well, and how it will be measured. For example: given an unpracticed passage at the instructional level, the student will read aloud at 72 words correct per minute in 3 of 4 weekly probes. Below are 40 examples across 13 areas, each with its baseline.
The examples on this page are organized by area, the way an IEP is. Each one has the four parts a measurable goal needs: a condition, an observable behavior, a criterion with a denominator, and a measurement method with a schedule. Each also shows the baseline the target was set from, because a goal without a starting number cannot show growth.
Every goal links to its template in the free IEP goal bank, where you can change the numbers, swap the condition and print a matching data sheet. Baselines and targets here are sample values. Replace them with your student's data. To write a goal from scratch instead, follow the steps in how to write IEP goals.
How to use these examples
- Find the area in the table below and jump to its section.
- Pick the goal closest to the student's need as named in present levels.
- Open the template and replace the baseline with the student's own median of three probes.
- Set the target from the baseline, not from the sample. The page on setting a realistic annual target shows the arithmetic.
- Keep the measurement method unless your data says another one fits better.
| Area | What goals usually target | Common measure | Goal bank |
|---|---|---|---|
| Reading | Sounds, decoding, fluency, comprehension | Correct per minute, rubric points | Reading goals |
| Writing | Sentences, paragraphs, spelling | Opportunities, rubric, letter sequences | Writing goals |
| Math | Counting, facts, fractions, word problems | Digits correct, percent of problems | Math goals |
| Executive function | Starting, finishing, planning work | Latency, percent of work, steps | Executive function goals |
| Social and emotional | Asking for help, regulation, peers | Opportunities, latency, frequency | Social-emotional goals |
| Behavior | Replacement skills, directions, turn-taking | Opportunities, latency | Behavior goals |
| Speech and language | Sounds, grammar, pragmatics, AAC | Percent of targets, opportunities | Speech and language goals |
| Functional skills | Hygiene, safety, toileting | Task-analysis steps, opportunities | Functional skills goals |
| Fine motor and handwriting | Grasp, letter formation, copying | Opportunities, percent of letters | Motor skills goals |
| Gross motor and mobility | Balance, endurance, wheelchair travel | Seconds, minutes | Motor skills goals |
| Transition | Goal setting, money, job routines | Rubric, percent, steps | Transition goals |
| Access skills | Hearing devices, keyboarding | Opportunities, percent | Access skills goals |
| Content areas | Science and health skills | Opportunities, percent | Content area goals |
Reading goal examples
Reading goals should name the exact skill: sounds in words, decoding, fluency or comprehension. More are on the phonological awareness, phonics and decoding, fluency and comprehension pages.
| Goal | Baseline |
|---|---|
| Segment spoken words into phonemes: By the annual IEP review date, given a 1-minute oral probe of spoken one-syllable words with two to four phonemes, the student will say each individual sound in each spoken word independently at a rate of at least 35 sounds correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly. | 12 sounds correct per minute |
| Decode closed-syllable and silent-e words: By the annual IEP review date, given a list of 20 unfamiliar one-syllable words mixing closed-syllable and silent-e patterns, the student will read each word aloud independently with at least 90% accuracy on the word list, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly. | 45% of words |
| Read an unpracticed passage aloud: By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 72 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly. | 45 words correct per minute |
| Retell a story with key elements: By the annual IEP review date, after reading an unpracticed instructional-level narrative passage, the student will retell the story orally in sequence, including the characters, setting, problem, key events, and resolution without looking back at the text, earning a score of at least 8 out of 10 on a 5-element story retell rubric scored 0–2 per element, on 3 of 4 consecutive scored retells, as measured by a defined scoring rubric collected every two weeks. | 4 of 10 points |
Weak: "Will improve reading skills." Measurable: the fluency goal above, which names the passage, the unit and the schedule.
Writing goal examples
Writing goals work best when the sample is scored the same way every time. See the written expression, sentence construction and spelling pages, and the full guide to IEP goals for writing.
| Goal | Baseline |
|---|---|
| Write a complete simple sentence: By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly. | 1 of 5 prompts |
| Write an organized paragraph: By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks. | 5 of 12 points |
| Increase correct letter sequences on spelling probes: By the annual IEP review date, given a 2-minute spelling probe of grade-appropriate words dictated at a rate of one every 10 seconds, the student will write each dictated word independently at a rate of at least 20 correct letter sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly. | 12 correct letter sequences per minute |
Weak: "Will write a paragraph." Measurable: the paragraph goal above, scored on a 12-point rubric.
Math goal examples
Math goals should separate computing from problem solving, since a student can be strong in one and weak in the other. Browse early numeracy, multiplication and division, fractions and problem solving.
| Goal | Baseline |
|---|---|
| Count a set of objects: By the annual IEP review date, when presented with a set of 5 to 20 objects arranged in a line or scattered on the table, the student will count the objects by touching or moving each one once and state the total independently in at least 9 of 10 counting sets, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly. | 4 of 10 sets |
| Write multiplication facts on a timed probe: By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10, the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly. | 10 digits correct per minute |
| Locate fractions on a number line: By the annual IEP review date, given 10 fractions between 0 and 2 and number lines marked only at whole numbers, the student will mark and label the location of each fraction on the number line independently with at least 80% accuracy on fraction placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks. | 30% of placements |
| Solve one-step word problems: By the annual IEP review date, given 10 one-step addition and subtraction word problems within 100, including compare and start-unknown problems, with text read aloud on request, the student will write an equation and the answer for each problem independently in at least 7 of 10 problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 4 of 10 problems |
Weak: "Will know math facts." Measurable: the multiplication goal above, which measures speed and accuracy together.
Executive function goal examples
These goals measure what the student does, such as starting or turning in work, not traits like "focus." See task initiation, assignment completion and planning.
| Goal | Baseline |
|---|---|
| Begin independent work within a set time: By the annual IEP review date, after the teacher gives the direction to begin an independent written task, the student will begin the assigned task by writing or marking a first response independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two to three times per week. | 210 seconds |
| Complete independent classwork: By the annual IEP review date, during a 20-minute independent practice period, the student will turn in the independent practice at the end of the work period independently, completing at least 80% of assigned practice items, on 8 of 10 consecutive assignments, as measured by work-sample analysis collected daily and summarized weekly. | 45% of items |
| Break a long-term assignment into dated steps: By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment. | 2 of 7 steps |
Weak: "Will stay focused and on task." Measurable: the task initiation goal above, timed in seconds.
Social and emotional goal examples
Social-emotional goals count a skill the student uses in the moment it is needed. See requesting help, emotional regulation and peer interaction.
| Goal | Baseline |
|---|---|
| Request help when stuck: By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 5 of 6 times stuck, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work. | 1 of 6 times |
| Begin a regulation strategy after a trigger: By the annual IEP review date, after a known trigger occurs, as identified in the student's regulation plan, the student will begin using a strategy from their personal regulation menu independently within 90 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected daily during the settings where triggers most often occur. | 240 seconds |
| Initiate interactions with peers at recess: By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly. | 0 per recess |
Weak: "Will manage emotions." Measurable: the regulation goal above, which times how fast the student starts a strategy.
Behavior goal examples
Behavior goals name the replacement behavior, the skill the student will use instead. See replacement behavior, following adult directions and classroom expectations.
| Goal | Baseline |
|---|---|
| Ask for a break instead of leaving the task: By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form before leaving the seat or stopping work independently in at least 80% of observed precursor moments, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period. | 20% of moments |
| Start a direction within 10 seconds: By the annual IEP review date, when given a routine direction during class, the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, summarized weekly. | 75 seconds |
| Raise a hand and wait to be called on: By the annual IEP review date, during whole-group instruction when the teacher asks a question of the class, the student will raise a hand and wait to be called on before speaking independently in at least 8 of 10 whole-group questions, across 3 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during one 20-minute lesson. | 3 of 10 questions |
Weak: "Will behave appropriately." Measurable: the break request goal above, which names the precursor and the taught form.
Speech and language goal examples
SLP goals usually measure a target in a set number of trials or opportunities. See articulation, expressive language, pragmatic language and AAC.
| Goal | Baseline |
|---|---|
| Produce the target sound in phrases and sentences: By the annual IEP review date, given 10 target words containing the target sound (such as /r/), each used in a phrase or a student-generated sentence, the student will produce the target sound correctly independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session. | 50% of occurrences |
| Use a target grammatical morpheme: By the annual IEP review date, during a structured picture-description task that creates at least 10 obligatory contexts for the target morpheme, the student will produce the target morpheme (such as regular past tense -ed) in each obligatory context independently with at least 70% accuracy on obligatory contexts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session. | 30% of contexts |
| Ask for clarification: By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear independently in at least 7 of 10 unclear messages, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class. | 2 of 10 messages |
| Build a two-symbol request: By the annual IEP review date, given a sentence strip, an "I want" symbol, and pictures of 5 or more available items during snack or play, the student will combine the request symbol and the item symbol and give or show the message to the partner independently in at least 8 of 10 snack or play requests, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily. | 1 of 10 requests |
Weak: "Will improve articulation." Measurable: the /r/ goal above, which names the sound, the level and the sessions.
Functional skills goal examples
Daily living and safety goals are usually broken into steps. See daily living, community safety and toileting.
| Goal | Baseline |
|---|---|
| Wash hands following a step sequence: By the annual IEP review date, before eating snack or lunch and after using the restroom, the student will wash hands at the sink using a picture sequence posted at the sink, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected at one planned handwashing time each day. | 4 of 9 steps |
| Cross the street at a signalized crosswalk: By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly). | 2 of 7 steps |
| Request the bathroom: By the annual IEP review date, when they show the signs of needing the bathroom listed in their toileting plan, the student will tell an adult they need the bathroom by handing over the picture card, signing, saying a word, or pressing a device button before an adult names the bathroom in at least 4 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily. | 1 of 6 opportunities |
Weak: "Will be safe in the community." Measurable: the crossing goal above, which requires every step.
Fine motor and handwriting goal examples
OT goals measure what the hand produces or how the tool is held. See fine motor, handwriting and visual-motor.
| Goal | Baseline |
|---|---|
| Hold a pencil with a tripod grasp: By the annual IEP review date, during a coloring, drawing, or writing activity lasting at least 5 minutes, the student will hold the writing tool with a tripod grasp and an open web space for the whole activity independently on at least 4 of 5 observed activities, across 3 consecutive weeks, as measured by direct observation collected weekly. | 1 of 5 activities |
| Write first name with correctly formed letters: By the annual IEP review date, given a blank name line at the top of a worksheet, the student will write the first name with each letter formed correctly, in order, and facing the right direction independently with 100% accuracy on letters in the name, on 4 of 5 consecutive daily work samples, as measured by work-sample analysis reviewed weekly. | 40% of letters |
| Copy basic shapes from a model: By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model, copying all 4 of 4 shapes correctly on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 1 of 4 shapes |
Weak: "Will improve fine motor skills." Measurable: the name-writing goal above, scored letter by letter.
Gross motor and mobility goal examples
PT goals often use time: seconds of balance, minutes of activity, minutes to travel a route. See gross motor, physical fitness and functional mobility.
| Goal | Baseline |
|---|---|
| Balance on one foot: By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly. | 2 seconds |
| Walk or jog for a set number of minutes: By the annual IEP review date, during the PE warm-up on the track or gym floor, the student will independently continue walking or jogging without stopping or sitting down for at least 10 minutes, in 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during PE. | 3 minutes |
| Propel a wheelchair to lunch: By the annual IEP review date, during the passing time before lunch, on the route from the classroom to the cafeteria, the student will propel the manual wheelchair the full route, steering around people and objects with no adult pushes or prompts within 5 minutes, on 4 of 5 timed routes, as measured by duration recording collected twice weekly. | 9 minutes |
Weak: "Will improve balance." Measurable: the one-foot balance goal above, timed in seconds on each foot.
Transition goal examples
Transition goals build skills for life after high school. See self-determination, personal finance and vocational skills.
| Goal | Baseline |
|---|---|
| Set a personal goal with an action plan: By the annual IEP review date, during a goal-planning conference with the case manager, using a blank goal plan sheet, the student will write a personal goal with an action plan that lists steps, dates and a way to check progress independently, earning a score of at least 7 out of 10 on a 5-row goal plan rubric, on 3 consecutive goal plans, as measured by a defined scoring rubric collected monthly. | 3 of 10 points |
| Build a monthly budget: By the annual IEP review date, given a monthly take-home pay amount, a list of fixed and flexible expenses, a budget template, and a phone calculator, the student will fill in the budget so planned spending and saving equal the take-home pay independently with at least 90% accuracy on budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks. | 45% of lines |
| Clock in and out for each shift: By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift. | 2 of 6 steps |
Weak: "Will develop job skills." Measurable: the clock-in goal above, scored step by step at each shift.
Access skills goal examples
These goals teach students to use the tools that give them access to learning. See hearing technology and keyboarding.
| Goal | Baseline |
|---|---|
| Tell an adult a hearing device is off: By the annual IEP review date, when a hearing aid or processor falls off, stops working, or is switched off during the preschool day, the student will tell or show an adult that the device is off, using words, a sign, a gesture, or a picture card independently in at least 4 of 5 device-off events, across 3 consecutive weeks, as measured by frequency recording collected daily and reviewed weekly. | 1 of 5 events |
| Use space, shift and backspace: By the annual IEP review date, given a short sentence to copy into a word processor, the student will type the sentence with a space between words, shift for the capital, and backspace to fix errors independently with at least 85% accuracy on function key uses, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 40% of key uses |
Weak: "Will use her hearing aids." Measurable: the device-off goal above, which counts each time the device stops working.
Content area goal examples
Science and health goals target the skills of the subject, not just its facts. See science skills and health education.
| Goal | Baseline |
|---|---|
| Guess sink or float, then test it: By the annual IEP review date, during a sink-or-float activity at the water table with a tray of everyday objects, the student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently in at least 5 of 6 objects tested, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly. | 1 of 6 objects |
| Name the food group for pictured foods: By the annual IEP review date, given 10 photo cards of everyday foods and a five-group plate mat, the student will place each food card on its food group independently with at least 90% accuracy on food photo cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly. | 40% of cards |
Weak: "Will learn about science." Measurable: the sink-or-float goal above, which counts predictions and results.
How to measure progress on these goals
The method in each goal decides the data sheet. Use the same materials and conditions for every probe so the numbers can be compared.
| Method in the goal | How it works | Data sheet |
|---|---|---|
| Rate per minute | Count correct responses in a timed probe | Frequency data sheet |
| Oral reading fluency | Words correct in 1 minute of reading aloud | Reading fluency data sheet |
| Percent accuracy | Correct items out of a fixed set | Accuracy data sheet |
| Opportunities | Uses of the skill out of chances to use it | Opportunity data sheet |
| Rubric scoring | Points on a defined rubric | Rubric data sheet |
| Latency recording | Seconds from the cue to the start | Latency data sheet |
| Duration recording | How long the behavior lasts | Duration data sheet |
| Task analysis | Steps done independently | Task analysis data sheet |
The IEP must describe how progress toward each goal will be measured and when reports will go home.[1] Weekly or twice-weekly probes give enough data points by the first report to see a trend.
Objectives for these goals
Most of these goals break down one of two ways. Step the number for skills measured in a steady unit, such as 52, then 60, then 66 words correct per minute. Or write sub-skills for goals with parts, such as topic sentence, then details, then conclusion. The page of IEP goals and objectives examples shows 15 complete sets.
Adapting goals by grade
| Grade band | Typical focus | Library pages |
|---|---|---|
| Preschool | Communication, play, early routines | Preschool goals |
| Grades K to 2 | Sounds, decoding, sentences, counting | K to 2 goals |
| Grades 3 to 5 | Fluency, paragraphs, facts, fractions | Grades 3 to 5 goals |
| Middle school | Comprehension, essays, organization | Middle school goals |
| High school | Transition, work routines, self-advocacy | High school goals |
For parents reading these examples
You do not need to write goals, but you can ask for goals like these. Look for a starting number, a clear task and a way to measure it. If a goal on your child's IEP says "will improve" with no number, ask what the baseline is and how progress will be counted. The parent guide to understanding IEP goals explains each part in plain language.
Checking your own goal
Paste any goal, yours or one adapted from this page, into the goal checker. It flags vague verbs, missing conditions and criteria with no number. For the words that make goals countable, see measurable verbs for IEP goals, and for the most common errors, see non-measurable IEP goals examples.
Frequently asked questions
What are some examples of IEP goals?
Examples include reading an unpracticed passage at 72 words correct per minute, writing a paragraph that scores 10 of 12 rubric points, starting independent work within 60 seconds, and requesting help in 5 of 6 times stuck. Each names a task, a number and a way to measure it.
How many IEP goals should a student have?
There is no set number. Each goal should match a need named in present levels. Many students have three to six goals. Too many goals spread instruction thin and make data collection hard to keep up.
Can I copy an IEP goal from an example?
You can start from an example, but change the baseline, target and condition to fit the student. A goal is individualized when the numbers come from the student's own data and the skill comes from their present levels.
What is the difference between an annual goal and a measurable annual goal?
In practice they should be the same thing. Federal rules require annual goals to be measurable. A goal that cannot be scored the same way by two people does not meet that standard.
Use it in IEP Atlas
- IEP goal bank by area
- Annual goal in the IEP glossary
- Measurable annual goal in the IEP glossary
- Reading IEP goals
- Behavior IEP goals
- Free progress-monitoring data sheets
- IEP goal checker
Related guides
- How to write IEP goals: a step-by-step method with examples
- Observable verbs for IEP goals
- Non-measurable IEP goals: 24 examples and rewrites
- IEP goals and objectives examples, by area
- Is this IEP goal measurable? A 5-step test with 10 practice items
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
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.