Behavior & Classroom Expectations IEP goals for Other Health Impairment
28 behavior & classroom expectations templates across 5 skills: classroom expectations & routines, school attendance & punctuality, replacement behaviors, following adult directions, safety behaviors. Each opens in the builder with a matching data sheet.
28 templates · 5 skills · 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.
Classroom Expectations & Routines Behavior & Classroom Expectations
Stay seated during whole-group instruction
Staying in the assigned area
By the annual IEP review date, during a 15-minute whole-group lesson at the student's desk or carpet spot, the student will stay seated in the assigned spot independently for at least 12 minutes, on 4 of 5 consecutive recorded lessons, as measured by duration recording collected daily during one whole-group lesson.
Arrive with the required materials for each class
Being prepared for class
By the annual IEP review date, at the start of each class period with the required materials listed on the syllabus or class board, the student will arrive with all required materials (listed per class) and place them on the desk within 2 minutes of the bell independently in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each class period, logged by the teacher, summarized every 2 weeks.
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.
Follow a re-entry routine after an absence
Re-entry routine after an absence
By the annual IEP review date, on the first day back after an absence of one or more days, the student will complete the re-entry steps on the first day back, performing at least 5 of 6 steps independently, across 3 consecutive returns, as measured by a task-analysis checklist collected on each return day.
Replacement Behaviors Behavior & Classroom Expectations
Reduce calling out while using the attention signal
Reduction: calling out
By the annual IEP review date, during a 30-minute whole-group instruction block with the attention signal taught and acknowledged, the student will reduce calling out as defined in the behavior plan (speaking to the teacher or class without being called on) to no more than 3 times per 30-minute instruction block, with the attention signal acknowledged within 5 seconds each time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same instruction block, summarized weekly.
Request a movement break instead of leaving the seat
Requesting a movement or sensory break
By the annual IEP review date, during seated work lasting more than 10 minutes with the movement-break card on the desk, the student will request a movement break using the card or taught phrase before leaving the seat or assigned spot independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during one seated work period, summarized weekly.
Following Adult Directions Behavior & Classroom Expectations
Start a direction within 10 seconds of being asked
Following a first-time direction
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), 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, 3 to 5 directions, summarized weekly.
Carry out a direction at a later time
Delayed directions
By the annual IEP review date, when an adult gives a direction to be carried out at a later time in the same school day, the student will independently carry out the direction at the stated time without being reminded in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 5 planned delayed directions per week.
Safety Behaviors Behavior & Classroom Expectations
Keep the chair on the floor and feet down while seated
Safe body in the classroom
By the annual IEP review date, during a 20-minute seated work period at a standard chair and desk, the student will sit with all chair legs on the floor and feet on the floor or footrest independently for at least 15 minutes, on 4 of 5 consecutive recorded work periods, as measured by duration recording collected daily during one seated work period.
Replacement behaviors, following adult directions, classroom expectations, and safety. 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 12 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 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.
How should behavior goals be written for students with other health impairment?
As replacement behaviors the student will learn, with an observable definition, a defined period, and a frequency, duration, latency, or opportunity criterion. The behavior plan and the goal should share definitions and data.
Can a goal be written as a decrease?
A decrease can be measured, but the goal should also say what the student will do instead. Most teams write the replacement behavior as the goal and track the original behavior alongside it.
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