Free IEP Goal Bank

Writing individualized IEP goals is one of the most important parts of the IEP process, but it can also be one of the most time-consuming. Every student has unique strengths, challenges, and learning needs, which means there is no one-size-fits-all approach. This free IEP goal bank is designed to provide sample SMART IEP goals and examples to help you get started. Whether you’re looking for reading, math, behavior, executive functioning, communication, or related service goals, you’ll find organized examples that can be adapted to meet each student’s individual needs.

In this article: 

• How to Use This Free IEP Goal Bank
• Reading IEP Goals
• Writing IEP Goals
• Math IEP Goals
• Executive Function IEP Goals
• Behavior & Social-Emotional IEP Goals
• Communication IEP Goals
• Related Service IEP Goals
• Transition & Life Skills IEP Goals
• Tips for Writing SMART IEP Goals
• Frequently Asked Questions
• Conclusion

How to Use This Free IEP Goal Bank

This free IEP goal bank is designed to help you save time by providing sample IEP goals and ideas for a wide range of skill areas. However, every goal should be tailored to the individual student. The most effective IEP goals are based on evaluation results, present levels of academic achievement and functional performance (PLAAFP), classroom data, and the student’s unique strengths and needs.

As you explore these examples, keep these best practices in mind:

• Individualize every goal. No two students learn the same way, so every IEP goal should reflect the student’s specific needs.
• Make goals measurable. Each goal should include clear criteria so progress can be monitored throughout the year.
• Use evaluation data. Base goals on assessment results, observations, and present levels of performance.
• Address priority needs. Focus on the skills that will have the greatest impact on the student’s academic, functional, and social success.
• Use this resource as a starting point. These sample IEP goals are meant to inspire and guide your writing, not to be copied directly into an IEP.

With that in mind, explore the categories below to find sample SMART IEP goals that you can adapt for your students.

Reading IEP Goals

Reading is made up of several foundational skills, from phonemic awareness to reading comprehension. These sample SMART reading IEP goals are designed to serve as a starting point and should always be individualized based on the student’s present levels of performance, evaluation data, and unique learning needs.

Phonemic Awareness Goals

• Within one year, given verbal prompts and phonological awareness activities, the student will identify the beginning, middle, and ending sounds in spoken words with 80% accuracy across three consecutive data collection periods.
• By the annual IEP review date, given teacher instruction, the student will blend individual phonemes to produce spoken words with 90% accuracy in four out of five opportunities.
• Within 12 months, given structured literacy activities, the student will segment one- and two-syllable words into individual phonemes with 80% accuracy across three consecutive sessions.

Phonics Goals

• Within one year, given explicit phonics instruction, the student will accurately identify letter-sound correspondences for consonants, vowels, and common digraphs with 90% accuracy across three consecutive assessments.
• By the annual IEP review date, the student will decode CVC and CVCE words with 85% accuracy in four out of five opportunities.
• Within 12 months, given unfamiliar words, the student will apply phonics skills to decode one- and two-syllable words with 80% accuracy across three consecutive probes.

Decoding Goals

• Within one year, given unfamiliar grade-level words, the student will independently apply decoding strategies with 85% accuracy across three consecutive assessments.
• By the annual IEP review date, the student will accurately decode multisyllabic words using syllabication strategies with 80% accuracy in four out of five opportunities.
• Within 12 months, given instructional-level text, the student will self-correct decoding errors independently in 80% of opportunities across three consecutive progress monitoring periods.

Reading Fluency Goals

• Within one year, given grade-level passages, the student will orally read at an individualized fluency benchmark with at least 95% accuracy on three consecutive curriculum-based measurements.
• By the annual IEP review date, the student will improve oral reading fluency by demonstrating appropriate pacing, accuracy, and expression in four out of five reading samples.
• Within 12 months, given instructional-level passages, the student will read connected text fluently with 95% word accuracy across three consecutive assessments.

Reading Comprehension Goals

• Within one year, after reading grade-level passages, the student will identify the main idea and at least two supporting details with 80% accuracy across three consecutive assessments.
• By the annual IEP review date, given literary and informational texts, the student will answer literal and inferential comprehension questions with 85% accuracy in four out of five opportunities.
• Within 12 months, the student will summarize grade-level passages using key details with 80% accuracy across three consecutive progress monitoring periods.
• Within one year, given grade-level text, the student will make text-based inferences supported by evidence with 80% accuracy across three consecutive classroom assessments.

Vocabulary Goals

• Within one year, given grade-level reading passages, the student will determine the meaning of unfamiliar words using context clues with 80% accuracy across three consecutive assessments.
• By the annual IEP review date, the student will correctly define and use newly introduced academic vocabulary in oral or written responses with 85% accuracy in four out of five opportunities.
• Within 12 months, given direct vocabulary instruction, the student will identify synonyms, antonyms, and multiple-meaning words with 80% accuracy across three consecutive probes.

Dyslexia Goals

• Within one year, given evidence-based structured literacy instruction, the student will improve decoding accuracy of multisyllabic words with 85% accuracy across three consecutive assessments.
• By the annual IEP review date, the student will improve oral reading fluency by increasing reading accuracy and rate to individualized benchmark levels on three consecutive curriculum-based measures.
• Within 12 months, given explicit phonemic awareness and phonics instruction, the student will accurately decode grade-appropriate text with 85% accuracy across three consecutive progress monitoring periods.

For additional examples and guidance, explore our Reading IEP Goals and Dyslexia IEP Goals resources.

Writing IEP Goals

Writing is a multifaceted skill that requires students to organize their thoughts, apply grammar and punctuation rules, construct complete sentences, and communicate ideas clearly. These sample SMART writing IEP goals can be adapted to address each student’s individual strengths, present levels of performance, and writing needs.

Written Expression Goals

• By the annual IEP review date, given a writing prompt, the student will produce a well-organized written response with a clear beginning, middle, and end in four out of five writing assignments.
• By the end of the second trimester, the student will write on-topic responses that include at least three relevant supporting details in 80% of classroom writing samples.
• Within the current IEP period, given a graphic organizer, the student will develop a multi-paragraph composition with logical organization and supporting evidence with 85% accuracy across three consecutive writing samples.
• By the end of the school year, the student will independently revise written work to improve organization, clarity, and supporting details in four out of five opportunities.

Grammar Goals

• By the end of the first trimester, the student will correctly use capitalization, punctuation, and end marks with 90% accuracy across three consecutive writing samples.
• By the annual IEP review date, the student will correctly apply grade-level grammar conventions, including subject-verb agreement and verb tense, in four out of five writing assignments.
• Within the current IEP period, the student will identify and correct grammatical errors in their own writing with 80% accuracy across three consecutive editing activities.
• By the end of the second semester, given an editing checklist, the student will independently edit written work for grammar and punctuation with no more than two teacher prompts in four out of five opportunities.

Sentence Structure Goals

• By the annual IEP review date, the student will write complete sentences using correct capitalization, punctuation, and sentence structure with 90% accuracy across three consecutive writing samples.
• By the end of the second trimester, the student will expand simple sentences by adding descriptive language and supporting details in four out of five writing assignments.
• Within the current IEP period, the student will correctly combine simple sentences into compound or complex sentences with 80% accuracy across three consecutive classroom writing tasks.
• By the end of the school year, the student will vary sentence structure to improve the quality and readability of written work in four out of five opportunities.

Paragraph Writing Goals

• By the annual IEP review date, given a writing prompt, the student will write a paragraph that includes a topic sentence, supporting details, and a concluding sentence with 80% accuracy across three consecutive writing samples.
• By the end of the first semester, the student will organize ideas into coherent paragraphs using appropriate transitions in four out of five writing assignments.
• Within the current IEP period, the student will revise paragraphs to improve organization and clarity with 80% accuracy across three consecutive writing tasks.
• By the end of the third grading period, given a graphic organizer, the student will independently plan and write a focused paragraph that remains on topic in four out of five opportunities.

Handwriting Goals

• By the end of the first trimester, the student will form uppercase and lowercase letters with appropriate size, spacing, and alignment in 90% of classroom writing samples.
• By the annual IEP review date, the student will copy grade-level text using consistent spacing, letter formation, and line placement with 90% accuracy in four out of five opportunities.
• Within the current IEP period, the student will improve handwriting speed while maintaining legibility by completing classroom writing assignments within the allotted instructional time in four out of five opportunities.
• By the end of the school year, the student will produce legible handwritten work that can be read independently by teachers and peers in 90% of writing samples across three consecutive progress monitoring periods.

Math IEP Goals

Math success depends on developing strong foundational skills while building the ability to apply those skills to increasingly complex concepts. These sample SMART math IEP goals can be individualized based on each student’s present levels of performance, evaluation data, and instructional needs.

Number Sense Goals

• By the annual IEP review date, the student will identify, compare, and order whole numbers up to the assigned grade level with 90% accuracy across three consecutive assessments.
• By the end of the first trimester, the student will demonstrate understanding of place value by identifying the value of digits in whole numbers with 85% accuracy in four out of five opportunities.
• Within the current IEP period, the student will count forward and backward by ones, fives, tens, and hundreds with 90% accuracy across three consecutive progress monitoring periods.
• By the end of the second trimester, the student will identify odd and even numbers and recognize numerical patterns with 80% accuracy across three consecutive classroom assessments.

Computation Goals

• By the annual IEP review date, the student will solve single- and multi-digit addition and subtraction problems with 90% accuracy across three consecutive assessments.
• By the end of the first semester, the student will accurately solve multiplication and division problems using grade-level strategies with 85% accuracy in four out of five opportunities.
• Within the current IEP period, the student will complete mixed-operation computation problems with no more than two teacher prompts in four out of five classroom assignments.
• By the end of the school year, the student will select and apply appropriate computation strategies to solve grade-level math problems with 80% accuracy across three consecutive progress monitoring periods.

Word Problem Goals

• By the annual IEP review date, given grade-level word problems, the student will identify the correct operation needed to solve the problem with 85% accuracy across three consecutive assessments.
• By the end of the second trimester, the student will solve one- and two-step word problems using addition, subtraction, multiplication, or division with 80% accuracy in four out of five opportunities.
• Within the current IEP period, the student will explain the steps used to solve math word problems using words, pictures, or equations in four out of five classroom assignments.
• By the end of the school year, the student will solve multi-step real-world math problems with 80% accuracy across three consecutive progress monitoring periods.

Fractions Goals

• By the annual IEP review date, the student will identify and represent fractions using models with 90% accuracy across three consecutive assessments.
• By the end of the first semester, the student will compare and order fractions with like denominators with 85% accuracy in four out of five opportunities.
• Within the current IEP period, the student will add and subtract fractions with like denominators with 80% accuracy across three consecutive classroom assessments.
• By the end of the third grading period, the student will identify equivalent fractions using visual models or numerical strategies with 80% accuracy in four out of five opportunities.

Algebra Readiness Goals

• By the annual IEP review date, the student will identify, extend, and create numerical and geometric patterns with 90% accuracy across three consecutive assessments.
• By the end of the second trimester, the student will evaluate simple algebraic expressions using given values with 80% accuracy in four out of five opportunities.
• Within the current IEP period, the student will solve one-step equations using addition, subtraction, multiplication, or division with 85% accuracy across three consecutive progress monitoring periods.
• By the end of the school year, the student will represent unknown values using variables and solve grade-level algebra readiness problems with 80% accuracy in four out of five classroom assignments.

For additional examples and guidance, explore our Math IEP Goal Bank. 

Executive Function IEP Goals

Executive functioning skills help students manage their learning, stay organized, regulate their behavior, and complete everyday academic tasks. These sample SMART executive function IEP goals can be adapted to meet each student’s present levels of performance, evaluation data, and individual needs.

Organization Goals

• By the annual IEP review date, the student will organize classroom materials, assignments, and supplies using an established organizational system in four out of five opportunities.
• By the end of the first trimester, the student will maintain an organized desk, backpack, and digital workspace with no more than one teacher reminder per week for four consecutive weeks.
• Within the current IEP period, the student will accurately record assignments in a planner or digital calendar in 90% of opportunities across three consecutive progress monitoring periods.
• By the end of the school year, the student will independently locate and submit required classroom materials by assigned deadlines in 85% of opportunities.

Planning Goals

• By the annual IEP review date, given a multi-step assignment, the student will develop and follow a plan that identifies the necessary steps to complete the task in four out of five opportunities.
• By the end of the second trimester, the student will break long-term assignments into manageable tasks using a teacher-approved planning tool with 80% accuracy across three consecutive projects.
• Within the current IEP period, the student will estimate the time needed to complete academic tasks within 10 minutes of the actual completion time in four out of five opportunities.
• By the end of the school year, the student will prioritize assignments based on due dates and task importance with no more than two teacher prompts in four out of five opportunities.

Time Management Goals

• By the annual IEP review date, the student will complete classroom assignments within the allotted instructional time in 85% of opportunities across three consecutive grading periods.
• By the end of the first semester, the student will transition between classroom activities within the expected timeframe in four out of five opportunities.
• Within the current IEP period, the student will use timers, schedules, or visual supports to manage work time independently in 80% of classroom activities.
• By the end of the third grading period, the student will submit assignments by established deadlines in 90% of opportunities over four consecutive weeks.

Task Initiation Goals

• By the annual IEP review date, the student will begin assigned classroom tasks within two minutes of instruction with no more than one teacher prompt in four out of five opportunities.
• By the end of the first trimester, the student will independently initiate independent work after receiving directions in 80% of classroom assignments.
• Within the current IEP period, the student will use self-selected strategies to begin non-preferred tasks without adult prompting in four out of five opportunities.
• By the end of the school year, the student will transition from teacher instruction to independent work with no more than one verbal reminder in 90% of classroom observations.

Working Memory Goals

• By the annual IEP review date, the student will follow three-step verbal directions with 85% accuracy across three consecutive assessments.
• By the end of the second trimester, the student will recall and complete multi-step classroom routines with no more than one reminder in four out of five opportunities.
• Within the current IEP period, the student will retain and apply newly taught information during classroom activities with 80% accuracy across three consecutive progress monitoring periods.
• By the end of the school year, the student will use memory strategies, such as note-taking or visual supports, to complete academic tasks independently in four out of five opportunities.

Self-Monitoring Goals

• By the annual IEP review date, the student will use a self-monitoring checklist to evaluate task completion and accuracy in 90% of classroom assignments.
• By the end of the first semester, the student will identify and correct errors in completed work before submission in four out of five opportunities.
• Within the current IEP period, the student will independently monitor on-task behavior using a teacher-approved strategy with 80% success across three consecutive weeks.
• By the end of the third grading period, the student will reflect on academic performance and identify one strength and one area for improvement after completing assignments in four out of five opportunities.

Flexible Thinking Goals

• By the annual IEP review date, the student will adapt to changes in classroom routines or expectations with no more than one teacher prompt in four out of five opportunities.
• By the end of the second trimester, the student will generate at least two possible solutions to academic or social problems in 80% of observed opportunities.
• Within the current IEP period, the student will demonstrate flexible thinking by considering alternative strategies when the first approach is unsuccessful in four out of five classroom tasks.
• By the end of the school year, the student will appropriately shift between activities, topics, or problem-solving strategies with minimal adult support in 85% of observed opportunities.

For additional examples and guidance, explore our Executive Function IEP Goal Bank.

Behavior & Social-Emotional IEP Goals

Behavioral and social-emotional skills play an important role in a student’s success both inside and outside the classroom. These sample SMART behavior and social-emotional IEP goals can be adapted to reflect each student’s present levels of performance, evaluation data, and individual strengths and needs.

Behavior IEP Goals

Behavior IEP goals can help students develop self-regulation, improve classroom participation, and build positive behaviors that support learning.

Following Directions Goals

• By the annual IEP review date, the student will follow one- and two-step verbal directions with 90% accuracy across three consecutive classroom observations.
• By the end of the first trimester, the student will begin assigned tasks after receiving teacher directions with no more than one reminder in four out of five opportunities.
• Within the current IEP period, the student will independently follow classroom routines and procedures in 85% of observed opportunities.
• By the end of the school year, the student will complete multi-step classroom directions with 80% accuracy across three consecutive progress monitoring periods.

Classroom Behavior Goals

• By the annual IEP review date, the student will remain on task during independent work for at least 20 consecutive minutes in four out of five classroom observations.
• By the end of the second trimester, the student will demonstrate expected classroom behaviors, including remaining seated and raising a hand before speaking, in 90% of observed opportunities.
• Within the current IEP period, the student will reduce disruptive classroom behaviors to no more than one occurrence per class period across four consecutive weeks.
• By the end of the school year, the student will follow classroom expectations with no more than two teacher prompts per instructional period in 85% of opportunities.

Emotional Regulation Goals

• By the annual IEP review date, the student will independently use a taught coping strategy when frustrated or overwhelmed in four out of five observed situations.
• By the end of the first semester, the student will identify and appropriately communicate emotions using age-appropriate language in 80% of opportunities.
• Within the current IEP period, the student will return to task within five minutes after using a self-regulation strategy in four out of five situations.
• By the end of the school year, the student will recognize emotional triggers and select an appropriate coping strategy with minimal adult support in 85% of observed opportunities.

Self-Control Goals

• By the annual IEP review date, the student will demonstrate self-control by waiting for an appropriate opportunity to speak during classroom discussions in four out of five opportunities.
• By the end of the second trimester, the student will manage feelings of frustration without physical or verbal outbursts in 80% of observed situations.
• Within the current IEP period, the student will independently use self-calming strategies before responding to challenging situations in four out of five opportunities.
• By the end of the school year, the student will respond appropriately to corrective feedback without escalating behavior in 85% of observed opportunities.

Positive Behavior Goals

• By the annual IEP review date, the student will demonstrate respectful interactions with peers and staff in 90% of classroom observations.
• By the end of the first trimester, the student will use positive language and appropriate classroom manners in four out of five observed opportunities.
• Within the current IEP period, the student will demonstrate responsibility by completing assigned classroom expectations with minimal prompting in 85% of opportunities.
• By the end of the school year, the student will consistently demonstrate positive classroom behaviors identified in the behavior intervention plan across four consecutive weeks.

For additional examples and guidance, explore our Behavior IEP Goal Bank.

Social Skills IEP Goals

Social skills help students build meaningful relationships, communicate effectively, and successfully navigate classroom and social situations. These sample SMART social skills IEP goals can be individualized to support each student’s unique social-emotional development.

Peer Interaction Goals

• By the annual IEP review date, the student will appropriately initiate interactions with peers during structured classroom activities in four out of five opportunities.
• By the end of the first semester, the student will participate cooperatively in small-group activities while sharing materials and taking turns in 85% of observed opportunities.
• Within the current IEP period, the student will respond appropriately to peer greetings and questions in 90% of observed interactions.
• By the end of the school year, the student will demonstrate positive peer interactions during unstructured settings, such as recess or lunch, in four out of five opportunities.

Conversation Skills Goals

• By the annual IEP review date, the student will engage in reciprocal conversations by maintaining a topic for at least four conversational exchanges in four out of five opportunities.
• By the end of the second trimester, the student will ask and answer relevant questions during conversations in 80% of observed interactions.
• Within the current IEP period, the student will maintain appropriate eye contact, volume, and conversational turn-taking in 85% of opportunities.
• By the end of the school year, the student will use appropriate greetings, closings, and conversational responses during daily interactions in four out of five opportunities.

Conflict Resolution Goals

• By the annual IEP review date, the student will use appropriate problem-solving strategies to resolve peer conflicts with no more than one adult prompt in four out of five situations.
• By the end of the first semester, the student will identify at least two appropriate solutions to interpersonal conflicts in 80% of observed opportunities.
• Within the current IEP period, the student will use respectful language when resolving disagreements with peers in four out of five opportunities.
• By the end of the school year, the student will independently seek adult assistance when unable to resolve a conflict appropriately in 90% of observed situations.

Perspective Taking Goals

• By the annual IEP review date, the student will identify another person’s thoughts or feelings in social scenarios with 80% accuracy across three consecutive assessments.
• By the end of the second trimester, the student will demonstrate empathy by recognizing how actions affect others in four out of five opportunities.
• Within the current IEP period, the student will identify multiple perspectives during classroom discussions with 80% accuracy across three consecutive observations.
• By the end of the school year, the student will consider another person’s point of view before responding during social interactions in 85% of observed opportunities.

For additional examples and guidance, explore our Social Skills IEP Goal Bank. 

ADHD IEP Goals

Students with ADHD often benefit from goals that target attention, organization, self-regulation, and task completion. These sample SMART ADHD IEP goals can be tailored to each student’s individual needs and learning profile.

Attention Goals

• By the annual IEP review date, the student will maintain attention during teacher-led instruction for at least 15 consecutive minutes in four out of five classroom observations.
• By the end of the first trimester, the student will demonstrate active listening by maintaining eye contact and responding appropriately to teacher directions in 85% of opportunities.
• Within the current IEP period, the student will remain engaged in assigned learning activities with no more than two teacher prompts in four out of five opportunities.
• By the end of the school year, the student will increase sustained attention during independent work to meet individualized classroom expectations across three consecutive progress monitoring periods.

Focus Goals

• By the annual IEP review date, the student will complete independent work without becoming distracted in 80% of classroom assignments.
• By the end of the second trimester, the student will use teacher-approved focus strategies, such as visual timers or checklists, in four out of five classroom activities.
• Within the current IEP period, the student will return to task independently after distractions within one minute in 85% of observed opportunities.
• By the end of the school year, the student will sustain focus throughout teacher-directed lessons with no more than one teacher reminder in four out of five observations.

Impulse Control Goals

• By the annual IEP review date, the student will wait to be called on before speaking during classroom discussions in 90% of observed opportunities.
• By the end of the first semester, the student will reduce interrupting others during conversations to no more than one occurrence per activity across four consecutive weeks.
• Within the current IEP period, the student will demonstrate appropriate self-control during classroom transitions in 85% of observed opportunities.
• By the end of the school year, the student will independently use a learned self-regulation strategy before acting impulsively in four out of five opportunities.

Organization Goals

• By the annual IEP review date, the student will maintain an organized binder, backpack, or digital workspace with no more than one teacher reminder per week across four consecutive weeks.
• By the end of the first trimester, the student will accurately record homework and assignment deadlines in a planner or digital calendar in 90% of opportunities.
• Within the current IEP period, the student will bring required classroom materials to class in four out of five opportunities.
• By the end of the school year, the student will independently organize assignments using teacher-approved organizational strategies in 85% of classroom observations.

Task Completion Goals

• By the annual IEP review date, the student will complete assigned classroom tasks by established deadlines in 85% of opportunities.
• By the end of the second trimester, the student will complete multi-step assignments with no more than two teacher prompts in four out of five opportunities.
• Within the current IEP period, the student will monitor progress toward task completion using a checklist or planner in 80% of classroom assignments.
• By the end of the school year, the student will independently complete and submit classroom assignments on time across four consecutive grading weeks.

For additional examples and guidance, explore our ADHD IEP Goal Bank. 

Communication IEP Goals

Strong communication skills help students express their needs, understand others, build relationships, and actively participate in the classroom. These sample SMART communication IEP goals can be individualized based on each student’s present levels of performance, evaluation data, and communication needs.

Speech & Language Goals

Speech and language goals may target articulation, language development, social communication, or fluency depending on the student’s individual needs.

Articulation Goals

• By the annual IEP review date, the student will correctly produce targeted speech sounds in words and sentences with 90% accuracy across three consecutive speech therapy sessions.
• By the end of the first trimester, the student will correctly articulate age-appropriate speech sounds during structured conversation with 85% accuracy in four out of five opportunities.
• Within the current IEP period, the student will generalize correct speech sound production during classroom conversations with minimal verbal cues in 80% of observed opportunities.
• By the end of the school year, the student will demonstrate accurate articulation of targeted sounds during spontaneous conversation with 90% accuracy across three consecutive data collection periods.

Expressive Language Goals

• By the annual IEP review date, the student will express ideas using complete, grammatically correct sentences in 85% of structured language activities.
• By the end of the second trimester, the student will accurately answer open-ended questions using complete responses in four out of five opportunities.
• Within the current IEP period, the student will use age-appropriate vocabulary to describe people, objects, and events with 80% accuracy across three consecutive therapy sessions.
• By the end of the school year, the student will organize and verbally retell stories using appropriate sequencing and key details in four out of five opportunities.

Receptive Language Goals

• By the annual IEP review date, the student will follow three-step verbal directions with 85% accuracy across three consecutive therapy sessions.
• By the end of the first semester, the student will identify the main idea and supporting details after listening to a short passage with 80% accuracy in four out of five opportunities.
• Within the current IEP period, the student will demonstrate understanding of age-appropriate vocabulary by selecting the correct meaning with 85% accuracy across three consecutive assessments.
• By the end of the school year, the student will answer comprehension questions after listening to classroom instruction with 80% accuracy across three consecutive progress monitoring periods.

Pragmatic Language Goals

• By the annual IEP review date, the student will appropriately initiate and maintain conversations with peers in four out of five observed opportunities.
• By the end of the second trimester, the student will demonstrate appropriate conversational turn-taking during structured and unstructured activities in 85% of opportunities.
• Within the current IEP period, the student will identify and respond appropriately to nonverbal social cues, such as facial expressions and body language, in four out of five opportunities.
• By the end of the school year, the student will adjust communication based on the listener and social situation in 80% of observed interactions.

Fluency Goals

• By the annual IEP review date, the student will use learned fluency strategies to reduce speech disfluencies during structured speaking tasks in 80% of opportunities.
• By the end of the first semester, the student will demonstrate smooth speech with appropriate pacing during classroom discussions in four out of five opportunities.
• Within the current IEP period, the student will independently use fluency-enhancing techniques during conversational speech with minimal clinician prompting in 85% of observed opportunities.
• By the end of the school year, the student will maintain improved speech fluency during spontaneous conversations across three consecutive therapy sessions.

For additional examples and guidance, explore our Speech & Language IEP Goal Bank.

AAC Goals

Augmentative and Alternative Communication (AAC) goals help students effectively communicate using speech-generating devices, communication boards, or other AAC systems. These sample SMART AAC IEP goals can be individualized based on each student’s communication system and functional needs.

Device Use Goals

• By the annual IEP review date, the student will independently access and navigate their AAC device to communicate during classroom activities in four out of five opportunities.
• By the end of the first trimester, the student will locate targeted vocabulary on their AAC device with 90% accuracy across three consecutive therapy sessions.
• Within the current IEP period, the student will independently charge, transport, and appropriately care for their AAC device with minimal adult support in 85% of opportunities.
• By the end of the school year, the student will use their AAC device across classroom, therapy, and community settings in four out of five observed opportunities.

Vocabulary Expansion Goals

• By the annual IEP review date, the student will independently use newly introduced vocabulary on their AAC device during structured communication activities in 80% of opportunities.
• By the end of the second trimester, the student will expand expressive vocabulary by adding and appropriately using at least 20 new core or fringe words during classroom activities.
• Within the current IEP period, the student will combine vocabulary to create increasingly complex messages using their AAC system in four out of five opportunities.
• By the end of the school year, the student will accurately use a variety of core vocabulary words during daily communication across three consecutive progress monitoring periods.

Functional Communication Goals

• By the annual IEP review date, the student will independently communicate wants, needs, feelings, and preferences using their AAC system in 90% of daily opportunities.
• By the end of the first semester, the student will use their AAC device to participate in classroom routines with no more than one adult prompt in four out of five opportunities.
• Within the current IEP period, the student will use their AAC system to answer teacher questions during classroom instruction in 80% of opportunities.
• By the end of the school year, the student will independently use AAC to communicate across multiple school environments in four out of five observed opportunities.

Requesting Goals

• By the annual IEP review date, the student will independently request preferred items, activities, or assistance using their AAC system in 90% of opportunities.
• By the end of the first trimester, the student will appropriately request help during academic tasks with no more than one prompt in four out of five opportunities.
• Within the current IEP period, the student will request clarification or repetition when needed using their AAC system in 80% of observed opportunities.
• By the end of the school year, the student will independently initiate requests across classroom, therapy, and community settings in four out of five opportunities.

Commenting Goals

• By the annual IEP review date, the student will independently comment on classroom activities or shared experiences using their AAC device in four out of five opportunities.
• By the end of the second trimester, the student will use their AAC system to answer and ask questions during conversations in 80% of observed opportunities.
• Within the current IEP period, the student will make spontaneous comments during structured classroom discussions using appropriate vocabulary in four out of five opportunities.
• By the end of the school year, the student will initiate comments and share opinions using their AAC system during conversations across three consecutive progress monitoring periods.

Related Service IEP Goals

Related services provide specialized support that helps students access their educational program and make meaningful progress toward their IEP goals. These sample SMART occupational therapy and physical therapy IEP goals can be individualized based on each student’s present levels of performance, evaluation data, and functional needs.

Occupational Therapy IEP Goals

Occupational therapy (OT) goals help students develop the fine motor, visual motor, sensory, and executive functioning skills needed to participate successfully in school and daily activities.

Fine Motor Goals

• By the annual IEP review date, the student will demonstrate improved fine motor coordination by manipulating classroom materials, including scissors, pencils, and small objects, with 90% accuracy across three consecutive therapy sessions.
• By the end of the first trimester, the student will independently complete age-appropriate fine motor tasks, such as buttoning, zipping, or opening containers, in four out of five opportunities.
• Within the current IEP period, the student will improve hand strength and dexterity to complete classroom tasks requiring grasping, pinching, and in-hand manipulation with 85% accuracy across three consecutive progress monitoring periods.
• By the end of the school year, the student will use an efficient pencil grasp while completing fine motor activities with minimal verbal prompts in four out of five classroom observations.

Handwriting Goals

• By the annual IEP review date, the student will produce legible handwritten work using appropriate letter formation, spacing, and alignment with 90% accuracy across three consecutive writing samples.
• By the end of the first semester, the student will correctly form uppercase and lowercase letters during classroom writing activities in 85% of opportunities.
• Within the current IEP period, the student will copy grade-level text while maintaining appropriate spacing, sizing, and line placement in four out of five classroom assignments.
• By the end of the school year, the student will complete handwritten classroom assignments within the expected instructional time while maintaining legibility in 80% of opportunities.

Visual Motor Goals

• By the annual IEP review date, the student will accurately copy age-appropriate shapes, letters, and designs with 90% accuracy across three consecutive occupational therapy sessions.
• By the end of the second trimester, the student will complete visual motor tasks, such as puzzles, mazes, or pattern copying, with 85% accuracy in four out of five opportunities.
• Within the current IEP period, the student will demonstrate improved eye-hand coordination during classroom activities requiring visual tracking and motor responses in 80% of observed opportunities.
• By the end of the school year, the student will independently complete classroom assignments requiring visual motor integration with minimal adult assistance in four out of five opportunities.

Sensory Processing Goals

• By the annual IEP review date, the student will independently use identified sensory regulation strategies to remain engaged in classroom activities in four out of five observed opportunities.
• By the end of the first semester, the student will recognize and communicate sensory needs using appropriate strategies with no more than one adult prompt in 85% of opportunities.
• Within the current IEP period, the student will transition between classroom activities while maintaining a regulated state in four out of five observed opportunities.
• By the end of the school year, the student will participate in classroom instruction for the expected duration after implementing sensory supports in 80% of classroom observations.

Executive Function Goals

• By the annual IEP review date, the student will independently organize materials needed for classroom tasks using an established organizational system in four out of five opportunities.
• By the end of the second trimester, the student will follow multi-step classroom routines using visual schedules or checklists with 85% accuracy across three consecutive observations.
• Within the current IEP period, the student will initiate classroom tasks within two minutes after receiving directions with no more than one adult prompt in four out of five opportunities.
• By the end of the school year, the student will independently plan, organize, and complete multi-step classroom activities using learned executive functioning strategies in 80% of opportunities.

Physical Therapy IEP Goals

Physical therapy (PT) goals help students improve movement, mobility, strength, balance, and endurance so they can safely participate in school routines, physical education, and daily activities.

Gross Motor Goals

• By the annual IEP review date, the student will demonstrate age-appropriate gross motor skills, including running, jumping, and climbing, with 85% accuracy across three consecutive physical therapy sessions.
• By the end of the first trimester, the student will independently perform age-appropriate locomotor movements during physical education activities in four out of five opportunities.
• Within the current IEP period, the student will improve lower body strength to safely perform functional gross motor activities with minimal therapist assistance in 80% of observed opportunities.
• By the end of the school year, the student will participate in classroom and playground gross motor activities alongside peers in four out of five observed opportunities.

Balance Goals

• By the annual IEP review date, the student will maintain static and dynamic balance during functional activities for the expected duration in four out of five opportunities.
• By the end of the first semester, the student will balance on one foot for at least 10 seconds with appropriate body control in 85% of observed opportunities.
• Within the current IEP period, the student will safely navigate uneven surfaces while maintaining balance in four out of five therapy sessions.
• By the end of the school year, the student will complete age-appropriate balance activities during physical education with minimal therapist support in 80% of opportunities.

Mobility Goals

• By the annual IEP review date, the student will independently and safely navigate classroom, hallway, and playground environments in 90% of observed opportunities.
• By the end of the second trimester, the student will safely negotiate stairs using the appropriate gait pattern with minimal assistance in four out of five opportunities.
• Within the current IEP period, the student will transition between classroom locations using appropriate mobility strategies with 85% accuracy across three consecutive observations.
• By the end of the school year, the student will demonstrate improved functional mobility during daily school routines with no more than one adult prompt in four out of five opportunities.

Coordination Goals

• By the annual IEP review date, the student will demonstrate improved bilateral coordination during classroom and playground activities in 85% of observed opportunities.
• By the end of the first semester, the student will catch, throw, and kick a ball using age-appropriate motor patterns in four out of five opportunities.
• Within the current IEP period, the student will complete coordinated movement sequences during physical education activities with 80% accuracy across three consecutive therapy sessions.
• By the end of the school year, the student will participate in age-appropriate motor coordination activities alongside peers with minimal therapist support in four out of five opportunities.

Endurance Goals

• By the annual IEP review date, the student will participate in classroom and physical education activities for the expected duration without excessive fatigue in 85% of observed opportunities.
• By the end of the second trimester, the student will walk continuously for 10 minutes while maintaining appropriate pace and posture during school activities in four out of five opportunities.
• Within the current IEP period, the student will complete functional mobility activities with no more than one scheduled rest break in 80% of therapy sessions.
• By the end of the school year, the student will demonstrate improved cardiovascular and muscular endurance by completing individualized physical activity goals across three consecutive progress monitoring periods.

Transition & Life Skills IEP Goals

Transition and life skills goals prepare students for greater independence after high school by developing the academic, vocational, social, and daily living skills needed for adulthood. These sample SMART transition and life skills IEP goals can be individualized based on each student’s present levels of performance, transition assessments, postsecondary goals, and future plans.

Independent Living Goals

Independent living goals help students build the skills needed to manage daily routines, make decisions, and care for themselves in home and community settings.

• By the annual IEP review date, the student will independently complete age-appropriate daily living tasks, such as personal hygiene, meal preparation, or household chores, in four out of five opportunities.
• By the end of the first semester, the student will develop and follow a personal daily schedule with no more than one adult prompt in 85% of observed opportunities.
• Within the current IEP period, the student will demonstrate basic money management skills by accurately identifying, counting, and budgeting money with 80% accuracy across three consecutive assessments.
• By the end of the school year, the student will independently use community resources, such as grocery stores, libraries, or healthcare offices, during structured community-based instruction in four out of five opportunities.

Self-Advocacy Goals

Self-advocacy goals help students understand their strengths, identify their needs, communicate effectively, and participate in decisions about their education and future.

• By the annual IEP review date, the student will appropriately request accommodations or assistance when needed in four out of five classroom opportunities.
• By the end of the first trimester, the student will identify at least three personal strengths and three areas of need during classroom or transition activities with 90% accuracy.
• Within the current IEP period, the student will actively participate in IEP meetings by sharing personal goals, preferences, or interests during each scheduled meeting.
• By the end of the school year, the student will independently communicate learning needs, preferences, and appropriate supports to teachers or other adults in 85% of observed opportunities.

Employment Goals

Employment goals prepare students for the workplace by developing job readiness, professional behavior, communication, and workplace responsibilities.

• By the annual IEP review date, the student will demonstrate appropriate workplace behaviors, including punctuality, following directions, and completing assigned tasks, in four out of five work-based learning opportunities.
• By the end of the second trimester, the student will complete assigned vocational tasks independently with no more than one supervisor prompt in 85% of observed opportunities.
• Within the current IEP period, the student will demonstrate appropriate communication skills with supervisors, coworkers, or customers during simulated or community-based work experiences in four out of five opportunities.
• By the end of the school year, the student will complete a job application, resume, and participate in a mock interview using age-appropriate professional communication with 80% accuracy.

Postsecondary Education Goals

Postsecondary education goals help students prepare for college, technical school, apprenticeships, military service, or other educational opportunities after graduation.

• By the annual IEP review date, the student will identify at least three postsecondary education or training options that align with personal interests and career goals.
• By the end of the first semester, the student will research admission requirements for selected colleges, technical schools, or training programs and accurately summarize the findings in four out of five opportunities.
• Within the current IEP period, the student will independently complete required application tasks, including gathering documents and meeting deadlines, with no more than one adult prompt.
• By the end of the school year, the student will develop a personalized postsecondary transition plan that identifies educational goals, required steps, and available support services.

Community Participation Goals

Community participation goals help students safely and independently access community resources, interact appropriately with others, and participate in civic and recreational activities.

• By the annual IEP review date, the student will demonstrate appropriate behavior while participating in community-based instruction in four out of five observed opportunities.
• By the end of the second trimester, the student will safely identify and use community resources, such as public transportation, healthcare providers, or recreational facilities, with 85% accuracy during structured activities.
• Within the current IEP period, the student will appropriately communicate with unfamiliar adults in community settings using age-appropriate social skills in four out of five opportunities.
• By the end of the school year, the student will independently follow safety rules and complete assigned tasks during community-based activities with minimal adult support in 80% of observed opportunities.

Functional Life Skills Goals

Functional life skills goals support students in developing practical skills needed for everyday independence, problem-solving, and successful adult living.

• By the annual IEP review date, the student will independently complete functional daily living tasks using a visual schedule or checklist in four out of five opportunities.
• By the end of the first semester, the student will demonstrate safe food preparation and kitchen safety skills during structured instruction with 85% accuracy across three consecutive observations.
• Within the current IEP period, the student will solve everyday functional problems, such as managing schedules, following directions, or responding to unexpected situations, in four out of five opportunities.
• By the end of the school year, the student will independently complete age-appropriate life skills, including budgeting, scheduling appointments, managing personal belongings, or following daily routines, in 80% of observed opportunities.

Tips for Writing SMART IEP Goals

While every IEP goal should be individualized, following the SMART framework helps ensure goals are clear, measurable, and achievable.

Make Goals Measurable

Use clear criteria to define success, such as accuracy percentages, frequency, duration, or level of support. This makes progress easier to monitor throughout the year.

Use Baseline Data

Start with the student’s current level of performance. Baseline data provides a starting point and helps the IEP team measure meaningful growth over time.

Focus on One Skill at a Time

Each goal should target one specific skill. Separating skills into individual goals makes instruction more focused and progress easier to track.

Write Achievable Annual Goals

Goals should be challenging but realistic based on the student’s present levels, available supports, and expected progress over the course of the IEP year.

Monitor Progress Regularly

Collect data consistently using observations, assessments, work samples, or therapy notes. Regular progress monitoring helps determine whether instructional strategies are working and if adjustments are needed.

Frequently Asked Questions

What is an IEP goal?

An IEP goal is a measurable annual goal that outlines the skills a student is expected to develop based on their individual needs and present levels of performance.

What makes an IEP goal SMART?

A SMART IEP goal is Specific, Measurable, Achievable, Relevant, and Time-bound, making it clear what the student will accomplish and how progress will be measured.

Can I copy goals from an IEP goal bank?

No. An IEP goal bank is meant to provide examples. Every goal should be individualized to reflect the student’s unique strengths, needs, and evaluation data.

How many goals should an IEP have?

There is no set number. An IEP should include only the goals needed to address the student’s individual educational needs.

How do I make an IEP goal measurable?

Include clear criteria for success, such as a percentage of accuracy, number of opportunities, level of support, or duration, so progress can be tracked objectively.

What’s the difference between goals and objectives?

Annual goals describe what a student should achieve by the end of the IEP year. Objectives are smaller milestones that measure progress toward those annual goals.

Writing individualized IEP goals takes time, but you don’t have to start from scratch. Use this free IEP goal bank as a starting point to find ideas, save time, and streamline the goal-writing process.

Remember, every goal should be tailored to the student’s unique strengths, needs, present levels of performance, and evaluation data. With thoughtful customization, these examples can help you create meaningful, measurable IEP goals that support student success throughout the school year.