Home & Family IEP goals
591 templates across 85 skills in 12 areas, led by functional & independence skills, speech & language, and transition & postsecondary skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
591 templates · 85 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.
Bake a sheet-pan dinner in the oven
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a sheet-pan dinner (such as chicken and vegetables) in the training apartment kitchen, the student will prepare, bake, and serve the sheet-pan dinner, performing at least 9 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lessons.
Early Communication Speech & Language
Follow a partner's point to a toy
Responding to joint attention
By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.
Show a toy to share interest
Initiating joint attention by showing
By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
Daily Living Skills Functional & Independence Skills
Wash hands following a step sequence
Handwashing
By the annual IEP review date, before eating snack or lunch and after using the restroom, the student will wash hands at the sink using a picture sequence posted at the sink, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected at one planned handwashing time each day.
Put on outdoor clothing before going outside
Dressing for outdoor recess
By the annual IEP review date, when the class gets ready to go outside for recess on a cold day, the student will put on outdoor clothing for cold weather using a picture sequence at the cubby, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected three days per week during cold-weather months.
Leisure & Recreation Functional & Independence Skills
Choose a free-time activity from a choice board
Choosing a leisure activity from options
By the annual IEP review date, at the start of free choice time, with a choice board of three to four activities the student likes, the student will choose an activity by pointing to, touching, or naming a picture on the choice board and go to 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 free choice time.
Play on own with a chosen activity
Independent leisure for a set time
By the annual IEP review date, during free choice time, after choosing an activity from the choice board, the student will independently play with the chosen activity by using the materials in their own way, without needing an adult to keep them going for at least 8 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily during free choice time.
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.
Community & Safety Skills Functional & Independence Skills
Walk safely through a parking lot with an adult
Parking lot safety
By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community outing.
Respond to an unfamiliar adult's approach in a role-play
Stranger safety
By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
Preschool & Kindergarten Readiness Functional & Independence Skills
Say goodbye to the caregiver and join the classroom
Separating from a caregiver
By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at drop-off.
Respond when name is called
Responding to own name
By the annual IEP review date, when an adult calls the child's name once from within 3 feet during play, the student will respond in a way that shows they heard (pausing, turning toward the adult, vocalizing, signing, or a device message) within 3 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, five planned trials.
Health & Self-Management Functional & Independence Skills
Record bedtime and wake time each morning
Exercise and sleep log
By the annual IEP review date, each school morning during homeroom or the first period, using a paper or phone sleep log, the student will write their bedtime, wake time, and a one-word sleep rating in the log independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.
Request a prescription refill by phone or app
Medication routine with the school nurse
By the annual IEP review date, when their medication bottle shows about one week left, at home with the family, the student will request a refill by phone or app and write down the pickup date, performing at least 5 of 6 steps independently, across 3 consecutive refills or practice calls, as measured by a task-analysis checklist collected at each refill, with monthly practice.
All 85 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Functional & Independence Skills
Speech & Language
- Early Communication26
- Receptive Language17
- Expressive Language14
- Narrative Language & Retelling9
- Voice4
- AAC & Augmentative Communication11
- Grammar, Syntax & Morphology7
- Pragmatic Language8
- Motor Speech (Apraxia & Dysarthria)4
- Speech Fluency (Stuttering)4
- Vocabulary & Semantics5
- Articulation7
- Phonological Processes3
- Listening Comprehension & Auditory Processing2
Transition & Postsecondary Skills
Executive Function
Behavior & Classroom Expectations
Social-Emotional & Communication
Vision, Hearing & Assistive Technology
Science, Social Studies & Digital Literacy
Reading
Motor & Sensory Skills (OT, PT & Adapted PE)
Math
Writing
Goals that families can help practice and track at home. Some goals are easy for families to practice, and sharing them turns the IEP into something that happens all week. The goals below describe routines and skills families can notice at home, with simple ways to count progress.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 242 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 82 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 180 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 30 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 16 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 15 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 25 goals here
Frequently asked questions
Can parents collect data on IEP goals?
Families can share observations, and some teams include a home data sheet, but the school is responsible for measuring the goal and reporting progress (34 CFR 300.320(a)(3)).
What home routines make good practice for school goals?
Getting ready in the morning, homework start-up, mealtime conversation, chores with steps, and reading together. The skill matches a school goal even though the setting is different.
How do I ask the school to share goals in plain language?
Ask for the goal, the baseline, and how it is measured, in a sentence each. The parents section of IEP Atlas explains what to look for.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.