IEP goals for Other Health Impairment
468 templates across 51 skills in 12 areas, led by executive function, functional & independence skills, and behavior & classroom expectations. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
468 templates · 51 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.
Sustained Attention & Task Engagement Executive Function
Remain engaged in independent work for a set number of minutes
Engagement during independent work
By the annual IEP review date, during a 20-minute independent work period at the student's instructional level, the student will remain engaged with the assigned task independently for at least 15 minutes, in 4 of 5 consecutive observed sessions, as measured by duration recording collected three times per week.
Attend to whole-group instruction for a set number of minutes
Attending during whole-group instruction
By the annual IEP review date, during whole-group instruction lasting at least 15 minutes, the student will attend to whole-group instruction by following along in the materials being discussed and responding when directed independently for at least 12 minutes, in 4 of 5 observed lessons, as measured by direct observation collected twice weekly.
Health & Self-Management Functional & Independence Skills
Decline food not on the safe-food list
Allergy awareness and declining unsafe food
By the annual IEP review date, when offered food by a peer, at a class party, or during a classroom activity that uses food, the student will decline food that is not on their safe-food list and tell the adult in charge independently in 5 of 5 opportunities, on 3 consecutive data review weeks, as measured by opportunity-by-opportunity data collected at every food event and weekly role-play.
Cover a cough or sneeze and wash hands
Hygiene and illness prevention
By the annual IEP review date, when they cough or sneeze during class or small-group work, the student will cover the cough or sneeze with a tissue or the inside of the elbow, throw away any tissue, and clean their hands independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by frequency recording collected during two class periods a day, three days a week.
Study & Test-Taking Skills Executive Function
Practice weekly spelling words with a look-cover-write-check routine
Studying spelling or sight words with a routine
By the annual IEP review date, given the weekly spelling or sight-word list during a 10-minute practice time at school, the student will practice the words using the look-cover-write-check routine using a routine card with pictures for each step, performing at least 5 of 6 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly.
Read the directions and do the sample item before starting a test
Following test directions
By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
Assignment Completion Executive Function
Complete independent classwork within the work period
Completing 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.
Turn in completed homework on the due date
Turning in homework
By the annual IEP review date, when homework is assigned in core classes, the student will turn in completed homework on the due date independently in at least 8 of 10 opportunities, across 3 consecutive two-week periods, as measured by opportunity-by-opportunity data collected for each assignment and summarized every two weeks.
Self-Monitoring Executive Function
Self-rate on-task behavior in agreement with the teacher
Accurate self-rating of on-task behavior
By the annual IEP review date, during a 20-minute independent work period with an interval cue every 2 to 5 minutes, the student will record a yes or no self-rating of on-task behavior at each cue that matches the teacher's rating independently in at least 8 of 10 opportunities, in 4 of 5 consecutive sessions, as measured by opportunity-by-opportunity data collected three times per week.
Check work with a self-check checklist and fix errors
Checking work for errors
By the annual IEP review date, after finishing an independent written assignment and before turning it in, the student will mark each item on a self-check checklist and correct the errors it identifies independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Planning Executive Function
Break a long-term assignment into dated steps
Breaking down a long-term assignment
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.
Write a weekly plan that schedules work sessions
Weekly planning
By the annual IEP review date, during a weekly planning session at the start of each week, the student will write a weekly plan that schedules work sessions for upcoming assignments and tests independently, earning a score of at least 9 out of 12 on a 4-row weekly plan rubric scored 0 to 3 per row, on 3 of 4 consecutive weekly plans, as measured by a defined scoring rubric collected weekly.
Task Initiation Executive Function
Begin independent work within a set time after the direction
Starting independent work after a direction
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.
Start an open-ended task using a first-step plan
Starting open-ended or effortful tasks
By the annual IEP review date, when assigned an open-ended writing task during independent work time, the student will start the task by completing its first step using a self-written first-step plan within 2 minutes, in 4 of 5 consecutive data collection sessions, as measured by latency recording collected weekly.
Organization Executive Function
Organize the binder and take-home folder using a checklist
Binder and take-home folder organization
By the annual IEP review date, during a weekly 10-minute binder check, the student will organize the binder and take-home folder using a binder checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Check a materials list before leaving for the next class
Materials self-check before class
By the annual IEP review date, before leaving the locker, cubby, or previous classroom for the next class, the student will check each item on the next class's materials list (for example, notebook, folder, text, charged device, and writing tool) and gather any missing item independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized every 10 class periods.
All 51 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Executive Function
Functional & Independence Skills
Behavior & Classroom Expectations
Social-Emotional & Communication
Vision, Hearing & Assistive Technology
Motor & Sensory Skills (OT, PT & Adapted PE)
Transition & Postsecondary Skills
Speech & Language
Science, Social Studies & Digital Literacy
Goals for students whose health condition affects attention, stamina, or participation. Other Health Impairment covers conditions that limit strength, vitality, or alertness, including ADHD, epilepsy, diabetes, and many chronic illnesses. The goals below address the school effects teams see most: attention, work completion, organization, and self-advocacy about health needs.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 48 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 62 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 177 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 33 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 88 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 34 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 20 goals here
Frequently asked questions
What conditions fall under Other Health Impairment?
IDEA lists examples such as asthma, ADHD, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. The condition must adversely affect educational performance for the student to qualify.
What goals are common under OHI?
Executive function goals (task initiation, sustained attention, assignment completion), organization and self-monitoring, and self-advocacy goals such as requesting a break or communicating a health need. Academic goals are added when assessment shows a need.
Should a goal address attendance or stamina?
Goals describe skills the student will learn. Attendance and stamina are usually handled through accommodations, services, and a health plan, while a related goal might target completing work within a modified schedule.
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