Sequencing IEP goals
61 templates across 31 skills: narrative language & retelling, following multi-step directions, expressive language, listening comprehension & auditory processing, reading comprehension, number sense, following adult directions, phonological processes, preschool & kindergarten readiness, daily living skills, paragraph organization, early numeracy & counting, spelling, written expression, measurement, time & money, sport & game skills, assignment completion, planning, organization, health education, visual-motor & visual-perceptual skills, motor speech (apraxia & dysarthria), working memory strategies, science skills, auditory skills (Deaf & hard of hearing), orientation & mobility, play & social participation, physical fitness & PE participation, conflict resolution, self-determination, emotional regulation. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
61 templates · 31 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.
Narrative Language & Retelling Speech & Language
Put three pictures in order and tell what happens
Three-picture sequencing
By the annual IEP review date, given 10 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Narrate a picture sequence using sequence words
Sequencing with temporal words
By the annual IEP review date, given a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Following Multi-Step Directions Executive Function
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow directions that contain before, after, or if
Directions with sequence and condition words
By the annual IEP review date, when given a two- or three-step oral direction containing words such as before, after, or if, the student will carry out the steps in the order and under the conditions the direction specifies independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Expressive Language Speech & Language
Explain the steps of a lab task
Explaining a procedure in order
By the annual IEP review date, right after completing a science lab or career-technical task, given the materials as a reminder, the student will explain the procedure in order, naming the materials, each main step with a sequence word, and the safety step independently, earning a score of at least 10 out of 12 on a 4-row procedure explanation rubric scored 0 to 3 per row, on 3 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Explain a job task to a new coworker
Explaining a procedure in order
By the annual IEP review date, at a school-based enterprise or job site, when asked to show a new student or coworker how to do a familiar task (such as restocking a shelf or folding linens), the student will explain the task in order to the listener, naming the tools, each main step, and one tip or caution independently, earning a score of at least 9 out of 12 on a 4-row job task explanation rubric scored 0 to 3 per row, on 3 of 4 monthly job-site observations, as measured by a defined scoring rubric collected monthly.
Listening Comprehension & Auditory Processing Speech & Language
Retell heard information in the order it was given
Restating information in order
By the annual IEP review date, after listening to 3 to 5 pieces of information in sequence (such as the steps of a simple recipe or the order of events in a short account), the student will retell the items in the order they were given independently with at least 85% accuracy on items retold in the correct position, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Repeat a spoken list of words or numbers in order
Auditory memory span
By the annual IEP review date, given 10 spoken lists of 3 unrelated words, spoken once at one word per second, the student will repeat the list in the same order independently with at least 80% accuracy on lists repeated correctly in order, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
See all 40 listening comprehension & auditory processing goals
Reading Comprehension Reading
Put story pictures in order
Picture sequencing
By the annual IEP review date, after listening to a short story read aloud, given 3 picture cards of its main events in mixed order, the student will arrange the pictures in the order the events happened and tell what happens in each independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Tell the events of a story in order
Sequencing events
By the annual IEP review date, after reading an unpracticed instructional-level story, given a list of its 5 main events in mixed order, the student will number or arrange the events in the order they happened independently with at least 90% accuracy on events placed in the correct order, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Number Sense Math
Count aloud in order from 1
Rote counting
By the annual IEP review date, when asked to count aloud from 1 during a small-group or one-to-one activity, the student will independently say the number names in order to 20 without skipping or repeating a number in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Write numerals from dictation and in order
Writing numerals
By the annual IEP review date, given 10 numerals from 0 to 20 dictated one at a time, the student will write each numeral so that it is legible and faces the correct direction independently with at least 90% accuracy on written numerals, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Following Adult Directions Behavior & Classroom Expectations
Accept a consequence as stated in the class plan
Accepting corrections
By the annual IEP review date, when an adult delivers a consequence listed in the classroom plan that the student has reviewed, the student will independently follow the consequence (move seats, hand over the item, stay for the make-up time) within 1 minute without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, summarized every 2 weeks.
Follow a two-step direction in order
Following directions in sequence
By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in routines.
Phonological Processes Speech & Language
Keep sounds in order in three-syllable words
Sound sequencing in longer words
By the annual IEP review date, given 20 pictures of three-syllable words whose sounds are all in the student's inventory, the student will produce each word with its sounds in the correct order independently with at least 85% accuracy on three-syllable words produced in sequence, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
All 31 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Speech & Language
Executive Function
Motor & Sensory Skills (OT, PT & Adapted PE)
Functional & Independence Skills
Behavior & Classroom Expectations
Reading
Science, Social Studies & Digital Literacy
Vision, Hearing & Assistive Technology
Social-Emotional & Communication
Transition & Postsecondary Skills
Sequencing goals appear across many skills: ordering story pictures and retelling events in reading and narrative language, explaining steps of a process in expressive language, writing a recount with first, next, and last, following directions in order, ordering numbers, and following the steps of a routine such as handwashing. Good goals name what is being ordered, how many items or steps, and whether pictures, sequence words, or a graphic organizer help. Most are measured with percent accuracy on a fixed set, opportunities in a routine, or a task analysis for daily living steps. Start with two or three familiar items or events and build up, and use the student's own routines and stories so the skill matters outside the lesson.
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 21 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 21 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How do I write an IEP goal for sequencing?
Name the material, the number of items, and the response. For example: given 4 pictures from a familiar story, the student will put them in order and tell what happens using first, next, then, and last with at least 80% accuracy across 3 sessions.
Is sequencing a reading goal or a language goal?
Both. Ordering events in a story read aloud is often language; ordering events in a passage the student reads is reading comprehension. Choose the skill that matches the student's need and measure it in that context.
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