Science, Social Studies & Digital Literacy IEP goals for Autism
56 science, social studies & digital literacy templates across 3 skills: social studies skills, digital literacy & online safety, science skills. Each opens in the builder with a matching data sheet.
56 templates · 3 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Social Studies Skills Science, Social Studies & Digital Literacy
Sort pictures into needs and wants
Needs and wants
By the annual IEP review date, given 10 photo cards of everyday items (such as food, a coat, a game, a bed) and a two-column needs and wants mat, the student will sort each card into needs or wants independently with at least 90% accuracy on needs and wants cards, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Find a room using a school map
Maps and globes
By the annual IEP review date, when given a simple school map with picture symbols and asked to lead the adult to a named room, the student will find the named room on the map, point to the route, and walk to the room while holding the map independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Log out and put the device away
Device routines
By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized weekly.
Tell an adult about a strange pop-up
Online safety: telling an adult
By the annual IEP review date, during a planned practice on a school device when a staged pop-up, chat request or scary image appears, the student will stop, take hands off the device or turn it face down, and tell or signal an adult about what appeared independently in 5 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Science Skills Science, Social Studies & Digital Literacy
Tell one observation about a natural object
Recording observations
By the annual IEP review date, during a science table or discovery center activity with a natural object such as a leaf, shell or rock, the student will tell or show one color, size, shape or texture they notice on the object independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Guess sink or float, then test it
Making a prediction
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 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Access to science and social studies content, lab and map skills, and safe, effective use of digital tools. The eligibility category is autism, but goals are written for the student, not the label: a goal names an observable skill, the setting it happens in, and how it will be counted. Many teams pair a communication or social goal with a regulation or routine goal so progress in one supports the other.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 14 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 18 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 12 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 12 goals here
Frequently asked questions
What areas do IEP goals for autistic students usually cover?
Common areas are functional communication, pragmatic language, peer interaction, emotional regulation, flexibility with changes, and classroom routines. Academic goals are added when assessment shows a need. The IEP team chooses areas from the student's present levels, not from the diagnosis.
Should a goal mention autism?
No. A measurable goal describes what the student will do, under what conditions, and to what criterion. The disability category belongs in the eligibility section of the IEP, not in the goal sentence.
Should students with autism have science or social studies goals?
Only when they need specially designed instruction to do a content-area skill, such as following a lab procedure or reading a map. Many students need only accommodations, which go in the accommodations section instead of a goal.
How are content-area goals measured?
With accuracy on a fixed task type, rubrics for written or spoken explanations, and task-analysis steps for procedures. Keep the task type the same across units so progress shows.
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Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.