General Education (Inclusion) IEP goals
3,129 templates across 97 skills in 12 areas, led by executive function, math, and writing. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
3,129 templates · 97 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.
Classroom Expectations & Routines Behavior & Classroom Expectations
Raise a hand and wait to be called on before speaking
Raising a hand
By the annual IEP review date, during whole-group instruction when the teacher asks a question of the class, the student will raise a hand and wait to be called on before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during one 20-minute lesson, summarized weekly.
Speak only during their turn in a group discussion
Taking turns in discussion
By the annual IEP review date, during a structured class discussion with a turn-taking rule (talking piece, hand signal, or round-robin), the student will wait until the current speaker finishes before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected twice weekly during a discussion, first 10 turns taken, summarized weekly.
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.
Arrive at school by the start bell
Arriving for first period
By the annual IEP review date, on school days, with a morning routine chart agreed with the family, the student will arrive at school and enter the building before the start bell independently at least 4 times per 5-day school week, across 4 consecutive weeks, as measured by frequency recording collected daily, from the arrival log, reviewed weekly.
Postsecondary Education Readiness Transition & Postsecondary Skills
Compare colleges or programs on a checklist
Researching colleges and training programs
By the annual IEP review date, given two or three colleges or training programs the student is considering and a program comparison checklist, the student will complete the comparison checklist for each program and state which one fits own plans and why independently, earning a score of at least 10 out of 12 on a 6-row program comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
Research a college's accessibility services office
Researching campus accessibility services
By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
Match community helpers to their jobs
Community roles
By the annual IEP review date, given 8 photos of community workers (such as a firefighter, mail carrier, nurse, bus driver) and 8 photos of the work they do, the student will match each worker to the photo of the work they do independently with at least 88% accuracy on community worker matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Sentence Construction Writing
Write a complete simple sentence from a picture or oral prompt
Writing a complete simple sentence
By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Combine short sentences into compound and complex sentences
Sentence combining
By the annual IEP review date, given 10 pairs of short related sentences, the student will combine each pair into one grammatically complete compound or complex sentence that keeps the meaning of both sentences independently with at least 80% accuracy on sentence-combining items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Begin each sentence with a capital letter in own writing
Capital letter at the start of a sentence
By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
End each sentence with the correct punctuation mark in own writing
End punctuation in own writing
By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Replacement Behaviors Behavior & Classroom Expectations
Ask for a break instead of leaving the task
Requesting a break
By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.
Request to step out of class using a pass system
Requesting a break
By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and summarized every 2 weeks.
Science Skills Science, Social Studies & Digital Literacy
Sort pictures into living and nonliving
Classifying living and nonliving things
By the annual IEP review date, given 10 photo cards of plants, animals and objects and two labeled sorting mats, the student will sort each card onto the living or nonliving mat independently with at least 90% accuracy on living and nonliving sorting cards, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Draw and label a science journal observation
Recording observations
By the annual IEP review date, after observing a plant, insect or object during a science lesson, given a science journal page, the student will draw what they observed with at least two true details and write or dictate a label for each detail independently, earning a score of at least 7 out of 9 on a 3-row science journal rubric scored 0 to 3 per row, on 3 of 4 consecutive scored journal entries, as measured by a defined scoring rubric collected every two weeks.
All 97 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Executive Function
Math
Writing
Motor & Sensory Skills (OT, PT & Adapted PE)
Behavior & Classroom Expectations
Reading
Social-Emotional & Communication
Speech & Language
- Pragmatic Language51
- Listening Comprehension & Auditory Processing33
- Narrative Language & Retelling31
- Grammar, Syntax & Morphology38
- Voice18
- Vocabulary & Semantics32
- Expressive Language40
- Receptive Language36
- AAC & Augmentative Communication43
- Speech Fluency (Stuttering)21
- Motor Speech (Apraxia & Dysarthria)14
- Phonological Processes18
- Articulation29
- Early Communication6
Vision, Hearing & Assistive Technology
Science, Social Studies & Digital Literacy
Functional & Independence Skills
Goals measured in the general education classroom with push-in or co-teaching support. Goals measured in the general education classroom have to work with the general teacher's routines, so the conditions below name ordinary classroom situations and the data can be collected by a co-teacher, paraprofessional, or the student. Keep the observation period short enough to fit a class period.
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 194 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1011 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1100 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 66 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 8 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 321 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 314 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 115 goals here
Frequently asked questions
Who collects data on goals in the general education classroom?
The IEP names who is responsible. In practice it is often the special educator during push-in time, a paraprofessional, or the general teacher with a simple sheet. Self-monitoring goals let the student collect part of the data.
Should a goal name the general education class?
The condition can describe the setting ('during whole-group instruction') without naming a specific class, so the goal stays valid when the schedule changes.
How do inclusion goals differ from resource room goals?
The skill is the same; the condition and support differ. An inclusion goal measures the skill in the general setting with the supports available there, which is usually the end point of a goal first taught in a small group.
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