[STUDENT] will identify the main idea and supporting details in a grade-level text with [PERCENT] accuracy by [DATE].
[STUDENT] will make inferences and draw conclusions from a grade-level text with [PERCENT] accuracy by [DATE].
[STUDENT] will summarize a grade-level text using key details with [PERCENT] accuracy by [DATE].
[STUDENT] will use text evidence to support their answers to comprehension questions with [PERCENT] accuracy by [DATE].
[STUDENT] will compare and contrast characters, settings, or events in a grade-level text with [PERCENT] accuracy by [DATE].
[STUDENT] will determine the author’s purpose for writing a text with [PERCENT] accuracy by [DATE].
[STUDENT] will identify the meaning of unfamiliar words using context clues in a grade-level text with [PERCENT] accuracy by [DATE].
[STUDENT] will use visualization strategies to enhance their understanding of a grade-level text with [PERCENT] accuracy by [DATE].
Writing IEP Goal Bank
Writing can be a challenging skill for many students, especially those with special needs. These writing goals can help students improve their ability to communicate effectively through writing.
[STUDENT] will write a clear topic sentence for a paragraph with [PERCENT] accuracy by [DATE].
[STUDENT] will organize their writing into paragraphs with a clear beginning, middle, and end with [PERCENT] accuracy by [DATE].
[STUDENT] will use transitional words and phrases to connect ideas in their writing with [PERCENT] accuracy by [DATE].
[STUDENT] will use descriptive language to enhance their writing with [PERCENT] accuracy by [DATE].
[STUDENT] will revise and edit their writing for grammar, punctuation, and spelling errors with [PERCENT] accuracy by [DATE].
[STUDENT] will write a narrative with a clear sequence of events, including a beginning, middle, and end, with [PERCENT] accuracy by [DATE].
[STUDENT] will write an informative/explanatory text that introduces a topic, provides facts, and includes a conclusion with [PERCENT] accuracy by [DATE].
[STUDENT] will write an opinion piece that introduces a topic, states an opinion, provides reasons, and includes a conclusion with [PERCENT] accuracy by [DATE].
Social Skills IEP Goal Bank
For students who struggle with social skills, these goals can help them improve their ability to interact with peers and adults in a positive and appropriate manner.
[STUDENT] will initiate and maintain a conversation with a peer for [NUMBER] minutes with [PERCENT] accuracy by [DATE].
[STUDENT] will use appropriate body language and eye contact during social interactions with [PERCENT] accuracy by [DATE].
[STUDENT] will follow social rules and norms in a variety of settings with [PERCENT] accuracy by [DATE].
[STUDENT] will identify and express their feelings in a socially appropriate manner with [PERCENT] accuracy by [DATE].
[STUDENT] will demonstrate problem-solving skills to resolve conflicts with peers with [PERCENT] accuracy by [DATE].
[STUDENT] will participate in group activities and discussions by taking turns, listening to others, and sharing their ideas with [PERCENT] accuracy by [DATE].
[STUDENT] will demonstrate empathy and understanding towards others’ feelings and perspectives with [PERCENT] accuracy by [DATE].
By using this comprehensive IEP goal bank, special education teachers can create individualized goals that address the specific needs of each student. These goals can help students make progress in their academic, social, and emotional development, setting them up for success in school and beyond. Behavior IEP Goal Bank
Behavior is a key aspect of a student’s success in school. Here are some behavior IEP goals that can help students improve their behavior and achieve their academic potential.
[STUDENT] will follow classroom rules and expectations independently in at least three out of five observed instances.
When presented with a challenging situation, [STUDENT] will use a coping strategy (e.g., deep breathing, taking a break) to manage their emotions and behavior.
[STUDENT] will demonstrate appropriate social skills by initiating a conversation with a peer or adult in at least three out of five opportunities.
When faced with a problem, [STUDENT] will use problem-solving strategies (e.g., asking for help, breaking the task into smaller steps) to find a solution independently.
[STUDENT] will independently transition between tasks or activities without disruptive behavior in at least three out of five instances.
When feeling overwhelmed or frustrated, [STUDENT] will ask for a break or use a calming strategy to regulate their emotions and behavior.
[STUDENT] will demonstrate flexibility by adapting to changes in routine or unexpected situations without exhibiting challenging behavior.
When given a task, [STUDENT] will use a visual schedule or checklist to stay organized and on task.
[STUDENT] will demonstrate self-control by refraining from impulsive behavior in challenging situations.
[STUDENT] will participate in group activities or discussions by taking turns and listening to others’ ideas without interrupting.
By working on behavior goals like these, students can develop the skills they need to succeed in the classroom and beyond. With support and guidance, students can make progress in managing their behavior and reaching their full potential. Self-advocacy is a crucial skill for students to develop as they navigate through their academic and personal lives. Here are some goals that can help students improve their self-advocacy skills.
Given a choice between two activities, [STUDENT] will express their preference to the teacher.
When faced with a challenging task, [STUDENT] will ask for help or clarification from the teacher.
[STUDENT] will participate in setting their own academic or behavioral goals for the week.
When feeling overwhelmed, [STUDENT] will request a break or alternative assignment from the teacher.
[STUDENT] will identify their strengths and areas for improvement in a given subject or skill.
When experiencing difficulty with a task, [STUDENT] will brainstorm and implement a strategy to overcome the challenge.
[STUDENT] will communicate their needs to the teacher or support staff when necessary.
[STUDENT] will advocate for accommodations or modifications to support their learning needs.
When encountering a problem with a peer, [STUDENT] will assertively communicate their feelings and work towards a resolution.
[STUDENT] will participate in self-reflection exercises to assess their progress and set new goals.
By the end of the IEP, [STUDENT] will independently schedule and attend meetings with teachers or support staff to discuss their progress and needs.
By the end of the IEP, [STUDENT] will actively participate in their IEP meetings by sharing their goals, progress, and concerns.
These self-advocacy goals are designed to empower students to take ownership of their learning and well-being. By developing these skills, students can become more independent, confident, and successful in both academic and social settings. Developing important skills is crucial for students as they transition into independent living, college, and their future careers. These skills not only help students succeed academically but also in their personal and professional lives. From effective communication to self-advocacy, students need to develop a wide range of abilities to thrive in various environments.
One key skill that students need to develop is effective communication. This includes being able to communicate their needs and preferences clearly in the classroom. Whether it’s raising their hand to ask a question or writing a note to their teacher, students should feel comfortable expressing themselves. Additionally, using a communication notebook to jot down questions or concerns can help students stay organized and ensure that their needs are being met.
Setting goals and creating a plan to achieve them is another important skill for students to develop. By identifying a goal, breaking it down into smaller steps, and working through those steps, students can build their problem-solving abilities and work towards their objectives. When faced with a challenging situation, students should be able to define the problem and come up with multiple solutions to address it.
Self-awareness is also key for students to develop. By creating a list of personal strengths and areas for improvement, students can better understand themselves and work towards self-improvement. Active participation in the development of their Individualized Education Program (IEP) goals and accommodations can help students take ownership of their learning and progress.
Self-advocacy is another important skill for students to develop. This includes advocating for accommodations and modifications in the classroom, seeking help when needed, and communicating their educational needs effectively. By engaging in positive self-talk and reflecting on their academic progress, students can build their self-confidence and take control of their learning.
In occupational therapy, students can work on fine motor and functional skills to improve their overall development. From using a tripod grasp to write legibly to navigating classroom transitions safely, students can build their physical abilities and increase their independence. By setting goals related to fine motor skills, sensory breaks, and classroom tasks, students can work towards achieving specific objectives and improving their overall abilities.
In speech and communication therapy, students can focus on articulation, language, and reading comprehension goals. From producing specific sounds in different word positions to improving speech intelligibility during therapy sessions, students can work on their communication skills to enhance their overall language development. By setting goals related to articulation, language, and speech rate and volume, students can improve their communication abilities and build their confidence in expressing themselves.
Overall, developing these important skills is essential for students as they navigate through various academic and personal challenges. By focusing on effective communication, goal-setting, self-awareness, self-advocacy, and physical and communication development, students can build a strong foundation for success in their educational and professional journeys. Reading and following directions is a crucial skill for students in speech therapy. With the right goals in place, students can improve their receptive and expressive language skills while also working on their reading comprehension. Here are some sample IEP goals that can be incorporated into speech therapy sessions to help students achieve success:
1. By [DATE], [STUDENT] will expand their receptive and expressive vocabulary by learning and correctly using at least 50 new grade-appropriate words in written and oral communication.
2. [STUDENT] will define and use 10 new vocabulary words in context per quarter.
3. [STUDENT] will identify the main idea of a grade-level passage with [PERCENT] accuracy across [NUMBER] of trials.
4. Given a reading passage, [STUDENT] will highlight at least three supporting details in [NUMBER] out of [TOTAL] opportunities.
5. [STUDENT] will sequence key events from a story in correct order with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
6. [STUDENT] will answer literal comprehension questions with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
7. [STUDENT] will predict story outcomes based on context clues with [PERCENT] accuracy in [NUMBER] out of [TOTAL] opportunities.
In addition to these goals, students can also work on inferring character emotions, analyzing cause-and-effect relationships, interpreting figurative language, and more. By setting specific and measurable goals, students can track their progress and work towards improving their reading skills in a structured way.
For students who use augmentative and assistive communication devices, there are also specific goals that can be set to enhance their communication abilities. These goals focus on using core vocabulary words, engaging in activities, interacting with the environment, and more. By incorporating these goals into speech therapy sessions, students can improve their communication skills and participate more fully in school activities.
If you’re a special education teacher looking for resources to help track and monitor IEP goals, check out the free editable and printable IEP goal bank and goal sheets available on We Are Teachers. These resources can help you easily access and use the goals mentioned above, as well as provide tracking sheets for data collection.
Special education teachers play a crucial role in supporting students with diverse learning needs. If you’re looking to connect with other teachers and share your experiences, consider joining the We Are Teachers HELPLINE group on Facebook. Share your stories, ask questions, and connect with a community of supportive educators.
