IEP Guide Archives - Lighthouse Therapy

Mid-Year ADHD IEP Goals

Written by Jen Belcher on December 20, 2025. Posted in ADHD, IEP Guides, Information for Therapists, School Resources, Therapist Resources.

Amending ADHD IEP Goals at the Mid-Year Review

Mid-year is often when ADHD IEP goals begin to feel misaligned, even when students are making meaningful progress. A student may sustain attention during structured lessons but struggle with independent work, transitions, or increased academic demands. Seasonal fatigue, shifting routines, and higher expectations can all influence regulation and focus, making progress appear inconsistent. In many cases, goals do not need to be replaced but amended. Refining task length, adjusting prompt levels, or clarifying how progress is measured can bring goals back into alignment with the studentâ€™s current needs while maintaining the original skill focus.

Using Progress Monitoring to Refine ADHD IEP Goals

Progress monitoring plays a central role in mid-year ADHD IEP reviews. The goal is not to determine whether a student has â€œpassedâ€ or â€œfailedâ€ a goal, but to understand how skills are developing under current conditions. Looking closely at the data helps teams decide whether goals need small refinements to better support attention, regulation, and independence.

What Mid-Year Data Can (and Canâ€™t) Tell You

Mid-year data can show patterns. It may reveal that a student sustains attention longer during certain subjects, responds well to visual supports, or completes tasks more consistently at specific times of day. These patterns help teams identify what is working and where breakdowns occur.

At the same time, data cannot capture every variable. A strong data point in a highly structured setting does not always reflect how a student functions independently. Progress monitoring should be viewed as one part of the picture, alongside teacher observations and family input.

Identifying Skill Growth vs Support Dependence

One key mid-year question is whether progress reflects true skill development or continued reliance on adult support. A student may meet goal criteria only when prompts are frequent or reminders are constant. This does not mean the goal is inappropriate, but it may mean independence has not yet emerged.

Looking at how much support is needed helps teams decide next steps. If performance drops significantly when supports are reduced, the goal may need clearer benchmarks around fading prompts rather than increasing expectations.

Deciding When to Increase Structure or Fade Prompts

Mid-year reviews often involve balancing structure with independence. Some students benefit from additional structure as academic demands increase, even if supports were previously reduced. Others are ready for gradual fading of prompts to encourage self-regulation.

Progress monitoring data can guide these decisions. When a student shows consistent success with supports, fading prompts may be appropriate. When performance is inconsistent or declines, increasing structure may stabilize progress. The focus is on responsive adjustments that support continued growth through the second half of the year.

Attention and Sustained Focus IEP Goal Bank

This goal bank is designed for mid-year ADHD IEP reviews, where attention-related goals often need refinement rather than replacement. Each goal is written to be observable, measurable, and time-bound, making them easier to monitor through the second half of the school year.

Sustained Attention During Instruction IEP Goals

By the end of the IEP year, the student will sustain attention to whole-group instruction for 8 consecutive minutes with no more than one verbal or visual redirection in 4 out of 5 observed sessions.
By the next annual review, the student will attend to small-group instruction for 10 minutes while maintaining appropriate body positioning and eye contact in 80 percent of opportunities.
By March, the student will demonstrate active listening during instruction by responding appropriately to questions or directions in 4 out of 5 trials.
By the end of the second trimester, the student will remain engaged during teacher-led lessons without leaving their seat for 7 minutes in 4 out of 5 sessions.
By the end of the IEP period, the student will follow multi-step oral directions during instruction with no more than one repetition in 80 percent of opportunities.
By April, the student will maintain attention during read-aloud activities for increasing intervals, progressing from 5 to 9 minutes across data collection points.
By the end of the school year, the student will demonstrate sustained focus during direct instruction as measured by task-related behaviors in 4 out of 5 observations.
By the next review period, the student will attend to instructional content without engaging in off-task behaviors for 75 percent of instructional time.
By May, the student will demonstrate attention to instruction by remaining engaged and responsive during lessons in 4 out of 5 sessions.
By the annual review, the student will independently use a visual or environmental support to maintain attention during instruction in 80 percent of opportunities.

Task Initiation and Work Completion IEP Goals

By the end of the IEP year, the student will begin assigned tasks within one minute of instructions with no more than one prompt in 4 out of 5 opportunities.
By March, the student will initiate independent work using a visual checklist in 80 percent of trials.
By the annual review, the student will complete classroom assignments within the allotted time in 75 percent of opportunities.
By the end of the school year, the student will remain engaged in an assigned task until completion for at least 10 minutes in 4 out of 5 trials.
By April, the student will independently transition from instruction to work time within two minutes in 80 percent of opportunities.
By the next IEP review, the student will complete multi-step tasks by checking off each step as completed in 4 out of 5 opportunities.
By the end of the IEP period, the student will submit completed assignments with no more than one adult reminder in 75 percent of opportunities.
By May, the student will independently return to a task after a distraction within one minute in 4 out of 5 trials.
By the annual review, the student will complete independent work tasks with sustained effort for increasing durations, progressing from 6 to 12 minutes.
By the end of the school year, the student will demonstrate improved task persistence as measured by reduced avoidance behaviors in 4 out of 5 observations.

Managing Attention Across Settings IEP Goals

By the end of the IEP year, the student will demonstrate sustained attention across at least three school settings with no more than one prompt in 80 percent of opportunities.
By April, the student will maintain attention during non-preferred tasks for 6 minutes in 4 out of 5 trials.
By the annual review, the student will generalize attention strategies from the classroom to specials, lunch, or therapy sessions in 75 percent of opportunities.
By the end of the school year, the student will independently use a learned attention strategy in at least two different settings in 4 out of 5 trials.
By March, the student will remain engaged during transitions between settings with no more than one redirection in 80 percent of opportunities.
By the next review period, the student will demonstrate consistent attention during group activities across settings in 4 out of 5 observations.
By the end of the IEP year, the student will maintain focus during less structured activities for increasing intervals, progressing from 4 to 8 minutes.
By April, the student will adapt attention strategies when moving between settings with no more than one adult prompt in 75 percent of opportunities.
By the annual review, the student will demonstrate reduced off-task behaviors across settings as measured by observation data in 4 out of 5 sessions.
By the end of the school year, the student will sustain attention across varied environments while completing assigned tasks in 80 percent of opportunities.

Executive Function and Organization IEP Goal Bank

Executive function goals related to organization, planning, and time awareness often need careful adjustment at mid-year. Many students with ADHD show partial skill development but rely heavily on adult prompts or structured environments. These goals are written to support gradual independence through the second half of the school year and are measurable, observable, and time-bound.

Materials Management and Organization IEP Goals

By the end of the IEP year, the student will organize their desk, backpack, or work area using a provided checklist with no more than one adult reminder in 4 out of 5 opportunities.
By March, the student will independently bring required materials to class as measured by preparedness in 80 percent of school days.
By the annual review, the student will maintain an organized binder or folder system with correctly filed materials in 75 percent of weekly checks.
By the end of the school year, the student will independently locate needed materials within one minute in 4 out of 5 trials.
By April, the student will use a visual organization system to store and retrieve assignments with no more than one prompt in 80 percent of opportunities.
By the next review period, the student will reduce lost or missing materials to no more than one instance per week.
By the end of the IEP year, the student will follow a routine for packing and unpacking materials with no more than one reminder in 4 out of 5 days.
By March, the student will independently return materials to designated locations in 75 percent of opportunities.
By the annual review, the student will demonstrate improved organization as measured by weekly teacher checklists in 4 out of 5 weeks.
By the end of the school year, the student will maintain organized materials across at least two academic settings in 80 percent of observations.

Planning and Sequencing Tasks IEP Goals

By the end of the IEP year, the student will break multi-step assignments into smaller steps using a visual plan in 4 out of 5 opportunities.
By March, the student will follow a sequenced task plan to completion with no more than one adult prompt in 80 percent of trials.
By the annual review, the student will independently identify the first step of a task before beginning work in 4 out of 5 opportunities.
By the end of the school year, the student will complete assignments in the correct order as measured by task checklists in 75 percent of opportunities.
By April, the student will use a graphic organizer to plan written or project-based tasks with no more than one reminder in 4 out of 5 trials.
By the next IEP review, the student will verbally or visually sequence steps for a familiar task with 80 percent accuracy.
By the end of the IEP year, the student will independently revise task plans when a step is missed in 4 out of 5 opportunities.
By March, the student will complete multi-step classroom tasks without skipping steps in 75 percent of observations.
By the annual review, the student will demonstrate improved planning skills as measured by reduced adult assistance during task setup in 4 out of 5 sessions.
By the end of the school year, the student will apply planning strategies across at least two subject areas in 80 percent of opportunities.

Time Awareness and Task Persistence IEP Goals

By the end of the IEP year, the student will use a visual timer to manage work time and transitions with no more than one reminder in 4 out of 5 opportunities.
By March, the student will estimate how long a task will take and compare it to actual completion time in 75 percent of trials.
By the annual review, the student will remain engaged in a task for the expected duration using time supports in 4 out of 5 sessions.
By the end of the school year, the student will complete tasks within assigned time limits in 75 percent of opportunities.
By April, the student will independently transition between tasks within two minutes using a visual or auditory cue in 80 percent of opportunities.
By the next review period, the student will return to a task after a break within one minute in 4 out of 5 trials.
By the end of the IEP year, the student will demonstrate task persistence by working through minor distractions in 75 percent of observations.
By March, the student will use a taught strategy to manage time during independent work with no more than one prompt in 4 out of 5 sessions.
By the annual review, the student will show improved time management as measured by reduced incomplete assignments across a grading period.
By the end of the school year, the student will independently monitor and adjust pacing during tasks in 80 percent of opportunities.

Impulse Control and Self-Regulation IEP Goal Bank

Impulse control and self-regulation goals are often revisited at mid-year, especially for students with ADHD whose awareness may be increasing faster than their ability to pause or recover. These goals focus on building regulation skills that are observable, measurable, and responsive to real classroom demands, while supporting gradual independence through the second half of the year.

Reducing Impulsive Responses IEP Goals

By the end of the IEP year, the student will pause for at least three seconds before responding during group instruction in 4 out of 5 observed opportunities.
By March, the student will raise their hand and wait to be called on before speaking in 80 percent of classroom discussions.
By the annual review, the student will reduce verbal interruptions during instruction to no more than three per lesson in 4 out of 5 sessions.
By the end of the school year, the student will use a taught self-monitoring strategy to inhibit impulsive responses with no more than one adult prompt in 75 percent of opportunities.
By April, the student will follow classroom turn-taking rules during peer activities in 80 percent of observed interactions.
By the next review period, the student will demonstrate impulse control by waiting appropriately during transitions in 4 out of 5 opportunities.
By the end of the IEP year, the student will reduce impulsive physical behaviors, such as leaving their seat without permission, to no more than two instances per day.
By March, the student will independently use a visual or verbal cue to pause before acting in 75 percent of observed situations.
By the annual review, the student will demonstrate improved response inhibition as measured by decreased corrective feedback during instruction in 4 out of 5 sessions.
By the end of the school year, the student will apply impulse control strategies across multiple settings in 80 percent of opportunities.

Emotional Regulation and Coping Strategies IEP Goals

By the end of the IEP year, the student will identify their emotional state using a taught system in 4 out of 5 observed opportunities.
By March, the student will use a coping strategy when experiencing frustration with no more than one adult prompt in 80 percent of opportunities.
By the annual review, the student will independently select an appropriate regulation strategy from a visual menu in 75 percent of situations.
By the end of the school year, the student will recover from emotional upset and return to task within five minutes in 4 out of 5 incidents.
By April, the student will demonstrate regulation during non-preferred tasks by using coping strategies in 80 percent of observed sessions.
By the next review period, the student will reduce emotional outbursts that interfere with instruction to no more than one per day.
By the end of the IEP year, the student will request a break or support before becoming dysregulated in 75 percent of opportunities.
By March, the student will demonstrate increased emotional awareness by labeling emotions during problem-solving discussions in 4 out of 5 trials.
By the annual review, the student will use self-regulation strategies across at least two settings in 80 percent of opportunities.
By the end of the school year, the student will demonstrate improved emotional regulation as measured by decreased adult intervention during challenging tasks.

Behavioral Flexibility and Recovery IEP Goals

By the end of the IEP year, the student will adjust to changes in routine with no more than one adult prompt in 4 out of 5 opportunities.
By March, the student will demonstrate flexibility by accepting redirection without escalation in 80 percent of observed instances.
By the annual review, the student will transition between activities without behavioral disruption in 4 out of 5 opportunities.
By the end of the school year, the student will recover from mistakes or setbacks and resume work within three minutes in 75 percent of situations.
By April, the student will use a taught strategy to manage frustration when plans change in 80 percent of opportunities.
By the next review period, the student will demonstrate flexibility during group work by adapting to peer ideas in 4 out of 5 observations.
By the end of the IEP year, the student will reduce refusal behaviors when tasks change to no more than one instance per day.
By March, the student will independently use a calming strategy following redirection in 75 percent of opportunities.
By the annual review, the student will demonstrate improved recovery time following dysregulation as measured by observation data in 4 out of 5 sessions.
By the end of the school year, the student will apply flexibility and recovery strategies across multiple environments in 80 percent of opportunities.

Classroom Behavior and Participation IEP Goal Bank

Classroom behavior and participation goals often sit at the intersection of attention, impulse control, and social awareness. At mid-year, these goals benefit from clear definitions and measurable criteria so teams can distinguish between skill growth and situational challenges. The goals below are written to support consistent participation without framing behavior as compliance.

Following Classroom Expectations IEP Goals

By the end of the IEP year, the student will follow classroom routines and expectations with no more than one adult reminder in 4 out of 5 school days.
By March, the student will remain in their assigned area during instructional time in 80 percent of observed opportunities.
By the annual review, the student will respond to teacher directions within one minute in 4 out of 5 trials.
By the end of the school year, the student will follow posted classroom rules during instruction and work time in 75 percent of observations.
By April, the student will use visual or verbal cues to follow classroom expectations with no more than one prompt in 4 out of 5 opportunities.
By the next review period, the student will independently follow classroom transitions with no more than one redirection in 80 percent of opportunities.
By the end of the IEP year, the student will demonstrate appropriate classroom behavior during non-preferred tasks in 75 percent of sessions.
By March, the student will comply with classroom routines such as lining up or cleanup within two minutes in 4 out of 5 opportunities.
By the annual review, the student will reduce behavior that interferes with instruction to no more than two instances per day.
By the end of the school year, the student will generalize classroom expectations across at least two academic settings in 80 percent of opportunities.

Appropriate Peer Interaction IEP Goals

By the end of the IEP year, the student will engage in appropriate peer interactions during structured activities in 4 out of 5 observed opportunities.
By March, the student will use respectful language when interacting with peers in 80 percent of observed interactions.
By the annual review, the student will follow turn-taking rules during peer activities with no more than one adult prompt in 75 percent of opportunities.
By the end of the school year, the student will respond appropriately to peer cues during group work in 4 out of 5 sessions.
By April, the student will demonstrate cooperative behaviors such as sharing materials or listening to peers in 80 percent of observed opportunities.
By the next review period, the student will reduce peer conflicts that require adult intervention to no more than one per week.
By the end of the IEP year, the student will demonstrate appropriate social boundaries during peer interactions in 75 percent of observations.
By March, the student will use a taught strategy to resolve minor peer disagreements in 4 out of 5 opportunities.
By the annual review, the student will maintain positive peer interactions across multiple settings in 80 percent of opportunities.
By the end of the school year, the student will participate in group activities while respecting peer space and materials in 4 out of 5 sessions.

Participation Without Disruption IEP Goals

By the end of the IEP year, the student will participate in classroom discussions without disrupting instruction in 4 out of 5 opportunities.
By March, the student will wait for an appropriate turn to speak during group activities in 80 percent of opportunities.
By the annual review, the student will contribute relevant comments during instruction with no more than one reminder in 75 percent of opportunities.
By the end of the school year, the student will remain engaged in classroom activities without engaging in disruptive behaviors in 4 out of 5 sessions.
By April, the student will use a taught participation strategy to engage appropriately during lessons in 80 percent of observed opportunities.
By the next review period, the student will reduce disruptive behaviors such as calling out or excessive movement to no more than three instances per lesson.
By the end of the IEP year, the student will demonstrate appropriate participation during group work with peers in 75 percent of opportunities.
By March, the student will respond to redirection and return to appropriate participation within one minute in 4 out of 5 trials.
By the annual review, the student will independently monitor participation behaviors using a self-check strategy in 80 percent of opportunities.
By the end of the school year, the student will generalize appropriate participation skills across academic and non-academic settings in 80 percent of opportunities.

Self-Advocacy and Independence Goals for Students With ADHD

Self-advocacy and independence goals are especially important in the second half of the school year, when expectations often increase and supports may begin to shift. For students with ADHD, these goals focus on helping students recognize their own needs, communicate effectively with adults, and gradually rely less on external prompts while maintaining access to appropriate supports.

Recognizing Attention and Regulation Needs IEP Goals

By the end of the IEP year, the student will identify when their attention is decreasing using a taught self-monitoring strategy in 4 out of 5 observed opportunities.
By March, the student will recognize signs of dysregulation and label their emotional state with no more than one prompt in 80 percent of opportunities.
By the annual review, the student will independently identify situations that make it difficult to focus in 75 percent of observations.
By the end of the school year, the student will reflect on attention and regulation needs during check-ins using a visual or verbal framework in 4 out of 5 sessions.
By April, the student will demonstrate awareness of attention needs by selecting an appropriate strategy before becoming off-task in 80 percent of opportunities.
By the next review period, the student will identify when a break or movement is needed during instruction in 4 out of 5 observed instances.
By the end of the IEP year, the student will recognize changes in attention across activities and settings in 75 percent of observations.
By March, the student will use a self-rating scale to assess focus and regulation at least once per instructional period in 80 percent of opportunities.
By the annual review, the student will demonstrate increased insight into attention and regulation needs as measured by reduced adult prompting in 4 out of 5 sessions.
By the end of the school year, the student will independently monitor attention and regulation using a taught strategy in 80 percent of opportunities.

Requesting Supports Appropriately IEP Goals

By the end of the IEP year, the student will request a break, movement, or support using an agreed-upon signal or language in 4 out of 5 opportunities.
By March, the student will appropriately request clarification or repetition of directions with no more than one reminder in 80 percent of opportunities.
By the annual review, the student will independently ask for help when needed rather than disengaging in 75 percent of opportunities.
By the end of the school year, the student will use appropriate language to request accommodations during class activities in 4 out of 5 trials.
By April, the student will request support before becoming dysregulated in 80 percent of observed opportunities.
By the next review period, the student will reduce avoidance behaviors by using a support request strategy in 4 out of 5 opportunities.
By the end of the IEP year, the student will appropriately advocate for learning supports across at least two settings in 75 percent of opportunities.
By March, the student will request assistance during independent work within two minutes of recognizing difficulty in 4 out of 5 trials.
By the annual review, the student will demonstrate increased independence in requesting supports with reduced adult prompting in 80 percent of opportunities.
By the end of the school year, the student will generalize appropriate support requests across academic and non-academic settings in 80 percent of opportunities.

Building Independence Over the Second Half of the Year IEP Goals

By the end of the IEP year, the student will complete assigned tasks using supports with gradually reduced adult prompting in 4 out of 5 opportunities.
By March, the student will independently initiate the use of a learned strategy during challenging tasks in 80 percent of opportunities.
By the annual review, the student will demonstrate increased independence by completing tasks with fewer prompts across a grading period.
By the end of the school year, the student will manage transitions using taught strategies with no more than one reminder in 4 out of 5 opportunities.
By April, the student will independently follow a self-regulation routine during work time in 80 percent of opportunities.
By the next review period, the student will demonstrate sustained engagement during tasks without adult intervention for increasing durations, progressing from 5 to 10 minutes.
By the end of the IEP year, the student will apply self-management strategies across multiple settings in 75 percent of opportunities.
By March, the student will demonstrate independence by completing tasks without adult check-ins in 4 out of 5 trials.
By the annual review, the student will show increased independence as measured by reduced reliance on adult cues across instructional periods.
By the end of the school year, the student will independently select and use strategies that support attention and regulation in 80 percent of opportunities.

Common Challenges in Writing ADHD IEP Goals

Writing effective ADHD IEP goals can be challenging, especially at mid-year when progress may appear uneven and supports are already in place. A common issue is goals that measure compliance rather than skill development, such as focusing on staying seated instead of building attention or regulation strategies. Another challenge is overreliance on adult prompts, which can make it difficult to determine whether progress reflects growing independence. Attention and self-regulation are also harder to measure, often leading to vague language. Using observable behaviors, clear benchmarks, and defined levels of support helps teams write goals that are easier to monitor and more meaningful to adjust.

Final Thoughts and ADHD IEP Resources

As teams move through the second half of the school year, ADHD IEP goals are most effective when they remain flexible, skill-based, and grounded in real progress data. Refining goals at mid-year can help students build consistency and independence without changing direction entirely. Many teams also find it helpful to review related executive function, behavior, and self-regulation IEP guides to ensure goals are aligned and not working in isolation. At Lighthouse Therapy, we work alongside schools to support students, educators, and teams throughout the year. When staffing gaps arise, we partner with schools to provide consistent support that helps maintain momentum and continuity for students.

Mid-Year Dyslexia IEP Goal Bank

Written by Jen Belcher on December 18, 2025. Posted in Dyslexia, IEP Guides, Information for Therapists, School Resources, Smart Goal Example, Therapist Resources.

This dyslexia IEP goal bank is designed to support teams during the mid-year review, when progress can feel uneven and questions about next steps often come up. For many students with dyslexia, growth does not follow a straight line, and gains in decoding, accuracy, or stamina may emerge at different times.

Rather than signaling a need to start over, mid-year data offers an opportunity to refine goals, adjust instruction, and strengthen supports. The goal examples that follow are intended to help teams make thoughtful, data-informed updates that keep students moving forward through the second half of the school year.

How to Use This Dyslexia IEP Goal Bank at Mid-Year

This dyslexia IEP goal bank is meant to be a starting point. During a mid-year IEP review, teams can use the sample goals to compare current progress data, identify patterns, and determine whether a goal needs to be adjusted, simplified, or broken into smaller parts. If a student is making steady progress, the focus may be on increasing independence or reducing supports rather than changing the skill itself.

When tweaking goals, keep them specific, measurable, and connected to the studentâ€™s actual instruction. Use current progress monitoring data to set realistic accuracy levels, clarify the conditions under which the skill will be measured, and make sure the goal reflects the studentâ€™s strengths, needs, and learning profile. Personalized, data-driven SMART IEP goals are more meaningful than copying language verbatim, especially for students with dyslexia whose progress may develop at different rates across reading, writing, and fluency skills.

Foundational Reading IEP Goals for Dyslexia

Phonological Awareness and Phonics IEP Goals

Strong foundational reading skills are essential for students with dyslexia. At mid-year, teams often focus on phonological awareness and phonics to strengthen decoding accuracy and reduce reliance on guessing. The following dyslexia reading goals target core skills such as segmenting, blending, and applying taught phonics patterns in a structured, measurable way.

By the end of the school year, given orally presented words, the student will segment words into individual phonemes with 85% accuracy across three consecutive data collection sessions.
By the end of the current trimester, the student will blend orally presented phonemes to form single-syllable words with 80% accuracy during structured reading tasks.
By the end of the school year, given a list of words containing taught consonant blends and digraphs, the student will accurately decode the words with 85% accuracy across three consecutive probes.
By the end of the next 9 weeks, the student will apply taught short vowel and long vowel spelling patterns when decoding unfamiliar words, demonstrating correct pattern use in 4 out of 5 opportunities.
By the end of the semester, the student will decode closed and vowel-consonant-e syllable words with 80% accuracy during controlled text reading as measured by curriculum-based assessments.
By the end of the school year, when encountering an unfamiliar word, the student will use a taught decoding strategy rather than guessing in 80% of observed opportunities during oral reading.
By the end of the next trimester, the student will accurately read words containing taught prefixes and suffixes with 75% accuracy across three consecutive sessions.
By the end of the school year, the student will demonstrate improved phoneme manipulation skills by adding, deleting, or substituting sounds in words with 80% accuracy during structured phonological awareness tasks.
By the end of the semester, given decodable text aligned with taught phonics skills, the student will read with no more than five decoding errors per 100 words across three reading samples.
By the end of the school year, the student will independently verbalize or demonstrate the use of a decoding strategy when reading unfamiliar words in 4 out of 5 observed opportunities.

Decoding and Word Recognition IEP Goals

By the end of the school year, given a list of unfamiliar single-syllable words aligned with taught phonics patterns, the student will decode the words with 85% accuracy across three consecutive probes.
By the end of the current semester, the student will accurately decode multisyllabic words by applying syllable division strategies in 4 out of 5 opportunities during structured reading tasks.
By the end of the next 9 weeks, the student will identify and read the six common syllable types with 80% accuracy during targeted decoding activities.
By the end of the school year, given grade-appropriate text, the student will correctly decode multisyllabic words containing prefixes and suffixes with 75% accuracy across three data collection sessions.
By the end of the trimester, the student will demonstrate use of syllable chunking or marking strategies when reading unfamiliar multisyllabic words in 4 out of 5 observed opportunities.
By the end of the school year, the student will increase automatic recognition of high-frequency words from X to Y as measured by weekly word recognition checks.
By the end of the next semester, the student will read high-frequency irregular words within connected text with 90% accuracy across three consecutive reading samples.
By the end of the school year, when encountering unfamiliar words, the student will attempt decoding using taught strategies before seeking assistance in 80% of observed opportunities.
By the end of the next 9 weeks, the student will reduce word-level reading errors related to guessing by demonstrating accurate decoding in controlled text with no more than X errors per 100 words.
By the end of the school year, the student will decode grade-level words with increasing independence, requiring no more than one prompt per reading passage during structured reading activities.

Reading Fluency IEP Goals for Dyslexia

Reading fluency goals for students with dyslexia should be carefully sequenced. While rate is often emphasized in general education settings, accuracy and strategy use are more appropriate initial targets. At mid-year, teams may notice that students are decoding more accurately but reading slowly, or that fluency breaks down when text becomes unfamiliar. The goals below are designed to support meaningful fluency growth without sacrificing decoding skills.

Accuracy-Based Fluency IEP Goals

Accuracy-based fluency goals focus on reducing errors, encouraging self-correction, and reinforcing the use of decoding strategies during connected text reading. These goals help students build confidence and consistency before increasing speed.

By the end of the school year, given controlled or decodable text, the student will read aloud with no more than X decoding errors per 100 words across three consecutive reading samples.
By the end of the current semester, the student will self-correct decoding errors during oral reading in at least 60% of observed opportunities as measured by teacher observation and reading probes.
By the end of the next 9 weeks, the student will maintain use of taught decoding strategies when reading connected text, requiring no more than two prompts per passage across three data collection sessions.
By the end of the school year, the student will demonstrate improved reading accuracy by increasing correct word reading from X% to Y% during grade-appropriate passages.
By the end of the trimester, when encountering unfamiliar words during oral reading, the student will attempt decoding using taught strategies before guessing in 4 out of 5 observed opportunities.

Rate and Prosody IEP Goals (When Appropriate)

Rate and prosody goals should be introduced once accuracy is stable and decoding strategies are consistently used. These dyslexia fluency goals focus on gradual growth in words per minute, appropriate phrasing, and expressive reading, particularly in familiar or supported text.

By the end of the school year, the student will increase oral reading fluency from X to Y words per minute while maintaining at least 95% accuracy across three consecutive reading probes.
By the end of the current semester, the student will demonstrate appropriate phrasing and expression when reading familiar passages, as measured by a fluency rubric in 4 out of 5 trials.
By the end of the next trimester, the student will read familiar text with improved prosody, including appropriate pausing at punctuation, in 80% of observed opportunities.
By the end of the school year, the student will maintain accuracy and rate when reading unfamiliar text, demonstrating no more than a 10% decrease in words per minute compared to familiar passages.
By the end of the next 9 weeks, the student will demonstrate increased reading stamina by sustaining oral reading for X minutes while maintaining accuracy and appropriate pacing.

Reading Comprehension IEP Goals for Students With Dyslexia

For students with dyslexia, reading comprehension is often closely tied to decoding demands. When decoding requires significant effort, comprehension can appear weaker than it truly is. During a mid-year IEP review, it is important to distinguish between difficulty understanding language and difficulty accessing text. The goals below focus on building comprehension through supported reading while also leveraging listening comprehension as a strength.

Comprehension Using Decodable and Supported Text

These reading comprehension IEP goals target understanding when text is aligned with the studentâ€™s decoding skills. Using decodable or supported text allows teams to assess comprehension without decoding masking true understanding.

By the end of the school year, given decodable or instructional-level text, the student will answer literal comprehension questions with 80% accuracy across three consecutive sessions.
By the end of the current semester, the student will retell a short passage by identifying the beginning, middle, and end with minimal prompting in 4 out of 5 opportunities.
By the end of the next 9 weeks, the student will sequence three to five key events from a supported text using visual aids with 80% accuracy.
By the end of the trimester, given a graphic organizer, the student will identify the main idea and at least two supporting details from a supported text in 4 out of 5 trials.
By the end of the school year, the student will independently use a graphic organizer to demonstrate comprehension of a short passage, completing all required sections with 80% accuracy.

Listening Comprehension as a Strength

Listening comprehension often reflects a studentâ€™s true language understanding and can be used to support access to grade-level content. These dyslexia support goals help ensure comprehension growth continues even when decoding remains an area of need.

By the end of the school year, when grade-level text is read aloud, the student will answer comprehension questions with 85% accuracy across three consecutive data collection sessions.
By the end of the current semester, the student will participate in oral discussions about a read-aloud by answering and asking questions in 4 out of 5 observed opportunities.
By the end of the next trimester, the student will demonstrate understanding of grade-level content by providing an oral or visual response following a read-aloud in 80% of opportunities.
By the end of the school year, the student will use listening comprehension strategies to summarize key information from content-area texts with minimal prompting in 4 out of 5 trials.
By the end of the next 9 weeks, the student will demonstrate comprehension of instructional content presented orally by completing a related task or response with 80% accuracy.

Written Language and Spelling IEP Goals for Dyslexia

Written language can be especially challenging for students with dyslexia, as spelling, encoding, and idea generation often compete for attention at the same time. During a mid-year IEP review, teams may notice that students have strong ideas but struggle to express them clearly in writing due to spelling demands. The following goals are designed to strengthen spelling and written expression while reducing unnecessary barriers.

Spelling and Encoding IEP Goals

Spelling and encoding goals for students with dyslexia should focus on phonics-based patterns and strategy use rather than memorization of isolated word lists. These goals emphasize transferable skills that support both reading and writing development.

By the end of the school year, given dictated words containing taught phonics patterns, the student will spell the words with 80% accuracy across three consecutive data collection sessions.
By the end of the current semester, the student will apply taught spelling patterns when writing unfamiliar words, demonstrating correct pattern use in 4 out of 5 opportunities.
By the end of the next 9 weeks, the student will segment spoken words into phonemes and represent each sound accurately in writing with 75% accuracy during structured spelling tasks.
By the end of the trimester, the student will generalize learned spelling patterns to connected writing, reducing pattern-based spelling errors from X to Y as measured by writing samples.
By the end of the school year, when unsure of spelling, the student will independently use a taught spelling strategy rather than guessing in 4 out of 5 observed opportunities.

Written Expression With Appropriate Supports

Written expression goals should allow students with dyslexia to demonstrate their ideas and knowledge without spelling difficulties overshadowing content. Providing appropriate supports helps students build structure, confidence, and independence in writing.

By the end of the school year, given sentence frames or visual supports, the student will write complete sentences that include a subject and predicate in 4 out of 5 trials.
By the end of the current semester, the student will write a paragraph that includes a topic sentence and at least two supporting details using a graphic organizer in 4 out of 5 opportunities.
By the end of the next trimester, the student will reduce spelling errors that interfere with meaning in written work, as measured by teacher review of writing samples across three consecutive assignments.
By the end of the school year, the student will use assistive tools such as speech-to-text or spell-check to complete written assignments with minimal adult prompting in 4 out of 5 opportunities.
By the end of the next 9 weeks, the student will independently revise a written draft to improve clarity and organization using a checklist or rubric in 80% of observed opportunities.

Executive Function and Self-Advocacy Goals Related to Dyslexia

Executive function skills play a critical role in dyslexia progress. Even when students have strong instruction and appropriate accommodations, difficulties with planning, stamina, self-monitoring, or help-seeking can limit how effectively those supports are used. During a mid-year IEP review, teams often find that reading and writing progress improves most when executive function and self-advocacy goals are addressed alongside academic goals.

The following executive functioning IEP goals focus on building independence, increasing appropriate use of supports, and strengthening persistence with literacy tasks.

Help-Seeking and Self-Advocacy IEP Goals

By the end of the school year, the student will independently request clarification or decoding support when encountering challenging text in 4 out of 5 observed opportunities.
By the end of the current semester, the student will appropriately ask for repetition or read-aloud support during reading tasks rather than disengaging in 80% of observed opportunities.
By the end of the next 9 weeks, the student will identify at least one strategy or accommodation that supports reading or writing and verbalize its use during structured tasks in 4 out of 5 trials.

Use of Accommodations IEP Goals

By the end of the school year, the student will independently use assigned accommodations, such as text-to-speech or extended time, during classroom tasks with no more than one adult prompt per activity.
By the end of the current trimester, the student will demonstrate appropriate use of assistive tools to complete reading or writing assignments in 80% of observed opportunities.
By the end of the next semester, the student will select and apply an appropriate accommodation based on task demands, as measured by teacher observation across three consecutive data collection sessions.

Reading Stamina and Task Persistence IEP Goals

By the end of the school year, the student will sustain engagement in a structured reading task for X minutes while maintaining use of taught strategies across three consecutive sessions.
By the end of the next 9 weeks, the student will complete literacy tasks without avoidance behaviors for X minutes in 4 out of 5 opportunities.
By the end of the current semester, the student will use a self-monitoring tool or checklist to track task completion and effort during reading or writing activities in 80% of observed opportunities.
By the end of the school year, the student will demonstrate increased task persistence by returning to challenging reading or writing tasks after a break with minimal adult prompting in 4 out of 5 trials.

Executive function skills directly affect how students with dyslexia access instruction, use accommodations, and persist through challenging tasks. When teams address self-advocacy and executive functioning alongside literacy goals, students are better positioned to make steady progress through the second half of the school year and beyond.

Using Progress Monitoring to Adjust Dyslexia IEP Goals at Mid-Year

Progress monitoring is the foundation of meaningful mid-year IEP decisions for students with dyslexia. Rather than relying on grades or general impressions, teams should review consistent data points such as decoding probes, fluency measures, spelling samples, and comprehension checks to identify patterns. These patterns help determine whether a student is making steady progress, plateauing, or regressing, which should guide how goals are adjusted.

Goals may need to be simplified when data shows minimal growth despite consistent instruction, particularly if a goal combines too many skills at once. Decoding and fluency should be separated when accuracy is improving but speed is not, allowing teams to prioritize strategy use before rate. In many cases, progress stalls not because the goal is inappropriate, but because the level of support or instructional intensity needs to increase. Mid-year IEP goals should be changed when data shows the current goal is no longer achievable or meaningful with the existing supports, not simply because progress feels slower than expected.

Final Thoughts and Dyslexia IEP Resources

Supporting students with dyslexia through the second half of the year requires patience, consistency, and an understanding that slow, steady progress is still meaningful progress. A well-designed dyslexia IEP goal bank helps teams build on student strengths, refine instruction, and avoid quick fixes that do not align with how reading skills develop over time. In addition to the goals shared here, Lighthouse Therapy offers a growing collection of IEP guides and goal banks across reading, writing, executive function, and communication to support thoughtful, data-driven planning. If you are looking for reading intervention support, goal-writing tools, or clinician guidance to strengthen your IEP process, explore our full library of IEP resources or connect with Lighthouse Therapy to learn how we can support your team and the students you serve.

AI and IEPs: What Special Education Teams Should Know

Written by Jen Belcher on September 23, 2025. Posted in AI in Education, IEP Guides, School Leadership, School Related Issues, School Resources.

Why AI and IEPs Are Becoming a Hot Topic

Artificial intelligence in schools has moved quickly from theory to practice. Many districts are experimenting with AI tools to handle everyday tasks like lesson planning, grading, and administrative paperwork. Teachers and special education teams are already stretched thin. These tools promise efficiency and time savings. That momentum makes it natural to ask what role AI could play in one of the most important areas of special education: developing and managing IEPs.

AI in special education raises unique questions because IEPs are not just documents. They represent legally binding commitments to students with disabilities and are the foundation for individualized learning supports. Educators are beginning to wonder whether AI could streamline tasks like drafting goals, generating progress reports, or monitoring student data. If artificial intelligence in schools can reduce the paperwork burden, it may give teachers and clinicians more time for direct student interaction.

At the same time, the idea of AI and IEPs sparks important conversations about oversight, compliance, and ethics. Unlike general classroom lesson plans, IEPs require precision and accountability under federal law. The conversation is heating up because the stakes are higher: families and educators alike want to know whether AI can support, not replace, the human judgment that makes IEPs effective.

What AI Could Offer in the IEP Process

Educators and families know that creating, updating, and implementing IEPs takes a tremendous amount of time and coordination. This is where AI tools show potential. They are certainly not a replacement for the human expertise that drives special education, but potentially a support system to ease some of the heaviest administrative burdens. When used thoughtfully, AI could help special education teams stay organized, highlight important patterns, and even make the IEP process more accessible for families.

Drafting and Goal Suggestions

One of the most talked-about applications is using AI to draft IEP goals. With the right input data: student assessments, teacher notes, or progress history, AI tools can generate sample goals or suggest language that aligns with common benchmarks. For busy special education teams, this could mean starting with a draft instead of a blank page. That time saved can then be redirected back to planning instruction or meeting directly with students.

However, using AI to write IEPs requires careful oversight. Drafts are only a starting point. Every suggested goal must be reviewed and refined by educators, specialists, and families to ensure it reflects the childâ€™s unique needs and complies with IDEA requirements. The real value lies in the balance: letting AI handle the repetitive phrasing while people provide the expertise and personalization.

Smarter Progress Monitoring

Another promising use of AI is in progress monitoring. Collecting data, charting results, and analyzing trends can quickly eat up valuable hours. AI-powered dashboards have the potential to automate much of this work, gathering data from classroom activities, digital platforms, or therapist notes and displaying it in clear, visual summaries.

With this kind of AI student tracking, educators could spot patterns sooner, like a child consistently struggling in one skill area or making faster-than-expected growth in another. Early insights mean earlier interventions, helping students stay on track with their IEP goals. At the same time, educators would spend less time manually entering numbers into spreadsheets and more time working face-to-face with students.

Communication and Accessibility

The IEP process can feel overwhelming for families, especially when reports are filled with technical language. AI in IEP communication could help by creating simplified summaries that translate professional jargon into plain, parent-friendly language. This would make it easier for caregivers to fully engage in the process and feel confident in their childâ€™s plan.

Accessibility tools also show promise. AI translation features could help multilingual families better understand reports, goals, and progress notes in their home language. For parents who cannot attend meetings in person, AI-driven summaries could ensure they remain informed and included.

Potential Benefits for SPED Teams and Families

For many educators and families, the real interest in AI comes down to what it might change in day-to-day practice. Special education already involves layers of documentation, data collection, and collaboration, and adding new technology only makes sense if it lightens that load. The potential benefits of AI in special education are practical: less paperwork, earlier insights into student needs, and more time for the kind of personal interactions that matter most.

Reduced paperwork and time savings

Anyone who has worked on IEPs knows the hours it takes to draft, update, and document services. AI benefits in special education could include generating first drafts of goals, summarizing reports, or organizing data automatically. By cutting down on repetitive tasks, AI could help special education teams reclaim valuable time. That time can then be used where it matters most: teaching, problem-solving, and connecting with students.

Earlier interventions through predictive data

Another promising area is predictive analysis. With adaptive learning AI and progress-monitoring tools, schools could spot learning challenges earlier than before. For example, if a childâ€™s data shows a sudden decline in reading fluency or math accuracy, AI systems might flag the change immediately. This allows teams to adjust supports quickly, rather than waiting for end-of-quarter reports or annual reviews. For families, earlier intervention means fewer missed opportunities and a greater chance for steady growth.

More time for face-to-face collaboration

When educators spend less time buried in paperwork, they have more energy to collaborate with parents, therapists, and general education teachers. That extra time could be used to plan classroom strategies together, meet with families to review progress, or simply talk with students about their goals. Stronger collaboration builds trust, and trust is the foundation of every effective IEP team.

At the heart of these potential benefits is a simple idea: AI can handle some of the background work so humans can focus on the relationships and decisions that truly shape student success.

Risks and Challenges to Consider

As exciting as the possibilities may be, it is equally important to think carefully about the risks of using AI in the IEP process. Special education is governed by strict laws and built on trust between schools and families. Any new tool must be measured against those standards. Below are some of the main challenges schools and districts need to keep in mind when exploring AI in special education.

Compliance with IDEA and FERPA

IEPs are not only educational plans. They are also legal documents. Federal laws like IDEA and FERPA establish specific requirements around individualized planning, family participation, and student data protection. While AI tools can help organize information or suggest draft language, they cannot replace the individualized planning process required by law.

Student data privacy is another critical concern. Using AI in schools often means collecting and processing large amounts of sensitive information. If that data is not handled securely, it could violate FERPA protections and erode family trust. Any use of AI for IEP compliance must come with clear safeguards: strong data security policies, limited access, and transparency about how information is used.

Accuracy and Bias

Another challenge is the reliability of AI in IEPs. While these tools can generate drafts quickly, they may produce generic or inaccurate goals that do not reflect a childâ€™s actual needs. There is also the risk of bias. If the AI is trained on incomplete or unrepresentative data, it could make recommendations that disadvantage certain groups of students.

Because of this, human oversight remains essential. Educators and families must carefully review AI outputs, ensuring they are tailored, appropriate, and legally sound. AI can support the process, but it cannot replace the professional judgment and lived experience of teachers, therapists, and parents who know the student best.

Over-Reliance on Technology

Finally, there is the risk of leaning too heavily on AI. While it may be tempting to let technology handle more of the workload, over-reliance could undermine the professional expertise that makes IEPs meaningful. Special education is deeply relational, and no algorithm can replace the insights gained from working directly with students, listening to families, or collaborating across a team.

The goal should be balance. AI can assist with drafting, data tracking, or simplifying reports, but teachers and specialists remain the drivers of decision-making. When human expertise and AI tools work together, schools have the best chance of supporting students effectively without losing the personal touch that defines special education.

What We Donâ€™t Know Yet

Even with all the conversations about AI in special education, there are still more questions than answers. The technology is moving faster than policies and best practices can keep up, which means schools and families are operating in a landscape filled with unknowns. Recognizing these gaps is important for setting realistic expectations about what AI can and cannot do in the IEP process.

One uncertainty is how federal and state policies will address AI in IEP development. Laws like IDEA and FERPA were written long before artificial intelligence entered classrooms, and regulators are only beginning to consider how these tools fit within existing compliance frameworks. Until clear guidelines are issued, schools will need to tread carefully to avoid unintentionally stepping outside of legal requirements.

There are also questions about how districts will approach adoption. Some may be early adopters, testing AI platforms for drafting or progress monitoring, while others may restrict their use altogether out of concern for student privacy or legal risk. The future of IEP technology could look very different from one district to the next, which may create uneven access to AIâ€™s potential benefits.

Finally, it remains to be seen whether AI tools will consistently meet compliance standards. While many vendors promise efficiency, not all solutions are designed with the specific demands of special education in mind. The unknowns in AI and education include whether these tools can generate documentation that meets the individualized and legally binding nature of IEPs. If they cannot, schools could face more challenges rather than fewer.

In short, the future of IEP technology is still unfolding. The possibilities are exciting, but the rules, safeguards, and evidence needed to guide safe and effective use are still being written.

Human Expertise Still Leads the Way

No matter how advanced technology becomes, the heart of special education will always rest with people. Teachers, clinicians, and families are the ones who know students best. They bring the insights, context, and compassion that no algorithm can replicate. While AI may help with drafting language, sorting data, or flagging patterns, it cannot replace the conversations and collaboration that shape an effective IEP.

The role of teachers in IEPs is especially vital. Educators see how a child learns day to day, notice subtle shifts in behavior, and adjust instruction in real time. Clinicians contribute specialized expertise, whether in speech therapy, occupational therapy, or counseling, while families provide the deep personal knowledge of a childâ€™s strengths, challenges, and hopes for the future. Together, these perspectives ensure that IEP decisions are both legally sound and personally meaningful.

When it comes to human vs AI in education, the distinction is clear: AI can support the process, but it cannot lead it. For example, a program might suggest a reading goal based on assessment data, but only a teacher can decide if that goal makes sense for a childâ€™s classroom context. Similarly, AI might generate a progress report, but only a parent or therapist can interpret whether the progress feels accurate and aligns with lived experience.

Viewed this way, AI should be seen as a helpful assistant: streamlining tasks, highlighting trends, and translating information into more accessible formats, while human expertise continues to drive decisions. The balance lies in using technology to free up time and energy so educators and families can focus on what matters most: supporting students as individuals, not as data points.

Where Lighthouse Therapy Fits In

At Lighthouse Therapy, we recognize the growing conversation about AI in special education services. We see its potential to reduce paperwork, track data more efficiently, and support teams in managing their busy workloads. But we also know that technology alone is not enough. IEPs are legally binding documents and deeply personal roadmaps for students, and they require the knowledge, empathy, and judgment that only educators, clinicians, and families can bring.

Thatâ€™s why our approach strikes a balance. We believe AI can be a useful assistant for organizing information, but compliance, quality, and student-centered care must remain in the hands of skilled professionals. Our teletherapy for schools model is built on this principle. Every service we provide is backed by licensed clinicians who understand both the technology available today and the requirements of special education law. This ensures that districts have a SPED support partner they can rely on, no matter how the landscape evolves.

We also offer practical resources that help lighten the workload for educators without sacrificing quality. One example is our IEP goal banks, which give teams ready-to-use, research-based goals across skill areas. These can save time while still leaving room for customization, ensuring each plan reflects the unique needs of a child. If youâ€™re curious, we encourage you to browse our Lighthouse IEP goal banks and see how they can support your team in striking that happy medium between efficiency and personalization.

In the end, our stance is simple: AI may help with the background tasks, but the heart of special education will always rest with people. And at Lighthouse, weâ€™re committed to being the kind of steady, responsive partner districts need today and in the future.

Back-to-School IEP Goals: 50 Ready-to-Use Goals for Every Area

Written by Jen Belcher on July 30, 2025. Posted in ADHD, Behavioral/Mental Health Therapist, Dyslexia, Executive Functioning, IEP Guides, Information for Therapists, Occupational Therapy, School Leadership, School Resources, Smart Goal Example, Special Education, Speech- Language Pathology, Therapist Resources.

At the start of every school year, special education teams face a familiar challenge: setting meaningful, measurable goals that align with each studentâ€™s unique needs and ensure compliance with IDEA. Individualized Education Program (IEP) goal setting isnâ€™t just a procedural taskâ€”itâ€™s the foundation for student growth, progress monitoring, and service delivery. The right goals provide clarity, direction, and accountability for educators, related service providers, and families alike.

But crafting high-quality IEP goals can be time-consuming, especially when you’re juggling evaluations, scheduling, and team meetings. Thatâ€™s where this IEP Goal Bank comes in. Designed to save time and reduce stress, this resource supports special education teams by offering a curated set of sample goals that are SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and fully aligned with IDEA requirements.Â

Inside, youâ€™ll find 50 sample IEP goals spanning key service areas, including:

Speech and language
Occupational therapy
Academic interventions
Executive functioning
Social-emotional learning
Behavioral supports

Each goal is written with clarity and flexibility so it can be adapted to different age groups and functioning levels. Use it as inspiration, a jumping-off point, or a trusted reference when collaborating with your team. Because when goal setting is done well, students benefitâ€”and thatâ€™s what this work is all about.

Why Back-to-School IEP Planning Matters

The first weeks of school are a critical window for ensuring students with IEPs get the support they need to thrive. For special education teams, that means approaching IEP planning with purpose and urgency. When planning begins early, teams can put strong goals in place and avoid playing catch-up later in the year.

Clear, measurable back to school IEP goals provide direction for instruction and help streamline service delivery. They allow educators to track progress from day one and give related service providers a roadmap for targeting their interventions. Strong goals also help general and special education staff stay on the same page, making collaboration more effective throughout the year.

Early IEP planning also strengthens compliance. Under IDEA and FAPE, districts are responsible for providing timely, individualized services, and that starts with high-quality goals that reflect each studentâ€™s present levels of performance. When goals are vague or delayed, it increases the risk of missed minutes, inconsistent support, and legal vulnerability.

Finally, starting the year with solid IEPs builds stronger partnerships with families and staff. It gives everyone: teachers, therapists, administrators, and caregivers, a shared sense of clarity and purpose. By planning ahead, teams can ensure IEPs become living tools that guide meaningful student progress.

50 IEP Goals to Start the Year Strong

Speech and Language IEP Goals

Setting clear, measurable IEP goals for speech and language supports both communication development and academic achievement. Below are 10 SMART goal examples across key areas (expressive language, receptive language, articulation, and pragmatic communication) all written in a format ready to personalize for your students.

Expressive Language Goals

By the end of the semester, the student will retell a short story or personal experience using sequential vocabulary (first, next, then, last) in correct order with 80% accuracy during structured speech-language sessions.
Within three months, the student will independently generate grammatically complete sentences using appropriate tense and subject-verb agreement with 85% accuracy across three consecutive language samples.

Receptive Language Goals

By the end of the school year, the student will follow two-step oral directions containing spatial concepts (e.g., â€œbefore,â€ â€œafter,â€ â€œunder,â€ â€œnext toâ€) with 90% accuracy in structured therapy activities.
Over the next quarter, the student will identify the meaning of grade-level curriculum vocabulary words using context clues from a short passage with 80% accuracy during reading comprehension tasks.

Articulation Goals

Within six months, the student will correctly produce the /s/ sound in initial, medial, and final positions of words with 85% accuracy during structured speech activities.
By the end of the quarter, the student will reduce the phonological process of fronting by correctly producing /k/ and /g/ sounds in word-final positions with 80% accuracy during structured therapy sessions.
Within three months, the student will produce age-appropriate consonant blends (e.g., â€œbl,â€ â€œgr,â€ â€œstâ€) at the phrase level with 90% accuracy in imitation and spontaneous tasks.

Pragmatic Language Goals

By the end of the semester, the student will appropriately initiate peer interactions (e.g., asking to join a game, offering help) in 4 out of 5 observed opportunities during structured or naturalistic play.
Within six months, the student will identify and describe how a peer might feel in a given social scenario (e.g., being left out, receiving a compliment) with 80% accuracy in role-play activities.
Over the next quarter, the student will use repair strategies (e.g., asking for clarification, repeating or rephrasing a message) in structured conversation tasks in 3 out of 4 opportunities, as measured by clinician observation.

Occupational Therapy (OT) IEP Goals

Occupational therapy plays a critical role in helping students access and participate in the school environment. Whether itâ€™s improving pencil grip, managing sensory input, or building independence in daily routines, OT goals should support real-world, functional outcomes. The sample goals below are written in SMART format and are easy to customize based on a student’s present levels, age, and IEP team priorities.

Fine Motor Goals

Within three months, the student will use a dynamic tripod grasp to independently write their first name legibly with proper letter formation in 4 out of 5 opportunities, as measured by work samples and therapist observation.
By the end of the quarter, the student will cut along straight and curved lines within Â¼ inch of the guideline using child-safe scissors with 85% accuracy across three consecutive sessions.
Over the next semester, the student will independently complete 10-piece interlocking puzzles using bilateral coordination and visual scanning strategies in 4 out of 5 attempts.
Within six months, the student will demonstrate improved hand strength by opening containers (e.g., snack bins, pencil boxes) independently in 90% of opportunities during classroom routines.

Sensory Regulation Goals

By the end of the semester, the student will use a preferred self-regulation strategy (e.g., weighted lap pad, movement break, deep pressure) to remain seated and on-task for at least 10 minutes during a small group lesson in 4 out of 5 trials.
Over the next three months, the student will identify and verbalize when they are feeling overstimulated and request a break or tool from their sensory toolbox in 80% of opportunities, as measured by staff data collection.
Within the next quarter, the student will tolerate transitions between activities (e.g., recess to classroom, lunch to group work) with no more than one verbal prompt in 4 out of 5 observed instances.

Self-Care and Functional Independence Goals

By the end of the school year, the student will independently complete a classroom hygiene routine (e.g., washing hands, blowing nose, disposing of tissue) in the correct sequence in 4 out of 5 opportunities.
Within four months, the student will independently pack and unpack their backpack or school bag at arrival and dismissal with no more than one prompt in 90% of school days.
Over the next semester, the student will put on and take off their coat or jacket, including managing zippers or buttons, with minimal assistance in 80% of opportunities during daily transitions.

Behavioral and Social-Emotional IEP Goals

Behavioral and social-emotional IEP goals help students develop the self-awareness and regulation skills they need to navigate both the classroom and their peer relationships. These goals often support a Tier 2 or Tier 3 intervention within a PBIS (Positive Behavioral Interventions and Supports) framework and can align with functional behavior assessments (FBAs) or behavior intervention plans (BIPs).

Behavior Regulation and Coping Skills

Within six months, the student will identify three coping strategies (e.g., deep breathing, counting to 10, asking for help) and use them during moments of frustration in 4 out of 5 observed opportunities, as documented by behavior data.
By the end of the quarter, the student will transition between classroom activities with no more than one verbal prompt and without displaying physical or verbal disruption in 80% of observed transitions.
Within three months, the student will independently request a break using a visual or verbal cue when feeling overwhelmed in 4 out of 5 opportunities during structured tasks.
Over the next semester, the student will follow classroom behavior expectations (e.g., staying in seat, raising hand to speak) for at least 20 minutes during instructional time in 85% of opportunities.

Peer Interaction and Social Awareness

By the end of the semester, the student will participate in structured group activities with peers, demonstrating turn-taking and appropriate voice volume in 4 out of 5 sessions, as measured by teacher or therapist observation.
Within three months, the student will appropriately respond to peer greetings or initiations (e.g., saying â€œhi,â€ nodding, smiling) in 80% of observed social interactions.
Over the next quarter, the student will demonstrate problem-solving by identifying a conflict with a peer and selecting one appropriate strategy to resolve it in 3 out of 4 scenarios, as practiced in role-plays.

PBIS-Friendly and Tiered Goals

As part of a Tier 2 check-in/check-out program, the student will earn a daily behavior rating of 80% or higher across school routines (e.g., hallway, lunch, class) for four consecutive weeks.
Within a school counseling or SEL group, the student will identify one personal strength and one growth area during weekly sessions in 4 out of 5 opportunities, supporting Tier 2 SEL interventions.
Over the next six weeks, the student will use a daily self-monitoring checklist to track on-task behavior and reflect on performance with staff support in 4 out of 5 school days.

Academic IEP Goals (Reading, Math, Writing)

Academic IEP goals should build the essential literacy and numeracy skills that allow students to access grade-level content. The following examples target reading fluency, basic math computation, and writing structure, all of which can be customized for different age groups or ability levels.

Reading IEP Goals

Within six months, the student will read a grade-level passage aloud at 90 words per minute with 95% accuracy, as measured by curriculum-based assessments.
By the end of the quarter, the student will identify the main idea and two supporting details from an informational text with 85% accuracy during guided reading groups.
Over the next semester, the student will decode CVC and high-frequency words with 90% accuracy across three consecutive progress monitoring probes.

Math IEP Goals

Within three months, the student will solve single-digit addition and subtraction problems (within 20) with 85% accuracy using manipulatives or visual supports during small group instruction.
By the end of the school year, the student will apply place value concepts to identify the value of digits in a three-digit number with 90% accuracy across 3 out of 4 tasks.
Over the next quarter, the student will solve one-step word problems involving addition and subtraction with 80% accuracy in 4 out of 5 opportunities.

Writing IEP Goals

Within six months, the student will write a three-sentence paragraph that includes a topic sentence, two supporting details, and appropriate punctuation with 85% accuracy.
By the end of the semester, the student will use capital letters for proper nouns and the beginning of sentences with 90% accuracy across three writing samples.
Within three months, the student will use transition words (e.g., â€œfirst,â€ â€œnext,â€ â€œfinallyâ€) to sequence ideas in a personal narrative with 80% accuracy in structured writing tasks.
Over the next quarter, the student will revise a written draft by adding descriptive details and correcting grammatical errors in 4 out of 5 teacher-led editing sessions.

Additional Goals â€“ Executive Function, Life Skills, and More

For students in middle and high school, IEP goals often shift toward executive functioning, independent living, and transition planning. These goals help build skills that support academic access, personal responsibility, and postsecondary readiness.

Executive Functioning Goals

Within three months, the student will use a planner, calendar, or digital tool to track assignments and due dates with 85% accuracy over four consecutive weeks.
Over the next quarter, the student will begin tasks within five minutes of instruction in 4 out of 5 observed classes, using a visual schedule or checklist as needed.
Within six months, the student will break a multi-step academic task into smaller parts and complete each step independently in 4 out of 5 project-based assignments.

Life Skills and Functional Independence

By the end of the school year, the student will prepare a simple snack or meal by following a visual recipe with no more than one adult prompt in 3 out of 4 trials.
Within four months, the student will independently complete a laundry routine (e.g., sort, load, fold) with 90% accuracy, as measured by functional skills checklist data.
Over the next quarter, the student will demonstrate understanding of personal finance concepts (e.g., budgeting, needs vs. wants) by completing three teacher-created scenarios with 80% accuracy.

Self-Advocacy and Transition IEP Goals

Within three months, the student will identify their learning strengths and accommodations and communicate them to a teacher or adult in 4 out of 5 role-play scenarios.
By the end of the semester, the student will complete a career interest inventory and identify three job types that align with their preferences, documenting responses in a transition portfolio.
Within six months, the student will use public transportation planning tools (e.g., maps, apps, schedules) to identify a route from school to home or another location in 3 out of 4 tasks.
Over the next quarter, the student will attend and participate in their IEP meeting by stating one goal, one strength, and one area of need, as documented by teacher observation.

How to Use This IEP Goal Bank

Once the school year begins, IEP goals need to move off the page and into practice. The first 30 days are a make-or-break window for strong IEP implementation, and having a plan to track services, collect data, and establish routines is essential for success. These early weeks lay the groundwork for compliance, collaboration, and student progress.

Start by setting up clear systems for documentation. Whether you’re using a digital tracking platform or a spreadsheet, make sure every provider knows how and where to log sessions, missed minutes, and observations. Service logs, attendance records, and parent contact notes should all be part of your teamâ€™s daily workflow from Day 1.

One of the most effective back to school SPED strategies is to collect baseline data early. This data gives context to student progress and helps refine goals if needed. Begin collecting this data as soon as services begin. Even informal observations are better than waiting. Aim to complete baseline measures for all IEP goals by Day 30.

To keep things on track, consider these internal benchmarks:

100% service delivery by Day 15 (with missed sessions clearly documented and rescheduled)
Baseline data collected for all goals by Day 30
Communication with every family by the end of Week 2

These metrics help ensure nothing falls through the cracks and keep your team aligned and accountable from the very beginning.

Final Tips for a Successful Back-to-School Start

Every school year comes with its own challenges, but strong special education planning can make all the difference. Whether youâ€™re a veteran case manager or brand new to the team, these final tips can help you stay organized, compliant, and student-focused as the school year gets underway.

Collaborate early and often. Make time to meet with general education teachers, therapists, and administrators. Even a quick check-in can surface scheduling issues, student needs, or changes in behavior before they become bigger problems.
Track everything. From goal progress and baseline data to parent contact logs and missed sessions, consistent documentation is your safety net. It supports compliance and ensures services are truly individualized.
Use tools as scaffolds, not substitutes. Goal banks, checklists, and templates (like the one in this blog) can save time and build consistency, but donâ€™t let them replace the thoughtful, student-specific planning that makes an IEP meaningful.

Above all, remember that the start of the year isnâ€™t about perfection. Get your systems in place, loop in your team, and give yourself permission to adapt as you go. A well-supported start sets the tone for a strong, successful year.

More Support for SPED Teams This Fall

Looking for more ways to streamline your workload and support your students this fall? Lighthouse Therapy offers tailored virtual and hybrid special education services to help your team deliver high-quality services, no matter the setting.

From speech therapy and occupational therapy to counseling, evaluations, and IEP meeting support, our credentialed professionals integrate seamlessly with your districtâ€™s goals and platforms. Whether youâ€™re fully staffed and just need a short-term solution, or navigating service gaps, weâ€™re here to help.

Need extra staffing this fall? Weâ€™d love to hear from you. Reach out to Lighthouse Therapy today to learn how we can support your students, staff, and goals, virtually or in person.

IEP Implementation in First 30 Days

Written by Jen Belcher on July 29, 2025. Posted in IEP Guides, Information for Therapists, School Leadership, School Psychology, School Resources, Special Education, Speech- Language Pathology, Therapist Resources.

The first 30 days of school set the tone for the entire academic year, especially when it comes to students with Individualized Education Programs (IEPs). This is a high-stakes window, not just for scheduling and service delivery, but for building the trust and consistency that students with disabilities rely on to thrive. For special education teams, this period is about meeting legal timelines, avoiding service gaps, and making sure each student begins the year with the support theyâ€™re entitled to.

From a legal standpoint, districts are required to implement every active IEP as written, regardless of staffing shortages, scheduling delays, or whether services are delivered in person or virtually. Logistically, that means coordinating across teams, platforms, and sometimes campuses. Emotionally, the first month can be overwhelming for families who are eager and sometimes anxious to see how their child will be supported this year.

This guide offers a clear, step-by-step roadmap for IEP implementation in the first 30 days of school. Whether you’re a school leader, service provider, or virtual partner, you’ll find tools, timelines, and tips to help you deliver timely, compliant, and student-centered support right from day one.

Why the First 30 Days Matter So Much

During the first month of school, districts are legally required to begin delivering the services and supports outlined in each studentâ€™s IEP. Under the Individuals with Disabilities Education Act (IDEA), schools are required to implement every active IEP as written from the moment the school year begins. That includes delivering all related services, accommodations, modifications, and supports outlined in each plan.

When IEP service delivery is delayed, the consequences are serious. Missed sessions, unimplemented accommodations, or failure to initiate progress monitoring can lead to compliance violations and trigger compensatory service obligations. More importantly, these delays can disrupt learning and set students back academically and emotionally, especially those who rely on routine, structure, and early intervention.

The first 30 days of school are also when families pay close attention to whether their child’s needs are being met. This is a critical time to build or reinforce trust. A smooth start helps parents feel confident in the team and supports strong collaboration for the rest of the year. Conversely, a rocky start can lead to frustration, advocacy challenges, or even formal complaints.

Despite how services are delivered, virtually, or through a hybrid model, schools are held to the same legal and educational standards. Virtual special education services must be just as timely, individualized, and progress-oriented as their in-person counterparts. Thatâ€™s why intentional planning, clear communication, and early coordination are essential during this make-or-break window.

Week One Priorities: How to Start Strong

The first week of school is one of the most critical periods for setting up effective and compliant special education services. While routines are still forming and schedules are being finalized, special education providers must move quickly to ensure students with IEPs are receiving what they need, on time and as written. A strong start in Week One helps prevent service delays, builds trust with families, and sets the foundation for collaboration all year long. Below are three essential priorities to focus on during this important window.

Review and Flag All IEPs

Start by carefully reviewing each IEP on your caseload. Focus on the core components that directly impact service delivery:

Service minutes and frequency
Measurable goals and progress benchmarks
Classroom accommodations and modifications
Assistive technology requirements
Transportation or access needs

Pay close attention to any plans that may need clarification, updates, or team discussion. Use a simple spreadsheet or checklist to track your review and flag IEPs that require immediate follow-up. This early step helps prevent confusion or noncompliance later on and ensures no student falls through the cracks.

Communicate with Families and Teams

Clear, early communication is key to successful IEP implementation, especially when working across general education, special education, and virtual teams. In Week One, send introductory emails to both families and classroom teachers. For families, briefly introduce yourself, outline your role, and explain how and when services will begin. Include your contact information and offer times for questions or check-ins.

For teachers, clarify how student needs may impact the classroom environment and offer support on implementing accommodations. If youâ€™re delivering virtual or hybrid services, make sure to explain how those sessions will be scheduled, conducted, and documented. Early transparency prevents confusion and lays the groundwork for collaboration.

Verify Tech Readiness (For Virtual Services)

If you’re delivering any services virtually, technology setup must happen in Week One to avoid unnecessary delays. Confirm that students have working devices, reliable internet access, and logins for the teletherapy platform. Work with the schoolâ€™s IT staff or virtual provider to ensure everything is secure and functional.

Itâ€™s also helpful to provide simple onboarding tools for families, such as platform guides, login instructions, or short video tutorials. If technical issues arise, troubleshoot them right away or escalate them to the appropriate team. Ensuring that virtual services are ready to go by the end of the first week is essential to maintaining service continuity and meeting compliance standards.

Weeks 2â€“4: Build Consistency and Track Services

Once the first week of school is complete and IEP services are underway, the focus shifts to consistency and data. Weeks two through four are a vital stretch in the first 30 days of school, offering an opportunity to solidify routines, track implementation, and begin measuring student progress. These weeks are where compliance and quality begin to align, and where strong documentation practices can make all the difference.

Deliver All Scheduled Services Promptly

By this point in the year, all IEP services should be actively in place, regardless of whether they are being delivered in person, virtually, or through a hybrid model. Avoid delays caused by rescheduling, waiting for staffing decisions, or â€œgetting to knowâ€ periods. IEP service delivery isÂ a legal obligation that begins on day one and must continue consistently.

Every session should be documented clearly and in real time, including makeup sessions and any attempted but missed services. Use your districtâ€™s IEP software, a digital log, or a secure tracking sheet to keep detailed records. This not only protects your team in case of an audit but ensures transparency with families and IEP team members.

Start Baseline Data Collection

The sooner you begin collecting data, the stronger your ability to support goal adjustments, measure growth, and identify support needs. In the early weeks, use informal assessments, skill probes, or observational checklists aligned with the IEP goals. These baseline snapshots help establish where the student is starting, which is an essential piece of the progress monitoring puzzle.

For virtual IEP services, consider using digital tools that support data capture during or immediately after sessions. Donâ€™t overlook parent or caregiver input, especially if services are being delivered at home. Early data collection not only supports compliance but gives service providers a foundation for meaningful instruction.

Monitor Progress and Adjust Support

As the month progresses, begin checking in with classroom teachers, service team members, and, when appropriate, families. Short, intentional conversations can reveal important details about how the student is responding to services in different settings.

If barriers are emerging, such as attendance issues, access problems, or challenges with engagement, adjustments may be needed. Revisit the schedule, modify session formats, or offer additional support where appropriate. Flexibility is key, especially in virtual or hybrid environments where coordination across roles and routines can be more complex.

By the end of the first 30 days, your team should have a clear picture of whatâ€™s working, what needs refinement, and how to move forward with both consistency and confidence.

Common Challenges and How to Overcome Them

Even with strong planning, the start of the school year often brings unexpected challenges, especially in special education. Whether youâ€™re implementing services virtually, in person, or through a hybrid model, it’s not uncommon to face disruptions that can affect IEP compliance and student access. Fortunately, most of these challenges are preventable or quickly correctable with the right systems and support in place.

Resistance from Families or Staff (Especially with Teletherapy)

One of the most common virtual SPED challenges is hesitation from families or staff unfamiliar with teletherapy. Parents may be unsure how virtual services will meet their childâ€™s needs, while educators may feel disconnected from virtual team members or worry about the effectiveness of online intervention.

Solution: Start by building confidence through communication. Provide families with a clear explanation of how virtual services work, how progress is tracked, and what to expect during sessions. Offer introductory materials like FAQs, short videos, or parent-friendly onboarding guides. For staff, promote collaboration early by including virtual providers in team meetings, sharing contact info, and encouraging open dialogue. Seeing consistent results over the first few weeks often turns skepticism into support.

Incomplete Records from Summer Transitions or Transfers

The first few weeks of school often reveal gaps in documentation, especially when students have transferred districts or received summer services through outside providers. Missing records can delay services and make it harder to deliver IEPs with fidelity.

Solution: Conduct an internal audit of all caseloads during Week One and flag any missing IEPs, service logs, or evaluation data. Assign a point person (e.g., the case manager or SPED director) to follow up with previous districts or providers. For students with incomplete files, document every effort to retrieve records and begin delivering services based on the most recent IEP or available data. Lighthouse Therapy clinicians are trained to assist in these transitions, helping schools get students back on track quickly and legally.

Missed Sessions Due to Scheduling or Tech Barriers

Whether due to delayed master schedules, staffing gaps, or tech issues, service interruptions are common during back-to-school season. These missed sessions not only create service gaps but can lead to compliance violations if not addressed and documented properly.

Solution: Prioritize flexible scheduling and early tech readiness. For virtual services, confirm all login credentials, devices, and internet access during Week One. Build in buffer time for tech troubleshooting and identify alternate formats (like phone calls or asynchronous support) as short-term solutions if connectivity issues arise. Use centralized tools to track sessions and flag makeups in real time. Lighthouse Therapy supports this process with secure digital platforms and clinician-led scheduling coordination to keep services on track.

How Lighthouse Therapy Supports IEP Implementation

Transitioning to virtual or hybrid IEP services doesn’t have to mean starting from scratch. At Lighthouse Therapy, we offer a supportive, fully integrated approach that helps schools implement services smoothly, while keeping compliance, student progress, and staff satisfaction front and center. Here’s how we make it easier:

Dedicated Onboarding for Schools and Families

From the first point of contact, our team provides structured onboarding support tailored to your districtâ€™s needs. We help schools map out service minutes, introduce families to the virtual model, and ensure every student has a clear plan for receiving their services remotely or through a hybrid setup. This careful coordination reduces confusion and sets the tone for a collaborative year.

Ongoing Tech Support for Seamless Virtual Delivery

Technology should never be a barrier to accessing services. Thatâ€™s why Lighthouse offers built-in tech support for both providers and school staff. Whether itâ€™s a login issue, platform troubleshooting, or making sure your virtual therapy sessions are FERPA- and HIPAA-compliant, our tech team is just a quick message away.

Experienced, Licensed Providers Across All SPED Disciplines

Weâ€™re proud to work with fully licensed speech-language pathologists, occupational therapists, physical therapists, school psychologists, and special education teachers. Our providers are not only experts in their fields, theyâ€™re also trained in virtual service delivery and understand how to adapt instruction, engagement, and data collection in a digital setting.

Custom Service Plans Aligned With District Needs

Thereâ€™s no one-size-fits-all model here. We collaborate closely with school leaders to design custom service plans that align with your student population, existing staffing model, and compliance requirements. Whether your district is exploring a hybrid IEP services approach or transitioning fully online, we make sure youâ€™re meeting IDEA requirements while maximizing flexibility and student success.

Final Tips for a Successful First Month

The first 30 days of school set the foundation for your entire year. Whether you’re a school-based SLP, OT, or part of a SPED leadership team, these tips can help you get the most out of the early weeks:

Stay Proactive, Not Reactive

Start the year with a plan. Schedule services as early as possible, flag any caseload issues, and check in frequently with your general education partners. Anticipating challenges, such as scheduling conflicts or incomplete records can help you stay ahead of the curve.

Prioritize Clear Communication and Documentation

Make a strong communication plan part of your routine. That means sending welcome messages to families, touching base with teachers regularly, and logging every session, even attempted makeups. Strong documentation early on helps you track progress, maintain compliance, and build trust across the IEP team.

Use the First Month to Build Trust and Structure

Your students and colleagues are adjusting too. Focus on building relationships, establishing routines, and creating a consistent session structure. For many students receiving special education services, predictability and connection are key ingredients for success.

Set Small, Measurable Goals

Donâ€™t try to do it all at once. Instead, define a few key benchmarks to guide your first month:

Day 15 Goal: 100% of IEP services are scheduled and being delivered consistently.
Day 30 Goal: Baseline data is collected for every student, and progress monitoring plans are in place.

Taking a focused, intentional approach from the beginning helps ensure you’re not just meeting compliance, but also setting students up for meaningful progress.

Tag: IEP Guide