IEP goals for Significant Support Needs
82 templates across 20 skills in 9 areas, led by transition & postsecondary skills, motor & sensory skills (OT, PT & adapted PE), and functional & independence skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
82 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.
Independent Living Transition & Postsecondary Skills
Cook a stovetop meal from a picture recipe
Cooking from a recipe
By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
Make a no-cook meal from a written recipe
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a cold meal (such as a turkey wrap or a pasta salad) in the school kitchen, the student will prepare the cold meal and plate it, performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking class.
Functional Mobility Motor & Sensory Skills (OT, PT & Adapted PE)
Steer a wheelchair through classroom doorways
Ramps, elevators and doors
By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.
Stop a power chair at a stop cue
Power wheelchair driving
By the annual IEP review date, when an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway, the student will release the joystick or switch and bring the chair to a full stop with no added cue within 2 seconds, on 3 consecutive practice sessions, as measured by latency recording collected at each power mobility session.
Early Communication Speech & Language
Reach toward a wanted item to request it
Reaching to request
By the annual IEP review date, during snack, when the partner holds up two small pieces of a preferred food just out of reach, the student will reach an open hand or arm toward the item the partner is holding to request it independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Give a container to an adult for help
Giving to request help
By the annual IEP review date, during play, given a clear container with a preferred item inside and a lid the student cannot open, the student will hand or push the container or toy to the adult to request help independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Relationships, Boundaries & Personal Safety Social-Emotional & Communication
Sort public and private places
Public and private places
By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Name safe and unsafe touch in scenarios
Safe and unsafe touch
By the annual IEP review date, given 10 short scenario cards read aloud, using the body safety words the family and school agreed on, the student will say whether the touch in each scenario is safe, unsafe, or unwanted, and what to do if it is unsafe or unwanted independently with 100% accuracy on touch scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
See all 30 relationships, boundaries & personal safety goals
Toileting Functional & Independence Skills
Request the bathroom with a picture or sign
Communicating the need to use the bathroom
By the annual IEP review date, when they show the signs of needing the bathroom listed in their toileting plan (holding, squirming, pausing play), the student will tell an adult they need the bathroom by handing over the picture card, signing, saying a word, or pressing a device button before an adult names the bathroom in at least 4 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily, across the school day.
Go to the bathroom at the schedule cue
Taking part in a toileting schedule
By the annual IEP review date, when the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue), the student will stop the current activity and walk to the bathroom with the adult independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
Leisure & Recreation Functional & Independence Skills
Choose a free-period activity from a menu
Choosing a leisure activity from options
By the annual IEP review date, at the start of a free period or break, with an age-matched leisure menu, the student will choose an activity from the menu and start it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily at one free period.
Use work breaks for chosen leisure
Independent leisure for a set time
By the annual IEP review date, during a scheduled work break at a community job site, the student will use the break for a leisure activity they chose independently for at least 13 minutes, on 4 of 5 consecutive shifts, as measured by duration recording collected each shift.
Self-Determination Transition & Postsecondary Skills
Use supported decision-making with a trusted person
Supported decision-making
By the annual IEP review date, when a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available, the student will work through the decision with a chosen supporter and tell the people affected what was decided, performing at least 6 of 7 steps independently, on 3 consecutive real decisions, as measured by a task-analysis checklist collected at each real decision, at least twice monthly.
Choose between two items to show a preference
Making choices (significant support needs)
By the annual IEP review date, when offered two real options, such as two drinks, two songs or two work materials, held apart or shown on a choice board, the student will select one option by touch, reach, gesture, vocalization or device and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at planned choice points.
Print Concepts & Early Literacy Reading
Turn adapted e-book pages with a switch
Book handling with switches and devices
By the annual IEP review date, during shared reading of an adapted e-book on a tablet with a single switch set to turn the page, the student will read through the adapted e-book with the switch, turning each page when the adult finishes reading, performing at least 4 of 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
Answer print questions with an AAC device
Print concepts with AAC
By the annual IEP review date, during shared reading, when the adult asks 8 print questions (such as which way do I go, where do I start, is this a letter or a word) and the device has a print concepts page, the student will answer each print question by selecting the matching button on the print concepts page independently with at least 75% accuracy on print concept questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
All 20 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Motor & Sensory Skills (OT, PT & Adapted PE)
Functional & Independence Skills
Social-Emotional & Communication
Speech & Language
Vision, Hearing & Assistive Technology
Science, Social Studies & Digital Literacy
Goals for students with significant support needs, including those on alternate assessment and alternate achievement standards: communication, functional academics, routines, and daily living, with objectives for each step. Students with significant support needs often take part in daily routines with substantial support, communicate in many modes, and may take an alternate assessment. Goals focus on communication, choice making, functional routines, and access to academics, measured with opportunities and task-analysis steps in real routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 30 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 17 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 26 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
Are short-term objectives required for students with significant support needs?
For a student who takes an alternate assessment aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives (34 CFR 300.320(a)(2)(ii)). Many teams use them for other students too because they show smaller steps.
What goals fit students with significant support needs?
Communication with any mode, making choices, taking part in routines, self-care steps, and academic skills linked to grade-level content are common. Each goal builds on what the student already does.
How do I show progress when growth is gradual?
Measure in small units, such as steps of a routine, prompt levels, or opportunities. Recording prompt levels shows growth even before the student does a step alone.
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