Virtual or Hybrid Learning IEP goals
50 templates across 11 skills in 5 areas, led by transition & postsecondary skills, science, social studies & digital literacy, and social-emotional & communication. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
50 templates · 11 skills · 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.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Save and name files in subject folders
File management
By the annual IEP review date, after finishing a document in class, with a cloud drive that has a folder for each subject, the student will save the document with a clear name in the correct subject folder and find it again, performing all 6 steps independently, across 3 consecutive weeks of data, as measured by a task-analysis checklist collected twice weekly.
Join a video class with the mic muted
Video class meetings
By the annual IEP review date, at the start of a scheduled video class, given the meeting link on the learning platform, the student will join the video class on time and set up the mic, camera and hand-raise tools, performing at least 6 of 7 steps independently, across 4 consecutive video sessions, as measured by a task-analysis checklist collected at each video session.
Postsecondary Education Readiness Transition & Postsecondary Skills
Find scholarships that fit own profile
Finding scholarships
By the annual IEP review date, given a scholarship search site or the school counselor's scholarship list and a scholarship tracker, the student will find scholarships the student is eligible for and record the eligibility, award, deadline and requirements of each independently, earning a score of at least 7 out of 8 on a 4-row scholarship search rubric (0 to 2 per row), on 2 consecutive trackers, as measured by a defined scoring rubric collected monthly.
Email an instructor with a clear question
Emailing an instructor
By the annual IEP review date, when the student has a real question about an assignment, grade or absence in a dual enrollment or college-style course, the student will write and send an email to the instructor with a clear subject, the course and a specific question independently, earning a score of at least 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected every two weeks.
Career Exploration Transition & Postsecondary Skills
Ask prepared questions on a workplace tour
Workplace visits
By the annual IEP review date, during a class workplace tour, with own prepared question card, the student will ask a prepared question of a worker or tour guide and record the answer independently in at least 4 of 5 opportunities, across 3 consecutive visits, as measured by direct observation collected at each workplace tour or visit, about monthly.
Conduct an informational interview with a worker
Informational interviews
By the annual IEP review date, with a worker in the student's interest area arranged by the transition coordinator, using a prepared question list, the student will carry out the informational interview from setting it up to sending a thank-you message, performing at least 7 of 8 steps independently, on 2 consecutive interviews, as measured by a task-analysis checklist collected at each interview, about every six weeks.
Job Seeking & Applications Transition & Postsecondary Skills
Find job postings that match own needs
Finding job postings
By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.
Set up a job search account and profile
Online job applications
By the annual IEP review date, given a job search website, a school-approved email address and a personal information card, the student will create the job site account, complete the profile and store the login safely, performing at least 7 of 8 steps independently, on 2 consecutive account setups, as measured by a task-analysis checklist collected at each setup, with a practice site between real ones.
Personal Finance & Money Management Transition & Postsecondary Skills
Set a low-balance alert in a bank app
Banking apps
By the annual IEP review date, using a bank's demo app or practice screens on a tablet, the student will turn on a low-balance alert at an amount the student chooses and test that it is on, performing at least 6 of 7 steps independently, on 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Move money to savings in a bank app
Banking apps
By the annual IEP review date, using a bank's demo app or practice screens on a tablet, given an amount to transfer, the student will transfer the planned amount from checking to savings and confirm both balances, performing all 7 steps independently, on 3 consecutive transfers, as measured by a task-analysis checklist collected every two weeks.
Relationships, Boundaries & Personal Safety Social-Emotional & Communication
Decide what personal information is safe online
Sharing personal information online
By the annual IEP review date, given 12 sample messages, profiles, or game chats asking for different kinds of information, from known friends and from people met only online, the student will say whether the information is safe to share with that person and give a reason independently with 100% accuracy on online information requests, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Block and report an unwanted online contact
Blocking and reporting online contacts
By the annual IEP review date, during a practice session on a demo account or screenshots of the student's platform, using a scripted unwanted message, the student will carry out each step of the block and report routine on the platform, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
See all 30 relationships, boundaries & personal safety goals
Independent Living Transition & Postsecondary Skills
Order groceries for pickup in a store app
Grocery shopping with a list and budget
By the annual IEP review date, given a grocery list and a store's pickup app on a program tablet, with a practice account set up by staff, the student will build the order in the app and schedule a pickup time, performing at least 8 of 9 steps independently, on 3 consecutive weekly orders, as measured by a task-analysis checklist collected weekly.
Book an appointment through an online portal
Making and keeping appointments
By the annual IEP review date, using a practice patient portal or scheduling site set up by staff, with a list of the student's open times, the student will sign in, book a time that fits the schedule, and save the confirmation, performing at least 8 of 9 steps independently, on 3 consecutive bookings, as measured by a task-analysis checklist collected every two weeks.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Connect hearing devices to a laptop or phone
Streaming and pairing
By the annual IEP review date, at the start of an online lesson or a video assignment on a school laptop, the student will pair or connect their device to the laptop or phone, set the volume, and check the sound before starting, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Turn on captions in video meetings
Captions in video meetings
By the annual IEP review date, when joining an online class, interview practice, or team meeting on a video platform, the student will turn on captions, pin the speaker or interpreter, and ask the host to enable captions if they are off independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
All 11 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Science, Social Studies & Digital Literacy
Social-Emotional & Communication
Vision, Hearing & Assistive Technology
Executive Function
Goals measured in online classes, on learning platforms, or across home and school. Goals for virtual or online learning name the platform routines and the screen-based conditions the student works in: joining a session, finding and submitting assignments, using chat or the microphone to take part, and staying engaged during live lessons. Data come from platform records, recorded sessions, and short live observations.
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 13 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 24 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 7 goals here
Frequently asked questions
How do I measure IEP goals in virtual learning?
Use what the platform records, such as submissions and login times, plus short live observations during sessions. Define what counts as taking part, such as a chat message, an unmuted answer, or a poll response, so data stay consistent.
What goals fit online learning?
Logging in and joining on time, navigating the learning platform, submitting work, asking for help in chat, and staying engaged during live instruction are common. Academic goals stay the same, with the online format named in the condition.
Who can help collect data at home during virtual learning?
A family member can help with simple tallies or checklists if they agree, but the school stays responsible for progress monitoring. Keep the tasks short and clear.
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.