Social-Emotional & Communication IEP goals for Other Health Impairment

• K-2, 3-5, 6-8Duration

  Remain in a non-preferred activity using a strategy

  Staying with a non-preferred task

  By the annual IEP review date, during To choose for the student: the non-preferred activity identified in their plan (such as handwriting, a specific subject, a group lesson), the student will independently remain in the activity, using a strategy from their plan when needed, without leaving the area or refusing for at least 12 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during the identified activity.

  CustomizeCopy goalCopied
• 6-8, 9-12Task-analysis steps

  Use a pre-task routine before a test or presentation

  Managing anxiety before a stressful task

  By the annual IEP review date, before a test, quiz, presentation, or performance identified in their plan, the student will complete the steps of their pre-task routine with no adult reminder, performing at least 4 of 5 steps independently, across 3 consecutive stressful tasks, as measured by a task-analysis checklist collected before each identified task, with practice runs weekly.

  CustomizeCopy goalCopied

See all 70 emotional regulation goals

• 3-5, 6-8, 9-12Opportunities

  Request a listed accommodation when a task calls for it

  Requesting IEP accommodations in the moment

  By the annual IEP review date, when given a classroom task or assessment for which one of their IEP accommodations applies, the student will request the accommodation by naming it to the teacher (spoken, written, signed, or shown on an accommodation card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly across at least two class periods.

  CustomizeCopy goalCopied
• K-2, 3-5, 6-8, 9-12Opportunities

  Report a health need and ask for the related support

  Health-related self-advocacy

  By the annual IEP review date, when they notice To choose for the student: the symptom listed in their health plan (such as wheezing, shakiness, headache, tiredness) during the school day, the student will tell an adult the symptom and ask for the matching support (such as "My chest is tight, I need my inhaler," "I need to see the nurse") independently in at least 4 of 5 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected monthly, combining nurse logs and scenario probes.

  CustomizeCopy goalCopied

See all 50 self-advocacy goals

• 3-5, 6-8, 9-12Opportunities

  Try one listed strategy before asking the teacher for help

  Using a self-help strategy before asking

  By the annual IEP review date, during independent work when they reach an item they are unsure about, the student will use one strategy from their "before I ask" list (reread the directions, check the example, look at a completed item, ask a peer) and then ask the teacher if still stuck independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.

  CustomizeCopy goalCopied
• 9-12Opportunities

  Attend a help session when a grade or assignment is at risk

  Using school help resources

  By the annual IEP review date, when their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late, the student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during grade reviews, confirmed with sign-in sheets or staff.

  CustomizeCopy goalCopied

See all 35 requesting help goals

• 3-5, 6-8, 9-12Frequency

  Contribute to peers in a virtual breakout room

  Group chat and online peer interaction

  By the annual IEP review date, during a 10-minute virtual breakout room with 3 or 4 peers and a task, the student will contribute to peers in the breakout room by speaking, typing a chat message, or adding to the shared document independently at least 3 times per 10-minute breakout room, across 3 consecutive virtual sessions, as measured by frequency recording collected weekly.

  CustomizeCopy goalCopied
• 9-12, 6-8Opportunities

  Answer a teammate's question in a project chat

  Group chat and online peer interaction

  By the annual IEP review date, during a group project with a class chat or shared document thread, the student will answer a teammate's question or request in the project chat by the time the group agreed on independently in at least 4 of 5 opportunities, across 2 consecutive group projects, as measured by opportunity-by-opportunity data collected weekly from the project chat.

  CustomizeCopy goalCopied

See all 55 peer interaction goals

• 6-8, 9-12Task-analysis steps

  Describe symptoms to the school nurse

  Communicating pain or illness to the nurse

  By the annual IEP review date, when they visit the nurse office because they are unwell or hurt, the student will describe their symptoms to the nurse by answering what, where, when it started, how bad, and what they need, performing at least 5 of 6 steps independently, on 3 consecutive scored visits or role-plays, as measured by a task-analysis checklist collected monthly during role-play and at each real nurse visit.

  CustomizeCopy goalCopied

See all 45 functional communication goals