IEP goals for Anxiety
112 templates across 20 skills in 7 areas, led by behavior & classroom expectations, transition & postsecondary skills, and motor & sensory skills (OT, PT & adapted PE). Open any goal to set the baseline and target from your own data, then print the matching data sheet.
112 templates · 20 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
School Attendance & Punctuality Behavior & Classroom Expectations
Check in with a trusted adult at arrival
Daily attendance with check-in
By the annual IEP review date, on each school day, at arrival, with a named adult waiting at an agreed spot, the student will come to school and go to the agreed spot to check in with the named adult before first class independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.
Arrive at school by the start bell
Arriving for first period
By the annual IEP review date, on school days, with a morning routine chart agreed with the family, the student will arrive at school and enter the building before the start bell independently at least 4 times per 5-day school week, across 4 consecutive weeks, as measured by frequency recording collected daily, from the arrival log, reviewed weekly.
Social Awareness & Perspective Taking Social-Emotional & Communication
Describe the norms of a new club
Norms of a new group
By the annual IEP review date, after the first 2 sessions of a new class, club, or team, during a check-in with the counselor, the student will describe 3 norms of the group, the evidence for each, and their own plan for each (follow, ask about, or choose not to) independently, earning a score of at least 7 out of 9 on a 3-row group norms rubric scored 0 to 3 per row, in 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
Sensory Processing & Regulation Motor & Sensory Skills (OT, PT & Adapted PE)
Request a sensory break with a card
Requesting a sensory tool or break
By the annual IEP review date, during whole-group lessons or independent work, when the student shows the early signs listed in their sensory plan (such as covering ears, moving more or going quiet), the student will request a sensory break using words, a break card, a sign or a device, and go to the agreed break spot with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.
Put on headphones before a loud event
Using noise-reducing headphones in loud places
By the annual IEP review date, before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party, the student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled loud event.
Job Seeking & Applications Transition & Postsecondary Skills
Give a short personal pitch to an employer
Interview answers
By the annual IEP review date, when a mock interviewer opens with tell me about yourself, the student will give a short personal pitch that names own interest in the job, a strength with an example and a recent experience independently, earning a score of at least 7 out of 8 on a 4-row personal pitch rubric (0 to 2 per row), on 3 consecutive practice or real conversations, as measured by a defined scoring rubric collected weekly during interview practice.
Ask the interviewer questions at the end
Interview questions to ask
By the annual IEP review date, at the end of a mock or real interview, when the interviewer asks whether the student has questions, the student will ask a prepared question about the job, schedule, training or next steps independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each mock or real interview, at least twice monthly.
Leisure & Recreation Functional & Independence Skills
Start a chosen recess activity promptly
Choosing a leisure activity from options
By the annual IEP review date, at the start of outdoor recess, after choosing an activity from a recess choice card, the student will start the chosen recess activity (swings, climbing, a ball game, chalk) independently within 60 seconds, on 4 of 5 consecutive recess periods, as measured by latency recording collected during three recess periods a week.
Sample a new activity and rate it
Choosing a leisure activity from options
By the annual IEP review date, during a weekly leisure sampling time with one new activity offered (a craft, a game, a song, a sport skill), the student will try the new activity for the agreed short time and rate it on a three-point like scale independently in at least 3 of 4 opportunities, in 3 of 4 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected weekly.
Community Access & Travel Transition & Postsecondary Skills
Ask a librarian for help finding an item
Public library
By the annual IEP review date, at the public library on a class trip or family visit, when the student wants a book, movie, or game they cannot find, the student will ask the librarian for the item by title or topic and follow the directions given independently in at least 4 of 5 opportunities, across 3 consecutive library visits, as measured by opportunity-by-opportunity data collected at each library visit.
Answer a cashier's questions at checkout
Store checkout
By the annual IEP review date, at the register on community shopping trips, when the cashier asks a question, the student will answer each cashier question with a clear yes, no, or choice independently in at least 5 of 6 opportunities, across 3 consecutive shopping trips, as measured by opportunity-by-opportunity data collected on each shopping trip.
Postsecondary Education Readiness Transition & Postsecondary Skills
Bring a prepared question to office hours
Using office hours
By the annual IEP review date, when the student has a question or is behind in a dual enrollment or college-style course with posted office hours, the student will go to office hours with a written question and record the instructor's answer independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from the student's course log.
Use the tutoring or writing center
Using campus tutoring
By the annual IEP review date, when a grade drops or an assignment is confusing in a dual enrollment or college course with a tutoring or writing center, the student will book or drop in to a tutoring session, bring the assignment and note what to do next independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from grades and the tutoring log.
Self-Determination Transition & Postsecondary Skills
Make a choice within a set time
Making timely decisions
By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.
Use a plan B when plans change
Problem solving when plans fall through
By the annual IEP review date, when a planned activity in the community or at work falls through, such as a late bus, a closed store or a cancelled shift, the student will state a backup plan and carry it out independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each real or practice plan change, summarized every two weeks.
All 20 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Behavior & Classroom Expectations
Transition & Postsecondary Skills
Motor & Sensory Skills (OT, PT & Adapted PE)
Functional & Independence Skills
Science, Social Studies & Digital Literacy
Social-Emotional & Communication
Executive Function
Goals often written for students whose anxiety affects school: coping strategies, attendance, asking for help, and taking part in class. Anxiety is not an IDEA eligibility category. Students whose anxiety affects school are usually served under other health impairment or emotional disturbance (called emotional disability in some states), or with a Section 504 plan, and the goals that follow teach coping strategies, asking for support, attendance, and starting and finishing work.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 61 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 26 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
Frequently asked questions
Can a student get an IEP for anxiety?
Anxiety is not its own IDEA category. A student may qualify under other health impairment or emotional disturbance when anxiety affects educational performance and the student needs specially designed instruction. Many students are served with a Section 504 plan instead, and the evaluation team decides.
What IEP goals help students with anxiety?
Goals often teach a coping strategy and when to use it, asking for a break or for help, starting work with a first-step plan, and attending class with a check-in. They name a skill the student uses, never "will not be anxious".
How are anxiety-related goals measured?
Usually as opportunities in which the student used a taught strategy, latency to start work, or days and classes attended. Student self-ratings can add useful information when paired with an adult's data.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.