Personal Information IEP goals
35 templates across 20 skills: functional academics, community access & travel, community & safety skills, relationships, boundaries & personal safety, keyboarding & computer access, personal finance & money management, digital literacy & online safety, functional communication, number sense, sight word recognition, preschool & kindergarten readiness, health & self-management, social studies skills, self-advocacy, spelling, transition-related skills, independent living, low vision & visual efficiency, handwriting, expressive language. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
35 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.
Functional Academics Functional & Independence Skills
Fill in a simple form with name, date, and requested information
Completing everyday forms
By the annual IEP review date, given a simple one-page form (sign-in sheet, library card form, field trip slip, lunch order form) with 6 to 10 labeled fields, the student will complete each field on the form with the correct information independently with at least 90% accuracy on form fields, on 3 consecutive forms, as measured by work-sample analysis collected weekly.
Find a name and number in a contact list
Using a contact list or directory
By the annual IEP review date, given a printed contact list of 20 names in alphabetical order and 5 names to find, the student will find each name and state or write the number beside it independently with at least 90% accuracy on names found, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
Community Access & Travel Transition & Postsecondary Skills
Pick up a prescription at the pharmacy counter
Pharmacy
By the annual IEP review date, on a community trip to the pharmacy when a prescription is ready, with the family's agreement and the student's ID, the student will pick up the prescription, check the name on the label, and pay, performing at least 7 of 8 steps independently, on 3 consecutive pickups, as measured by a task-analysis checklist collected at each pickup, with practice every two weeks.
Check in at a medical office front desk
Medical and service offices
By the annual IEP review date, on arrival for a medical, dental, or therapy appointment, with the student's ID, insurance card, and a family member in the waiting room, the student will check in, hand over the cards, finish the forms, and wait to be called, performing at least 6 of 7 steps independently, on 3 consecutive appointments or practice check-ins, as measured by a task-analysis checklist collected at each appointment, with practice every two weeks.
Community & Safety Skills Functional & Independence Skills
State full name, phone number, and address when asked
Personal information
By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Identify unsafe online requests and the safe response
Online safety
By the annual IEP review date, given 10 sample messages, posts, or pop-ups and asked which are unsafe and what to do, the student will identify each unsafe request and state the safe response independently with 100% accuracy on online safety items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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.
Set privacy settings on a social account
Privacy settings on social accounts
By the annual IEP review date, on the student's own account, with the student's and family's permission, during a session with the teacher, the student will complete each step of setting the account's privacy, 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
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Complete an online application by typing
Online applications
By the annual IEP review date, given a practice online job or program application and a card with their information, the student will type the requested information into each field, using tab to move between fields, and review before submitting independently with at least 95% accuracy on application fields completed correctly, in 3 of 4 consecutive monthly probes, as measured by work-sample analysis collected monthly.
Personal Finance & Money Management Transition & Postsecondary Skills
Name the card details to keep private
Debit card and PIN safety
By the annual IEP review date, given a large sample card and 10 request cards (a cashier asks to see the card, a text asks for the number, a friend asks for the PIN), the student will sort each request as safe or not safe and say what to do for each unsafe one independently with 100% accuracy on card privacy questions, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Sort personal information that stays private online
Online privacy
By the annual IEP review date, given 12 cards with kinds of information (such as a favorite color, home address, school name, a pet's name, phone number) and a safe to share and keep private mat, the student will sort each card as safe to share or keep private independently with 100% accuracy on privacy sorting items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Functional Communication Social-Emotional & Communication
Tell a safe helper their name and a caregiver's phone number
Sharing contact information with a safe helper
By the annual IEP review date, during a monthly practice in which a staff member dressed as a store employee or officer asks, "What is your name? Who can I call?", the student will tell the helper their first and last name and a caregiver's phone number by speaking, signing, typing, or showing their ID card or device page independently in 4 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected monthly during practice in school and community settings.
All 20 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Functional & Independence Skills
Transition & Postsecondary Skills
Social-Emotional & Communication
Vision, Hearing & Assistive Technology
Science, Social Studies & Digital Literacy
Reading
Math
Writing
Motor & Sensory Skills (OT, PT & Adapted PE)
Speech & Language
Personal information goals come from community safety, functional academics, and digital literacy. They teach students to share their name, address, phone number, birthday, and an emergency contact when it is safe, and to decide when not to share it, such as with strangers or online. Students can say, sign, write, type, or show an ID card, and every mode counts. Stating the information is measured with percent accuracy on a fixed set of items, and using it in role-plays, such as filling out a form or telling a police officer, is measured as opportunities or a task analysis. Practice with real forms and age-matched scenarios, and include an ID card for students who will carry one.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 21 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 9 goals here
Frequently asked questions
How do I write a personal information goal?
List the items and the mode. For example: when asked by a familiar adult, the student will state or show their full name, address, and a parent's phone number with 100% accuracy across 3 consecutive data collection days.
Should students also learn when not to share information?
Yes. Pair the goal with scenarios about strangers, online forms, and phone calls, so the student knows who it is safe to tell.
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