Tag: Special education IEP goals

extended school year services

Extended School Year Services: A Guide for Schools and Clinicians

Written by Jen Belcher on . Posted in IEP Guides, Information for Therapists, School Leadership, School Related Issues, School Resources, Special Education, Therapist Resources.

What Are Extended School Year (ESY) Services?

It’s no secret that summer break brings excitement for students, educators, and clinicians alike. But for some learners with disabilities, those long, unstructured weeks away from school can come with a cost. Important skills, whether in communication, social development, or academics, can slip away faster than expected. That’s where Extended School Year services come in.

ESY services go beyond just summer sessions. They’re a critical way for schools and clinicians to support students with disabilities who need continuity to maintain progress. Understanding how these services work, who qualifies, and why they matter can help ensure every student receives the support they need, not just during the school year, but year-round.

Definition and Legal Foundation Under IDEA

Extended School Year services, often referred to as ESY services, are specialized instruction and related services provided to eligible students with disabilities beyond the standard school year. These services are not optional or enrichment-based. They are a required component of a student’s Individualized Education Program (IEP) when necessary to ensure that the student continues to receive a Free Appropriate Public Education (FAPE).

Under the Individuals with Disabilities Education Act (IDEA), school districts must offer ESY services to students who qualify based on individual needs, not disability category. The decision to offer ESY must be made annually by the IEP team and documented clearly in the student’s IEP. It’s important to understand that ESY is not a one-size-fits-all solution, and it does not follow a specific formula. It must be tailored to support the student’s learning trajectory and provide educational access consistent with IDEA requirements.

Purpose of ESY: Preventing Regression Over Summer Break

One of the most common reasons a student may receive ESY services is to prevent significant regression. During long breaks from instruction, some students with disabilities are at higher risk of losing previously acquired skills. ESY services aim to minimize that regression and support a student’s ability to recoup those skills within a reasonable time once school resumes.

This is especially critical for students with communication disorders, autism spectrum disorder, intellectual disabilities, or others with emerging skills that are not yet fully mastered. ESY supports continuity, helping maintain progress and ensuring that extended breaks do not undo hard-earned gains. This is not about giving students an academic advantage, but rather about preserving existing abilities and ensuring continued access to educational benefit.

ESY vs. Summer School: What’s the Difference?

Although ESY and summer school might appear similar on the surface, they serve very different purposes and populations. Summer school is typically available to any student who wants to participate, often with a focus on academic catch-up or enrichment. In contrast, Extended School Year services are provided only to students with IEPs who meet specific eligibility criteria determined by the IEP team.

Summer school programs tend to follow general education curriculum goals, while ESY services are driven by IEP goals and individualized needs. ESY may also include related services such as speech therapy, occupational therapy, or physical therapy, depending on what the student requires to maintain skills. This distinction matters when planning resources and staffing. It also ensures that students who need special education summer services receive them as part of a legally required support system.

ESY as Part of Free Appropriate Public Education (FAPE)

Providing Extended School Year services when appropriate is not optional for school districts. It is a legal obligation that falls under the broader mandate of offering a Free Appropriate Public Education. FAPE requires that students with disabilities have access to education that is individually designed to meet their unique needs.

If a student’s learning would be substantially compromised without summer services, then ESY must be included in their IEP. Failing to provide those services when needed could be a violation of FAPE, exposing districts to compliance issues or due process claims. For clinicians and school teams, understanding the connection between ESY and FAPE is essential. It ensures that decisions about summer supports are grounded in both student-centered planning and legal compliance.

Who Qualifies for ESY Services?

It’s easy to assume that all students with IEPs automatically qualify for summer services. But Extended School Year (ESY) eligibility isn’t about labels or diagnoses. It’s about a student’s unique needs, and what could happen without continued support.

When school teams and clinicians take the time to evaluate those needs carefully, they can make a real difference in a child’s progress and confidence. That starts with understanding how ESY eligibility is determined.

Regression and Recoupment: Key Eligibility Factors

At the heart of most ESY eligibility decisions is the question of regression and recoupment. In simple terms, will the student lose important skills during a break in instruction? If so, how long will it take them to get those skills back once services resume?

All students experience some learning loss over long breaks. But ESY services are designed for those whose regression is more severe and whose recoupment takes much longer than what’s typical. For example, if a student with speech or communication challenges takes eight weeks to regain basic skills after a six-week break, that’s a red flag. If a child with autism loses toileting, communication, or social interaction skills during short gaps in services, that’s another strong indicator.

These aren’t just temporary dips in performance, but meaningful setbacks that threaten the student’s long-term progress. When regression patterns are well-documented, they often become the clearest evidence supporting the need for Extended School Year services.

Additional Criteria: Severity of Disability, Emerging Skills, and Behavior Needs

While regression and recoupment are common triggers, they aren’t the only criteria that matter. The severity of a student’s disability can also influence eligibility. Students with more intensive needs may require year-round consistency simply to maintain their baseline level of functioning.

Then there’s the matter of emerging skills. These are new or fragile abilities that are just starting to develop. Think of a student who has finally started using a communication device independently or a preschooler who’s beginning to master social turn-taking. Interruptions during these windows of growth can cause those fragile gains to disappear. That’s why clinicians often advocate for ESY when a child is on the verge of a developmental leap.

Lastly, consider serious behavior concerns. If a student demonstrates behaviors that significantly interfere with learning, and those behaviors are actively improving with intervention, then a long break in services could lead to serious regression. Therefore, maintaining behavior plans and therapy during the summer might be critical to keeping progress intact.

The IEP Team Decision-Making Process

Deciding who qualifies for ESY services isn’t something done in isolation. It involves a collaborative process led by the student’s IEP team, which includes educators, service providers, and families. Together, they review progress data, regression trends, reports from related service providers, and parent input.

This conversation typically happens in the late winter or early spring. It should be based on objective evidence, not assumptions. For instance, has the student consistently required extended time to recoup after school breaks? Are emerging skills at risk of being lost without continued instruction?

No two students are alike. And because ESY is individualized, the IEP team’s role is to determine whether special education summer services are necessary for the student to continue making meaningful progress toward their goals.

Documenting ESY Eligibility in the IEP

Once the team determines eligibility, the next step is proper IEP documentation for ESY. That means clearly stating whether the student qualifies, what services will be provided, and the specific goals to be targeted over the summer.

Some teams choose to amend the IEP with an addendum for summer services. Others include ESY directly in the main body of the IEP. Either way, details matter. Vague entries like “student will receive ESY as needed” don’t meet compliance standards. Instead, list the service type (such as speech therapy), frequency, duration, and setting. Be sure the plan reflects the student’s actual needs.

Good documentation also protects the team. If there’s ever a question about whether a student received the services they were entitled to, a well-written IEP becomes the best defense.


How to Plan ESY Services in Schools

Planning Extended School Year (ESY) services takes thoughtful coordination. From schedules and staffing to caseload assignments and delivery models, each decision impacts the quality of services students receive. Here’s what schools and administrators need to consider when preparing for a successful ESY program.

Scheduling ESY Services: Program Length, Frequency, and Hours

Every district structures its ESY schedule a little differently, depending on student needs and available resources. Some run a four-week program with half-day sessions, while others offer full days for six to eight weeks. There’s no one-size-fits-all solution.

The key is balancing instructional time with student engagement. Many IEP teams find that shorter, more frequent sessions help with retention and reduce fatigue—especially for younger students or those with significant support needs. Careful ESY scheduling ensures students receive the intensity of instruction or therapy needed to prevent regression.

When creating your ESY calendar, keep in mind:

  • Total number of instructional days

  • Weekly frequency of services (e.g., 3 vs. 5 days/week)

  • Daily duration of services (e.g., 2 hours vs. full day)

  • Transportation availability

By finalizing the schedule early, teams can also communicate expectations to families well in advance.

ESY Staffing Considerations: Hiring SLPs, OTs, and Paraprofessionals

Finding the right staff for summer programs can be challenging, especially for related service providers. Many school-based professionals have other summer commitments, and competition for clinicians can be high. To attract qualified staff, some districts offer flexible schedules, stipends, or part-time opportunities.

You’ll need to plan ahead to staff:

  • Special education teachers

  • Speech-language pathologists (SLPs)

  • Occupational therapists (OTs)

  • Physical therapists (PTs)

  • Behavioral specialists

  • Paraprofessionals and aides

Keep communication open with potential ESY staff throughout the spring. This will give your team time to fill any remaining gaps and ensure continuity of services.

Structuring ESY Caseloads for Related Service Providers

Once staffing is in place, the next step is caseload management. Unlike the school year, ESY caseloads may be smaller but more concentrated. A single SLP or OT might cover multiple sites or serve students with very different needs. This makes thoughtful ESY caseload management essential.

Considerations include:

  • Grouping students with similar goals or support levels

  • Balancing direct and consultative services

  • Avoiding overload by spreading service hours evenly

  • Allowing time for documentation and collaboration

It’s also important to clarify expectations early. ESY may not be a continuation of full IEP services, so providers need clear guidance on what services they’re expected to deliver—and how frequently.

Service Delivery Models for ESY: In-Person, Hybrid, and Virtual Options

Schools now have more flexibility than ever in how they deliver ESY services. While in-person remains the most common model, hybrid and virtual options have grown—especially for related services like speech or counseling.

Each model has pros and cons:

  • In-person ESY allows for hands-on support, structure, and social interaction. It’s often best for students with intensive needs or behavior goals.

  • Hybrid models provide a mix of face-to-face and remote services. This can help maximize staff availability and family access.

  • Virtual ESY works well for students who can attend independently or benefit from digital tools. It’s also helpful for providers who are unable to commute to physical locations.

When choosing a service delivery model for ESY, consider the student’s documented needs, family input, and the team’s ability to deliver meaningful instruction. The delivery method should never compromise the integrity of the services provided.

 

Writing and Delivering ESY Goals

When it comes to Extended School Year (ESY) services, the IEP team’s job isn’t finished once eligibility is determined. Writing strong ESY goals, and delivering them effectively, will bejust as important. These goals ensure the student receives meaningful support over the summer months without disrupting the overall trajectory of their progress.

How to Write Measurable ESY Goals and Objectives

Writing ESY goals starts with clarity and purpose. Unlike yearlong IEP goals, ESY objectives focus on maintenance, not new instruction. The aim is to prevent regression in key skill areas, not introduce new curriculum.

When writing ESY goals, make sure they are:

  • Specific to the skill at risk for regression

  • Measurable through observable behaviors or performance

  • Achievable within a limited time frame

  • Relevant to the student’s current educational needs

  • Time-bound to the duration of the ESY program

For example, if a student has a yearlong goal to improve expressive language skills, an ESY objective might be:
 “Student will use a minimum of three-word phrases to request preferred items in 4 out of 5 opportunities, measured during structured play sessions over a four-week ESY program.”

The key is to focus on critical skills identified through the regression and recoupment data—or those considered essential to maintaining progress.

Aligning ESY Services with the Student’s Current IEP

ESY goals don’t exist in isolation. They should be closely aligned with the student’s current IEP and long-term priorities. Start by reviewing the student’s existing goals and identifying which ones are most at risk for regression during a break in instruction.

Ask:

  • What skills took the student the longest to recoup after past breaks?

  • Which goals are marked as “emerging” or newly mastered?

  • Are there behavioral, communication, or functional skills that support overall progress?

By aligning ESY objectives with current IEP targets, you create a seamless continuation of support—and avoid duplication or confusion about priorities. This alignment also helps ensure that the services delivered match the intention behind the IEP team’s decision.

IEP Amendments vs. Addenda for ESY

To document ESY services properly, schools may use IEP amendments or addenda, depending on district procedures and timing. It’s important to know the difference.

  • An IEP amendment updates the existing IEP without a full team meeting. This can be used when the team agrees on ESY services and just needs to reflect those changes in writing.

  • An IEP addendum is a formal attachment added during or after an IEP meeting to include additional services, goals, or placement decisions.

Both are acceptable ways to document ESY services, but always follow your local and state guidelines. Clear documentation is essential for compliance and helps ensure that everyone, from service providers to families, is on the same page.

Tracking Progress During ESY: Best Practices for Clinicians

Once ESY services begin, clinicians need a plan for tracking progress. Data collection for ESY doesn’t have to be complex, but it should be consistent. The limited time frame means every session counts.

Here are some best practices for clinicians:

  • Use simple data sheets aligned with each ESY goal or objective

  • Track performance at least once per service session

  • Record qualitative observations alongside quantitative data

  • Communicate with families mid-way through ESY (when appropriate)

Since ESY is often shorter than the school year, clinicians should focus on maintaining baseline performance or noticing small signs of regression. This documentation can also support future IEP team discussions about whether ESY services were effective, or necessary for the following year.

Best Practices for Clinicians During ESY

Delivering services during Extended School Year requires a different mindset than the regular school year. The timeline is shorter, caseloads may shift, and student engagement can fluctuate. Whether you’re a speech-language pathologist, occupational therapist, or another related service provider, adapting your approach helps ensure students continue to benefit during this crucial time.

Speech Therapy and OT Strategies for ESY

Speech therapy and occupational therapy during ESY should focus on maintaining progress rather than making new gains. This distinction shapes how goals are selected and how sessions are delivered.

Some helpful strategies for speech therapy during ESY:

  • Prioritize carryover activities to help students retain communication skills

  • Incorporate routines and visual supports to maintain consistency

  • Use games and play-based activities to keep engagement high despite the short term

For OT in ESY, focus on:

  • Daily living skills and sensory routines that may be disrupted during long breaks

  • Task sequencing and fine motor skills through practical summer-themed tasks (e.g., preparing a snack, tying shoes, using playground equipment)

  • Low-prep materials and adaptable routines that can be delivered both in-person and virtually

The goal is to give students opportunities to practice core skills they’ve already learned, while also building confidence.

Using Teletherapy for ESY Services

Teletherapy continues to be a powerful tool for delivering related services during ESY. It offers flexibility for families, opens up access to providers who may not be local, and allows students to receive consistent support, even while traveling or at home.

To use teletherapy in ESY effectively:

  • Ensure families have stable internet access and a suitable device

  • Create short, interactive sessions designed for virtual attention spans

  • Keep visuals clear and directions simple

  • Use screen sharing, annotation tools, and virtual manipulatives to boost interaction

Many clinicians find that students thrive in familiar environments when the platform is set up for success. Teletherapy also allows providers to maintain continuity when in-person staffing is limited during the summer.

Choosing Tools and Platforms for Virtual Delivery

Not all teletherapy platforms are created equal. The right tools can make the difference between a smooth ESY session and a frustrating experience for everyone involved.

Look for platforms that:

  • Are HIPAA-compliant if providing medical services

  • Include features like screen sharing, whiteboarding, and shared workspaces

  • Work well on multiple devices, especially tablets or Chromebooks

  • Integrate with your data collection or billing system

Some commonly used platforms for virtual ESY services include Zoom for Healthcare, TheraPlatform, and SimplePractice. Whatever you choose, practice ahead of time to troubleshoot issues before sessions begin.

Maintaining Engagement in Short-Term Services

ESY programs often last only a few weeks. This means every session has to count. Students may also have summer fatigue or inconsistent attendance, so clinicians must find ways to keep motivation high.

Tips for maintaining engagement during ESY:

  • Keep sessions short and varied

  • Use themed activities tied to summer interests (e.g., beach, ice cream, camping)

  • Set mini-goals or small rewards to give students a sense of accomplishment

  • Involve families by sharing at-home strategies and simple carryover tasks

Even when students are only receiving a few hours of support per week, these techniques can make sessions more meaningful.

Documenting and Billing for Summer Services (Including Medicaid)

Thorough ESY documentation is essential, not just for IEP compliance, but also for billing and data tracking. If your district bills Medicaid for related services, make sure your notes meet the necessary criteria.

Best practices for ESY Medicaid billing and documentation:

  • Document each service session with date, time, setting, and summary

  • Include the goal addressed and student’s response

  • Use approved language for billing codes and service types

  • Submit records promptly to avoid delays in processing

Whether you’re billing Medicaid or just tracking student progress, staying organized from the start of the ESY program ensures you’re supporting both the student and the system.


Compliance and Legal Considerations

Ensuring compliance with federal and state regulations is extremely important when planning and delivering Extended School Year (ESY) services. ESY isn’t optional. It’s a legal entitlement for students who qualify under the Individuals with Disabilities Education Act (IDEA), therefore failing to follow the proper procedures or provide the necessary services can lead to serious consequences, including due process complaints and state monitoring findings.

Ensuring ESY Compliance Under IDEA and State Law

Under IDEA, ESY services must be provided to students with disabilities who require them to receive a Free Appropriate Public Education (FAPE). However, IDEA doesn’t prescribe a specific standard for eligibility or delivery. Instead, it leaves much of the implementation up to individual states. That’s why it’s important to be familiar with your state’s specific legal requirements for ESY.

States may define how regression and recoupment are evaluated, what timelines must be followed, and how services should be documented in the IEP. School teams should refer to both federal IDEA guidance and their state’s Department of Education regulations to ensure full ESY compliance.

Avoiding Common Due Process Issues Around ESY

Due process disputes related to ESY often stem from inconsistent or undocumented decision-making. If a parent believes their child was denied ESY services unfairly, or that the IEP team failed to follow proper procedures, they can file a due process complaint.

To prevent these issues:

  • Ensure that all ESY decisions are based on data and discussed during an IEP meeting.

  • Avoid blanket policies (e.g., “we don’t offer ESY for speech therapy”).

  • Involve families early in the process and communicate clearly about how decisions are made.

  • Document all decisions and supporting evidence in the IEP.

Transparent, team-based decision-making supported by data is your strongest defense against potential legal challenges.

Ensuring Equitable Access for All Eligible Students

Equity must remain central to ESY planning. Students with more significant needs, such as those with limited communication, severe autism, or complex health conditions, can often face greater barriers to accessing summer services.

To ensure equitable access:

  • Provide a range of service delivery models, including in-person, virtual, or hybrid formats.

  • Consider transportation, interpreter needs, and health accommodations.

  • Don’t assume that parents will initiate conversations about ESY. Proactively raise it as part of the IEP process when warranted.

All eligible students must have a genuine opportunity to participate in ESY, regardless of their disability type or family circumstances.

Audit-Readiness: Documentation Tips for School Teams

ESY paperwork and documentation are often reviewed during compliance audits and monitoring visits. To stay audit-ready:

  • Clearly document ESY eligibility determinations in the IEP, along with supporting data (e.g., progress monitoring, regression analysis).

  • Note which goals will be addressed during ESY and how progress will be tracked.

  • Include the specific type, frequency, duration, and location of services.

  • Maintain records of IEP meetings where ESY was discussed, even if the team determined services weren’t needed.

In short, your ESY paperwork should make it clear how the decision was made, who was involved, and how the services will be delivered. Strong documentation shows accountability and ensures you’re prepared if questions arise later.

Final Thoughts: Why ESY Services Matter

Extended School Year (ESY) services are a critical part of ensuring that students with disabilities continue to receive a Free Appropriate Public Education (FAPE) year-round. For students at risk of regression, ESY can make a significant difference in maintaining academic, communication, and functional skills. Without it, many would lose hard-earned progress that may be difficult to recover once school resumes in the fall.

Strong ESY programming also relies on clear, transparent communication with families. When schools proactively explain eligibility, share data, and include parents in decision-making, families feel more confident and supported. This collaborative approach strengthens student outcomes and builds trust between teams and caregivers.

Finally, a sustainable ESY model doesn’t happen by accident. It requires thoughtful planning, adequate staffing, and consistent training. But the payoff is worth it. With the right foundation, schools can create a dependable ESY program that supports IEP students year after year and upholds the promise of equitable, continuous education for all.

At Lighthouse Therapy, our clinicians and therapists are proud to support schools in delivering high-quality ESY services tailored to each student’s needs. Whether in-person or online, we’re here to help make summer services seamless and impactful.

 

End of year IEP Planning

IEP Year-End Planning Tips for Special Educators

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

Why Year-End IEP Planning Matters

As the school year winds down, special education teams often find themselves juggling a dozen moving parts. Final progress reports. Transition meetings. State testing. Field trips. It’s all happening at once, and right in the middle of it is something equally important, yet often rushed: year-end IEP planning.

As we all know, this time of year can feel like a sprint to the finish, but for students with IEPs, it’s actually a pivot point. What you do now sets the tone for the start of next year. Solid IEP year-end planning ensures students receive a smooth handoff into summer services, extended school year (ESY), or the next grade. It’s also a critical chance to reflect on what worked and what didn’t.

That said, May and June can present real challenges. You may have limited meeting availability, staffing changes, or families who are tapped out after a long year. Deadlines loom, and documentation piles up. It’s easy for important pieces to slip through the cracks.

That’s why this blog is here to help.

You’ll find practical tips and planning tools you can use right away. Whether you’re a seasoned case manager or new to the role, our goal is to make IEP year-end planning more manageable and meaningful for everyone involved.


The Real Purpose Behind End-of-Year IEP Planning

When spring turns into a blur of final assessments, musical performances, and field days, it’s easy to let IEP meetings blend into the background. But this time of year isn’t just about closing out paperwork and celebrating student success. We must not lose sight of that the fact that it is also about setting students up for what comes next.

Staying on Track with IEP Compliance

Every IEP has a built-in deadline: the annual review. Federal law requires teams to meet before that date to ensure each student’s IEP is current and accurate. Missing that deadline doesn’t just create stress. It can lead to lapses in services or even put your school out of compliance.

Now’s the time to double-check review dates and schedule any meetings that still need to happen. You don’t want to rush through an IEP just to meet a deadline. That can compromise the quality of the plan and make it harder to defend if ever questioned.

A quick review of your caseload can help flag:

  • IEPs due before the first week of school

  • Students moving buildings or transitioning to a new service model

  • Missing or incomplete IEP documentation

Laying the Groundwork for Smooth Transitions

Think of year-end IEP planning like packing a suitcase for a trip. You’re not just tossing in what’s left over. You’re also choosing what to carry forward. That means clearly outlining service times, accommodations, and supports that will be needed from day one next year.

For students changing schools, teachers, or even para support staff, continuity matters. A strong handoff can prevent weeks of confusion. For example, writing clear goals, explaining present levels in everyday language, and including notes about what strategies worked this year can make a huge difference for the next team.

Transitions aren’t just for students moving on to middle or high school. Even a classroom change from one grade to the next can bring shifts in expectations, noise levels, or daily routines. By having good IEP documentation now, you will help future teams anticipate and support those changes proactively.

Planning with Intention, Not Just Obligation

End-of-year IEP work isn’t just a compliance task. It’s a way to honor each student’s growth and provide them with a thoughtful, supported path forward.

If you approach this planning process as a chance to reflect, collaborate, and clarify, you’ll avoid the last-minute scramble. More importantly, you’ll provide families with confidence that their child’s needs won’t be lost in the shuffle.

And that’s the heart of special education planning: making sure no one falls through the cracks, especially during transitions.

 

Review Progress Toward IEP Goals

Before you can plan for what comes next, you need a clear picture of what’s been accomplished. Reviewing progress toward IEP goals isn’t about accomplishing another task on your list. It’s a chance to see how your instruction has truly moved the needle for each student.

Look Closely at the Data

The first thing you need to do is to start by digging into the IEP data collection that you’ve gathered over the year. That could include work samples, assessment scores, observation notes, or even frequency counts and behavior logs. The goal isn’t to overwhelm yourself with paperwork, but to look for patterns and trends that tell a story.

Ask yourself: Did the student meet their goals? Are they close but not quite there? Do the results reflect consistent growth or uneven progress?

Next, use data to back up your conclusions. Instead of writing “making good progress,” say something like, “Max increased his independent reading level from B to D this year and now decodes CVC words with 80% accuracy.” That kind of detail matters.

Decide Which Goals to Keep, Change, or Retire

It’s important to note that not all goals need to be carried over into the new IEP. Some may have been fully met and can be closed. Others might need to be adjusted—tightened up, broken into smaller steps, or reworded to better match the student’s needs.

For example, if a goal was too broad (“improve writing skills”), now’s your chance to refine it. Maybe the student still needs support with sentence structure or spelling multisyllabic words. Let the progress data guide your decision.

Ask yourself:

  • Does this goal still reflect the student’s current level of need?

  • Is the target skill relevant to next year’s curriculum or setting?

  • Would adjusting the goal help increase clarity or success?

Making intentional choices here will help the next team start strong.

Summarize Progress in a Way Families and Teams Can Understand

Your summary should paint a clear picture without requiring a degree in special education to decode. Avoid jargon or vague comments. Instead, use language that’s honest, specific, and encouraging.

Here’s a quick example. Instead of:

 “Sarah made some progress on her math goal.”
 Try:
 “Sarah can now solve two-step word problems using addition and subtraction with 75% accuracy when given a visual model and teacher support. She is beginning to show more independence during guided math groups.”

It’s also helpful to explain what supports were successful. This will give the next provider insight into what worked. Was it the use of manipulatives? A graphic organizer? A check-in system for emotional regulation? Don’t let that information go to waste.

Wrap It All Together

Reviewing and finalizing IEP goals at the end of the year is one of the most effective ways to advocate for your students. With clear IEP data collection, intentional goal adjustments, and well-written summaries, you help bridge the gap between one school year and the next.

Even better? You give families something concrete to celebrate and you provide teams with the information they need to keep the momentum going.

 

Prepare for IEP Meetings Before Summer Break

By the time May rolls around, calendars fill up fast and attention spans get shorter. That’s exactly why IEP meeting preparation in the spring needs to be intentional. With a little upfront planning, you can avoid the last-minute scramble and give each student the thoughtful attention they deserve.

Schedule Early and Follow Up Often

The earlier you schedule your IEP meetings, the smoother everything tends to go. Spring brings concerts, field trips, state testing, and a million other events that compete for time. Lock in your meeting dates now, even if that means scheduling into June or planning a few virtual options.

Don’t just send out one invite and hope for the best. Try to give gentle reminders a week out and then again a day or two before. A quick email or calendar ping can go a long way in keeping everyone on the same page.

If you’re coordinating multiple team members, consider using a shared document to track availability and meeting times. Keeping it all in one place helps avoid endless email threads and crossed wires.

Loop in General Educators and Service Providers

Collaboration is the backbone of a strong IEP. That means touching base with general education teachers, speech-language pathologists, occupational therapists, counselors, and anyone else involved in the student’s day-to-day.

You don’t always need a full sit-down meeting with each person. Sometimes a five-minute hallway chat, a quick email, or a shared notes doc can give you valuable insight. Ask what supports were effective, where they saw growth, and what still needs work. This kind of informal check-in can bring the IEP planning process to life in a way data alone can’t.

It’s also especially helpful to gather anecdotes or observations that show how a student applies their skills in real time. For example, “He now initiates asking for help in small groups” tells you a lot more than a checkbox on a progress report.

Make Documentation Work for You, Not Against You

When you’re knee-deep in IEP planning for teachers and teams, it’s tempting to leave documentation until the last minute. But a little structure upfront can make the process more manageable and less stressful.

Here are a few practical tips:

  • Create a master IEP compliance checklist for each student.

  • Pre-fill basic information before the meeting so you can focus on discussion.

  • Use templates or past IEPs as starting points, but don’t copy and paste without adjusting for current needs.

  • Keep a running list of talking points or questions to bring up during the meeting.

Some educators also find it helpful to block out dedicated “IEP hours” during the week. Even one or two focused sessions can keep you from falling behind.

Approach IEP Planning with a Team Mindset

As we all know, IEP meeting preparation isn’t just a solo job. When you treat it as a shared responsibility, the whole team feels more invested. Make sure to invite others to contribute, ask questions, and bring ideas. When everyone shows up feeling prepared and heard, it leads to stronger plans, and ultimately better outcomes for students.

So don’t wait for June to roll around before thinking about IEP meetings. Start early, work together, and keep your systems simple. Your future self (and your students) will thank you.

Organize and Update IEP Paperwork

IEP documentation isn’t just paperwork. It serves as the backbone of how services get delivered, tracked, and adjusted. And as the school year winds down, organizing that information is one of the most impactful ways you can support a smooth transition into the fall.

Keep Present Levels of Performance Clear and Current

Present levels of performance (PLOP) set the stage for the entire IEP. They explain where the student is right now, across academic, behavioral, social, and functional domains. Without clear and updated PLOPs, goals lose direction, and supports may miss the mark.

As part of your end-of-year IEP checklist, read over each student’s present levels. Ask yourself: Does this still reflect where they are today? Have they made significant gains? Are there areas where needs have changed?

Additionally, you will need to use real data to update what you write. This could come from teacher input, classroom assessments, or related service reports. Keep the language specific but accessible. For instance, “reads independently at a second-grade level” is more useful than “improving in reading.”

The more accurate your PLOP section, the more relevant next year’s goals will be.

Double-Check Services, Accommodations, and Dates

This is the time to pause and look closely at the details that often get skimmed. Are all service times accurate? Are accommodations still needed, or do some need to be added or removed? Have you updated start and end dates to reflect summer services or next year’s schedule?

You don’t want a student walking into a new classroom in August or September with outdated supports or missing services. That creates confusion, not just for staff, but for families who are counting on consistency.

A quick review of these areas can make a huge difference:

  • Service minutes and frequency

  • Testing accommodations

  • Classroom modifications

  • Transportation needs

  • Extended School Year (ESY) plans

This kind of double-checking is also key for IEP compliance. It’s far easier to make updates now than to fix issues once school is back in session.

Set the Next Case Manager Up for Success

Even if you’re staying with your students next year, someone else might be reviewing the file at some point. For example: a summer school teacher, new service provider, or future team lead. That’s why strong organization matters.

Create a file system that’s simple, clean, and easy to navigate. Include:

  • A copy of the most recent IEP

  • Evaluation reports and service logs

  • Parent communication notes

  • A brief handoff summary, if possible

Some educators also add a “student snapshot” page to the front of the folder. This one-pager can include strengths, key goals, successful strategies, and any pressing needs. Think of it like a welcome mat for the next team—something to help them hit the ground running.

Keep It Manageable and Meaningful

Understand that you don’t need to reinvent the wheel. You just need to make sure it’s rolling in the right direction. Organizing your special education paperwork now prevents confusion later and saves everyone time when things get busy again.

More importantly, it honors the progress your students have made by ensuring their hard work is clearly documented and ready to carry forward.

 

Plan Ahead for Transitions and Next Year

The end of the school year often feels like a finish line, but for students with IEPs, it’s also a handoff. Whether they’re moving to a new grade, changing classrooms, or starting fresh in a different school, thoughtful IEP transition planning helps ensure continuity and support from day one.

Support Students Moving to New Grades or Schools

Transitions can be exciting, but they also bring uncertainty. A student moving from fifth grade to middle school, or from preschool into kindergarten, will face new routines, environments, and expectations. That’s where your insight becomes critical.

Before you get started, take time to think through what each student’s next step will look like. What kind of classroom will they be entering? What demands will be new or different? Have you considered whether certain supports or accommodations need to be adjusted for a more complex schedule or less structured environment?

It’s especially helpful to talk with next year’s team in advance. Even a 15-minute check-in can make a big difference in how smoothly things start. Share highlights, concerns, and strategies that worked well this year. The more context you give, the more confident the new team will feel stepping in.

Set Up Transition Notes or Meetings

If a student is switching schools or graduating into a different program, consider writing a brief transition summary. This isn’t a formal document, just a quick, practical overview. Think of it as a letter to the next teacher.

A solid transition note might include:

  • Current academic levels and behavioral supports

  • Triggers or sensory needs

  • Successful strategies and classroom tools

  • Communication preferences and motivators

  • Notes on peer relationships or classroom participation

You can also schedule transition meetings for students with more complex needs. Bringing together current and future teachers, therapists, and parents helps everyone feel aligned and ready. It sends a clear message that this child matters and deserves a strong start.

Begin Drafting Next Year’s IEP Now

While the school year may be winding down, it’s not too early to think about next year’s IEP goals. If a student is staying on your caseload, starting drafts in the spring gives you a huge head start. Even jotting down rough goal ideas or present level notes now will save time in the fall.

Here are a few ways to make this manageable:

  • Keep a running draft in a digital document or notebook

  • Add sticky notes to this year’s IEP with future considerations

  • Create a goal “bank” with common areas for growth

When you already have a working draft, your fall meetings will feel less rushed and more focused. That allows you to lead with purpose instead of scrambling to remember where things left off.

Set the Stage for a Smooth Start

Strong special education planning isn’t just about closing out this year’s paperwork, but about building a thoughtful bridge into what comes next, where clear IEP transition planning, shared insights, and a bit of foresight can help each student enter their new setting feeling supported, seen, and ready to thrive, especially when you begin while the year’s progress is still fresh in your mind and your hands are still on the wheel.

 

End-of-Year IEP Checklist for Special Educators

Those last few weeks of school can feel like a blur, and important IEP tasks sometimes get pushed to the side without meaning to. That’s why having a clear, simple, and actionable checklist can make all the difference. Use this list as part of your IEP year-end planning to stay organized, cover your bases, and give each student the thoughtful wrap-up they deserve.

You can also turn this list into a printable or digital checklist to use year after year, tweaking it as needed for your students, team, or setting.

Final IEP Paperwork and Documentation

  • Review and update present levels of performance for each student

  • Double-check accommodations and services for accuracy and current need

  • Confirm start and end dates for services, especially for summer programming or ESY

  • Ensure all related service reports and progress data are collected and filed

  • Finalize IEP documents with signatures and distribute copies to all necessary parties

  • Archive files in an organized system for easy access by future case managers

IEP Meetings and Collaboration

  • Schedule remaining IEP meetings before staff availability drops

  • Send calendar invites and follow-up reminders to team members and families

  • Meet with general education teachers to gather input on student strengths and needs

  • Coordinate with service providers for updated recommendations and summaries

  • Prepare draft IEPs or goal suggestions to guide discussion efficiently

Transition Planning and Handoffs

  • Create transition summaries for students moving grades, schools, or programs

  • Meet with receiving teachers or teams to pass on key student information

  • Note successful strategies, supports, or routines that helped the student thrive

  • Share any upcoming challenges or anticipated needs for the next setting

  • Include parent input or concerns as part of the transition conversation

Organization and Personal Systems

  • Clean out and organize your IEP files, binders, or digital folders

  • Save copies of templates, forms, or tools you want to use again next year

  • Reflect on your own systems—what worked, what didn’t, and what you want to try next time

  • Set up a “first week” prep folder for fall to avoid scrambling in August

Optional: Prepare a Parent Summary

  • Write a short note to families highlighting student progress and celebrating growth

  • Include next steps, summer supports, or resources when applicable

  • Thank them for their partnership and reinforce that their child’s success was a team effort

 

Final Thoughts: Finish Strong, Start Prepared

IEP planning for teachers and clinicians doesn’t have to feel like a race to the finish. With a proactive mindset and a few simple systems in place, this season can become an opportunity for student growth, not just a deadline.

Year-end IEP work is about more than closing out files. It’s your chance to reflect, organize, and lay the groundwork for smoother transitions and stronger outcomes. From updating documentation to collaborating with service providers, each step you take now helps build momentum for the next school year.

This is also a time to lean on your team. Whether you’re reaching out to general education staff, looping in parents, or connecting with next year’s case managers, collaboration adds insight and reduces guesswork. Everyone brings something valuable to the table, and the more aligned the team is, the better the support for each student.

Compliance matters, too. Staying on top of timelines, service minutes, and accurate documentation helps protect the integrity of the IEP process. But more importantly, it ensures that students get the services they’re entitled to without delay or disruption.

So take a deep breath. You don’t have to do everything at once, and you don’t have to do it alone. Use this guide as your starting point, trust your professional instincts, and take each step with intention. When you finish strong, you give yourself, and your students, a head start on what’s ahead.

IEP Transition Planning

IEP Transition Planning: How to Support Students Moving to a New School or Grade

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

Understanding the Importance of IEP Transition Planning

Transitions are pivotal moments in every student’s academic journey. For students with an Individualized Education Program, these changes can introduce both new opportunities and significant challenges. That’s why effective IEP transition planning is essential. It ensures that services remain consistent, expectations are clear, and the student is fully supported during the shift to a new grade level or school setting.

What Is IEP Transition Planning?

IEP transition planning refers to the proactive process of preparing students with IEPs for changes in their educational environment. Whether a student is moving from elementary to middle school, transferring districts, or beginning virtual services, this process involves reviewing their current goals, identifying potential barriers, and coordinating support between all stakeholders. The goal is to promote a smooth, thoughtful transition that maintains the integrity of the student’s learning experience.

This planning is not limited to students approaching adulthood. Transition planning IEP strategies can and should be used throughout a student’s school years whenever there is a change in environment, service provider, or support structure.

Why Transitions Are Critical Times for Students with IEPs

Transitions can disrupt a student’s routine, introduce new expectations, and require quick adaptation to unfamiliar settings. For students with IEPs, who often rely on structured support systems, even minor disruptions can lead to academic regression, emotional stress, or service gaps.

These transitions are also moments where communication breakdowns are more likely. If current and receiving staff are not aligned, key services may be delayed or misunderstood. IEP transition planning helps prevent these issues by encouraging collaboration and early coordination among teams.

Supporting students with IEPs during transitions is not just about logistics. It’s about helping them feel safe, understood, and equipped to succeed in a new environment.

How Early Planning Ensures Continuity of Services

Starting the IEP transition planning process early provides ample time to align goals, adjust supports, and communicate effectively with teachers, therapists, and families. Educators and clinicians can assess the student’s progress, anticipate new challenges, and modify the IEP to reflect the demands of the upcoming environment.

This forward-thinking approach also empowers families. When they understand the timeline and expectations, they can advocate confidently and contribute meaningfully to the planning process. The earlier the conversations begin, the more tailored and effective the plan becomes.

Ultimately, early and intentional planning supports a seamless experience for the student. It ensures that services continue without interruption and that the student can approach the next phase of their education with confidence and consistency.

 

Common Transition Scenarios for Students with IEPs

Every student experiences educational transitions, but for those with an Individualized Education Program, these changes require thoughtful preparation. IEP transition planning plays an important role in ensuring that services and supports are consistent no matter where or how a student learns. Below are some of the most common scenarios where school transitions and IEPs intersect, each requiring a proactive, student-centered approach.

Moving Up Grades with an IEP

One of the most predictable transitions is moving from one grade level to the next. However, shifts between key stages, such as elementary to middle school or middle to high school, often come with major changes in expectations, routines, and classroom environments. Students may go from having one main teacher to working with several subject-area instructors. Support staff may also change, which can disrupt relationships and routines that are central to the student’s success.

Effective IEP transition planning helps bridge these changes by reviewing current goals and ensuring they remain relevant in the new setting. Educators and therapists should collaborate to prepare the receiving team, adapt services as needed, and maintain a sense of continuity for the student.

Changing Schools or Districts

Changing schools or districts can be a complex experience for any student, but helping students with IEPs change schools requires additional coordination. Whether the move is due to a family relocation, a change in school placement, or a transition to a specialized program, it is essential that all relevant documentation travels with the student in a timely manner.

When transitioning between schools with an IEP, the receiving school must review the existing plan and either adopt it temporarily or revise it based on updated evaluations and team input. IEP transition planning in these cases should include clear communication between both schools, as well as with the student’s family, to prevent gaps in service delivery or delays in support.

Transferring from In-Person to Teletherapy or Vice Versa

As virtual learning and remote services become more common, some students move between in-person and teletherapy environments. Each setting has its own benefits and challenges, especially for students with specific communication, behavioral, or sensory needs.

IEP transition planning is just as critical in these situations. When a student begins teletherapy, therapists must ensure that goals are still accessible and that the necessary tools are in place at home. Likewise, moving from teletherapy back to an in-person setting requires coordination to ensure that school-based teams are informed and prepared to continue progress on IEP goals.

No matter the scenario, thoughtful planning and clear communication help students feel supported and successful throughout their transition.

 

Key Components of Effective IEP Transition Planning

Successful IEP transition planning relies on more than just checking boxes. It’s a collaborative process that ensures students are fully supported before, during, and after a transition. By focusing on thoughtful goal updates, inclusive meetings, and accurate documentation, school teams and families can help create a smooth path forward for students with Individualized Education Programs.

Review and Update of IEP Goals

Each new school environment comes with different routines, expectations, and academic challenges. As a result, IEP goals should be reviewed carefully and revised as needed to match the upcoming setting. For example, a goal that was appropriate in a self-contained classroom may need to be adapted for a general education environment.

When preparing IEPs for grade-level transitions, teams should ask whether each goal continues to meet the student’s needs and reflects their current skill level. Are the goals still measurable? Do they promote independence? Do they align with the instructional model of the receiving school?

Along with reviewing goals, it’s important to examine the student’s accommodations and related services. Some supports may need to be modified, increased, or decreased depending on class structure, teacher availability, and student readiness. By aligning IEP goals with the new school environment, teams set students up for long-term growth and success.

 

Collaborative Transition Meetings

One of the most effective tools in IEP transition planning is the transition meeting itself. These meetings give everyone involved (families, teachers, therapists, and administrators) a chance to share insights and make coordinated decisions.

Ideally, both current and receiving school staff attend. This helps ensure the new team understands the student’s strengths, challenges, and preferred learning strategies. If a therapist or specialist won’t be transitioning with the student, this is also a good time to share notes, strategies, and relevant history.

Engaging the student, when appropriate, brings even more value. Student-centered transition planning gives the child a voice in the process and can increase motivation and confidence.

These meetings are not just procedural—they are relational. Building trust across teams and with families creates a smoother transition and encourages consistency in support.

 

Documentation and Information Sharing

A strong transition plan includes a clear process for sharing essential information. IEP documents should be transferred promptly and completely to avoid service delays or confusion about goals and supports.

In addition to the IEP itself, it can be helpful to provide a written transition summary. This might include a brief narrative of the student’s progress, key strategies that have been successful, and any pending evaluations or goals. These details help new providers understand the student’s profile quickly and accurately.

When considering what to include in IEP transition plans for changing schools, teams should prioritize clarity, timeliness, and completeness. This attention to detail ensures that the student’s services continue without interruption.

 

End-of-Year IEP Review: A Critical Touchpoint

As the school year winds down, teams are often focused on closing out grades, preparing reports, and finalizing schedules. Yet, for students with an Individualized Education Program, this period also presents a vital opportunity for reflection and planning. An end-of-year IEP review is a critical step in IEP transition planning, especially for students who will be moving to a new school or advancing to a different grade level.

When and Why to Conduct a Review

An end-of-year IEP meeting should ideally take place before the annual review date listed on the student’s current IEP. This date is typically one year from the last IEP meeting, and schools are legally required to hold a new meeting before that timeline expires. When planned with intention, this review serves as a key step in IEP transition planning, particularly for students who are preparing to move to a new school or advance to the next grade level.

For students who are transitioning between schools or districts, this meeting is especially important. It provides a moment to update the IEP, clarify service minutes, and ensure that the receiving team will have everything they need to begin the new year prepared. Without this review, students may enter a new environment with an outdated or incomplete plan, leading to confusion and potential service delays.

Regular end-of-year reviews also support ongoing collaboration between educators, families, and therapists. They promote transparency and give all parties a shared sense of what has been accomplished and what comes next.

Planning for Summer Services or Support Gaps

Another important aspect of the end-of-year IEP review is identifying any need for extended services during the summer. Some students may qualify for Extended School Year (ESY) services, which help prevent skill regression during long breaks. Determining eligibility early allows families and service providers to make the necessary arrangements without last-minute challenges.

In cases where formal summer services are not provided, the IEP team can still offer support. Clinician tips for end-of-year IEP planning often include suggesting home routines, practice activities, or simple tools to help students maintain progress. Sharing these ideas with families can make a significant difference over the summer months.

Additionally, the team should discuss how to re-engage the student in the fall. Planning for a strong re-entry, especially for students who struggle with transitions, can reduce anxiety and promote success from the very first day.

 

Special Considerations for Teletherapy Transitions

As teletherapy becomes more common in special education, it introduces new opportunities for continuity, flexibility, and access to services. It also brings unique considerations when students experience school transitions. Whether a student is beginning teletherapy for the first time or moving from remote services back to in-person support, IEP transition planning remains essential.

How Teletherapy Can Support Students Across Transitions

Teletherapy offers a consistent and structured way to deliver services, which can be especially beneficial during times of change. For students who move to a new school or district, continuing with the same remote provider can help ease the transition. Familiar faces, routines, and tools create a sense of stability that may be harder to find in a brand-new physical setting.

This continuity also allows service providers to remain part of the IEP transition planning process, even if the student is relocating. Therapists can help monitor progress, maintain therapeutic momentum, and contribute to the development of updated goals that reflect the new learning environment.

Teletherapy can also help bridge service gaps during periods when a student may not yet have access to an in-person provider. For example, if a student moves mid-year and the new school has staffing shortages, virtual services may be a temporary solution that prevents delays in support.

Communicating with New Teams When Services Continue Virtually

When a student receiving teletherapy transitions to a new school, clear and timely communication is critical. The virtual provider must connect with the new school team to share relevant documentation, explain current goals, and align on how services will be delivered moving forward. This is particularly important when the teletherapy provider will remain on the student’s IEP after the transition.

In these cases, collaboration between therapists and school staff ensures that everyone understands the structure of remote sessions, the tools required, and how progress will be monitored. Families should also be included in these conversations so they feel confident in the plan and know what to expect.

As with any change, strong IEP transition planning helps reduce confusion and keeps services on track. In teletherapy transitions, this often includes reviewing technology needs, scheduling adjustments, and access to accommodations in both the home and school settings.

IEP Transition Planning Checklist for Clinicians and Educators

Transitions can be complex, but with thoughtful preparation, they can also be smooth and successful. For educators, therapists, and support staff, having a clear set of steps helps ensure that nothing important is overlooked. This IEP transition checklist for therapists and educators offers a practical framework for what to do before, during, and after a student changes grade levels or schools. It reflects best practices for IEP transitions and encourages a proactive, team-based approach.

Quick Reference Guide of Essential Steps

Below are key tasks to consider when planning for a student’s transition:

  • Review the current IEP
    Start by reading through the existing plan to evaluate current goals, accommodations, and service minutes. Make note of what is working well and what may need to be adjusted in the new setting.

  • Check the IEP review date
    Ensure that the next IEP meeting is scheduled before the annual review deadline. Holding the meeting on time is a legal requirement and a necessary part of IEP transition planning.

  • Update goals and services
    Modify any goals that may not align with the upcoming school environment. Adjust service minutes, delivery models, or accommodations as needed.

  • Hold a transition meeting
    Include current providers, receiving school staff, and family members in the discussion. Share insights, address questions, and create a unified transition plan.

  • Prepare documentation
    Ensure that all required paperwork is current, complete, and ready to transfer. Consider including a transition summary or provider notes to help the new team get up to speed quickly.

  • Coordinate with new team members
    If the student is changing schools or districts, reach out to the new staff to discuss the transition timeline, expectations, and service delivery.

  • Communicate with the family
    Keep parents or guardians informed throughout the process. Invite them to share their input and ask questions so they feel confident about the plan.

  • Plan for the student’s first days
    Help the student understand what will change and what will stay the same. If possible, offer opportunities to visit the new school or meet the new team before the transition takes place.

  • Monitor the transition
    After the student has started in the new setting, check in to see how things are going. Continue to collaborate with the new team and make adjustments as needed.

What Happens to an IEP When a Student Changes Schools?

Changing schools can be a major transition for any student, but for those with an Individualized Education Program, it involves specific legal considerations. Families and educators often wonder what happens to an IEP when a student changes schools. The good news is that federal law provides important protections to ensure services continue without unnecessary disruption. With proper IEP transition planning, the move can be both smooth and supportive.

Legal Protections Under IDEA

The Individuals with Disabilities Education Act (IDEA) outlines clear responsibilities for school districts when a student with an IEP transfers to a new school. These protections apply whether the move is across town or across the country.

If a student moves within the same state, the receiving school must provide services that are comparable to those outlined in the current IEP. These services should continue until the new school either adopts the existing plan or develops a new one. This process typically includes reviewing current data, holding an IEP meeting, and collaborating with the student’s family and service providers.

If a student moves to a new state, the receiving school must also provide comparable services. However, they may conduct their own evaluations and must determine eligibility under that state’s criteria. Once eligibility is confirmed, a new IEP may be created with input from the full IEP team.

In both cases, IDEA ensures that a student’s services do not stop simply because of a school transfer. Schools must act promptly to review and implement plans, while continuing to meet all timelines and procedural safeguards.

Timeline and Responsibilities of Receiving Schools

The receiving school has several responsibilities once they are notified that a student with an IEP is enrolling. First, they must request and review records from the previous school as quickly as possible. This includes the most recent IEP, evaluations, progress reports, and any additional documentation that supports service delivery.

Next, they must begin providing comparable services right away. These services should match the intent and structure of the previous plan as closely as possible. At the same time, the school should begin scheduling a new IEP meeting to either formally adopt the existing plan or create a revised version that reflects the new environment.

Timeliness is critical. While IDEA does not set a strict number of days for this process, delays can lead to service gaps and legal risks. Good IEP transition planning includes early communication with families and prior schools, careful documentation, and collaborative decision-making.

By understanding the legal requirements and planning ahead, schools can provide consistent support and help students feel secure during their transition.

 

Final Thoughts: Building Confidence Through Seamless Transitions

Transitions are a natural part of every student’s educational journey. For those with an Individualized Education Program, these moments require thoughtful preparation and strong collaboration. When IEP transition planning is approached with care, it creates a bridge between the familiar and the new, helping students move forward with confidence.

Proactive planning allows educators and clinicians to anticipate challenges, tailor support, and ensure services continue without interruption. It also empowers teams to work with purpose, centering the needs of the student at every step.

Most importantly, successful transitions are built on communication. When schools, families, and providers stay connected, students are more likely to feel supported, understood, and ready to thrive in their new environment.

 

End of Year IEP Goals

End of Year IEP Goals: Reflect, Review, and Prepare for Next Year

Written by Jen Belcher on . Posted in ADHD, Clinical Materials/Assessments, Dyslexia, Executive Functioning, IEP Guides, Information for Therapists, School Leadership, School Resources, Speech- Language Pathology, Therapist Resources.

The Importance of the End of Year IEP Process

As the school year winds down, special education professionals enter one of the most important periods on the IEP calendar. It’s a time to pause, look back, and ensure that each student’s progress is accurately reflected before transitioning into summer or the next grade level.

The end of the school year brings a unique opportunity to close the loop on instruction, services, and goals that have been in place for months. For educators managing Individualized Education Programs, this period is about more than just tying up loose ends. It’s about ensuring that every student’s support plan reflects their current strengths, needs, and next steps.

This is where the End of Year IEP process comes in. Reviewing IEP goals, collecting data, and preparing for the annual review require careful attention. These steps help ensure that each plan remains legally compliant and instructionally meaningful.

Progress monitoring, in particular, plays a key role during this time. Tracking growth toward goals allows teams to identify what worked, what didn’t, and how to adjust services moving forward. By taking time to reflect and review, educators set the stage for stronger, more individualized planning in the year ahead.

In this guide, we’ll walk through how to approach your End of Year IEP process with confidence, from reviewing goal progress to preparing for what comes next.

 

Why the End of Year IEP Matters

The final stretch of the school year holds a special kind of importance for educators in special education. As classrooms begin to shift into wrap-up mode, IEP teams enter a season of careful reflection, documentation, and forward planning. The end of year IEP process is more than a routine. It’s a vital part of supporting student success.

Closing Out IEPs with Purpose

For many students, the Individualized Education Program has guided instruction, accommodations, and therapy throughout the school year. Closing it out isn’t just about final reports. It’s about looking closely at where a student began and where they are now. Educators and related service providers gather data, evaluate outcomes, and determine if special education IEP goals have been met. This information sets the stage for making well-informed decisions about next year’s support and services.

This is also a time to recognize growth. When goals have been mastered, it’s a chance to celebrate progress. When goals remain in progress, the team can consider what changes might support greater success next year. Either way, this reflection ensures the IEP stays responsive to the student’s evolving needs.

Legal Reasons to Prioritize the End of Year IEP

IEPs are legal documents that require accuracy and timely updates. The Individuals with Disabilities Education Act (IDEA) outlines clear expectations for annual reviews and progress reporting. Skipping steps or delaying updates during the end of year IEP process can result in compliance issues that affect both the school and the student.

Annual IEP review meetings often happen in the spring, meaning that teachers and providers need to come prepared with accurate progress monitoring and clear next steps. Having a complete picture of each student’s performance allows the team to revise goals, services, or accommodations as needed, ensuring that the plan remains meaningful and legally sound.

Instructional Value of Reviewing Special Education IEP Goals

Beyond compliance, the end of year review is a valuable moment for instructional reflection. Reviewing IEP goals helps teachers identify which strategies were most effective, which supports need adjusting, and how the student responded to services over time. This kind of insight is essential for refining instruction and ensuring students receive the right level of challenge and support moving forward.

Progress monitoring is central to this process. Whether it’s classroom data, therapy logs, or observational notes, all information contributes to a fuller understanding of how the student has grown. This is also a chance to ensure that goals remain measurable and realistic, based on what the student has shown throughout the year.

Preparing for the Annual IEP Review Process

As the school year closes, many teams are also looking ahead. Annual IEP meetings are not only a legal requirement, they’re an opportunity to reset. Teams review the year’s progress, identify new priorities, and write updated goals that reflect where the student is headed.

Preparing for these meetings means having everything in place: up-to-date progress data, insight from all team members, and a clear understanding of what the student needs next. Starting this process early, as part of your end of year IEP routine, helps avoid rushed decisions and creates space for collaboration.

When approached with intention, the end of year IEP process strengthens everything that follows. It supports compliance, improves instruction, and, most importantly, ensures students receive the services and support they deserve as they grow.

 

Step-by-Step IEP Goal Review

Reviewing IEP goals at the end of the school year is a vital task that requires careful attention. This is the moment when educators gather and evaluate the data that tells the story of a student’s growth. Whether a goal was fully achieved, partially met, or still in progress, documenting that outcome clearly and accurately is essential for both compliance and instruction.

A strong IEP goal review doesn’t happen all at once. It’s a process that involves pulling together multiple pieces of information and looking at them through the lens of student progress. Taking it step by step helps ensure nothing important is missed.

Step 1: Gather All Progress Data

Begin by collecting data from across the year. This can include work samples, assessment scores, observation notes, behavior logs, and input from related service providers. All of this information contributes to a full picture of how the student performed in relation to each goal.

Make sure the data aligns with the methods of measurement outlined in the IEP. If the goal specified weekly probes or monthly observations, be sure those records are available and current. This step helps ground your review in clear, consistent evidence.

Step 2: Review Each Goal for Clarity and Measurability

Before evaluating progress, re-read each goal to ensure it was written in a way that allows for meaningful measurement. Are the goals specific and time-bound? Do they clearly outline the skill, the level of independence expected, and the conditions under which the skill should occur?

Reviewing IEP goals with measurability in mind helps identify whether the original targets were realistic and appropriate. If a goal feels vague or hard to measure, that’s a helpful insight to carry forward into the next planning cycle.

Step 3: Compare Performance Against the Goal Criteria

Now it’s time to assess actual student performance. For each goal, look at where the student started and where they are now. Did they meet the percentage, frequency, or level of independence described in the goal? If not, how close did they come?

Be honest and specific in your analysis. Use numbers or clear descriptive language to show how the student has progressed. This part of the IEP goal review is not just about marking “met” or “not met.” It’s about capturing the nuance of student growth in a way that’s clear to anyone reading the document.

Step 4: Provide a Written Summary of Progress

Each goal should include a written summary that explains how the student progressed and what the data shows. Avoid vague phrases like “making progress” or “doing well.” Instead, aim for clarity: what did the student achieve, how was it measured, and what does that suggest about next steps?

This summary becomes a key part of the end of year IEP review. It informs future goal writing and helps ensure continuity between school years, especially when a student is transitioning to a new teacher or setting.

Step 5: Flag Goals That Need Revision or Continued Work

Not every goal will be met by year’s end, and that’s okay. Some goals may need to be carried over with adjustments. Others may no longer be relevant and should be replaced. Use this time to flag any goals that need further discussion in the next IEP meeting.

This forward-thinking mindset makes the annual review process more efficient and thoughtful. It also ensures that measurable IEP goals remain aligned with the student’s current needs and abilities.

Reviewing IEP goals at the end of the year may feel like a big task, but taking it step by step makes it manageable. More importantly, it ensures that every decision about next year’s plan is grounded in clear, documented progress.

 

IEP Progress Monitoring Strategies

Consistent and accurate progress monitoring is the foundation of strong special education practice. It provides the data needed to make informed decisions about instruction, services, and goal adjustments. More importantly, it ensures accountability and transparency for every member of the IEP team, including families.

Tracking IEP goal progress isn’t just something to do at the end of the year. It’s an ongoing process that helps educators stay responsive to student needs. When done well, IEP progress monitoring makes the final review feel less overwhelming because the information is already in place.

How to Track IEP Goal Progress Over Time

The key to effective progress monitoring is building it into your regular routines. Set a consistent schedule for collecting data based on the frequency outlined in the IEP. This might mean weekly check-ins, bi-weekly probes, or monthly observations, depending on the nature of each goal.

Use tools that are easy to manage but still give you the detail you need. Data sheets, digital logs, rubrics, and student work samples can all be part of your system. What matters most is that your tracking method aligns with the criteria in the IEP and allows you to show measurable growth over time.

If the IEP goal includes a specific percentage, timeframe, or level of independence, make sure your data directly reflects that. For example, if a goal targets 80 percent accuracy in reading multisyllabic words, record the exact number of attempts and successes to show real progress.

What Data to Gather for End-of-Year Summaries

As the school year wraps up, you’ll need to compile data for each goal. This includes quantitative data, such as test scores, frequency counts, or percentages, as well as qualitative notes that add context to the numbers.

Include:

  • Baseline data from the beginning of the year

  • Ongoing progress checkpoints

  • Final data points showing where the student is now

  • Notes on conditions or supports that impacted performance

This layered view allows IEP teams to understand not just how much progress occurred, but also under what circumstances. It creates a more accurate, individualized summary of the student’s journey.

How to Use This Data to Inform the Next Steps

Once you have gathered all your data, the next step is to use it meaningfully. Look for trends. Did the student improve steadily? Was progress inconsistent? Did a certain strategy lead to a noticeable shift?

This information helps teams decide whether to maintain, revise, or replace goals in the coming year. It also supports decisions about service levels, instructional strategies, or accommodations.

Clear, well-documented progress helps build trust with families and colleagues. It also ensures that future IEP goals are based on real evidence, not assumptions. By using thoughtful IEP progress monitoring throughout the year, you set the stage for stronger planning, smoother transitions, and better support for each student’s growth.

 

Tips for Closing Out IEP Goals

As the school year comes to a close, so does the window for finalizing IEP documentation. While it can be tempting to rush through this stage, taking the time to thoughtfully close out each goal ensures compliance, accuracy, and a strong foundation for next year’s planning.

Closing out IEP goals is not just about checking off boxes. It’s about making sure each student’s progress is clearly captured and communicated. These final steps help maintain the integrity of the IEP process and provide essential context for the team moving forward.

Finalizing Progress Reports

The progress report is your opportunity to tell the story of the student’s growth. Keep your summaries specific and aligned with the language and measurement criteria in the original goal. For example, instead of saying “some progress made,” describe exactly what the student achieved, how often, and under what conditions.

Use your IEP progress monitoring data to guide these summaries. Be honest about unmet goals while highlighting areas of improvement. If a goal wasn’t met, consider whether the target was realistic or if the student’s needs have shifted. This kind of clear, detailed reporting helps create continuity as the student transitions into the next school year.

Collaborating with Teachers and Service Providers

You don’t have to close out IEPs alone. In fact, collaboration is essential to ensuring accuracy and completeness. General education teachers, therapists, and other service providers often have valuable insight that complements your own data.

Check in with colleagues early to gather their input. Ask for specific examples or classroom observations that support or add context to the progress you’ve recorded. When everyone contributes, the final documentation paints a fuller picture of the student’s year and helps the IEP team make stronger decisions moving forward.

Avoiding Common End-of-Year Documentation Pitfalls

In the rush to finish out the year, certain mistakes tend to pop up. One common issue is vague or overly general language in progress reports. Another is missing or inconsistent data that doesn’t align with how the goal was written. These kinds of errors can create confusion during annual reviews or lead to questions about compliance.

To avoid these pitfalls, use an IEP end of year checklist. Include reminders to:

  • Verify that all progress data is current

  • Confirm that goal summaries reflect the exact measurement criteria

  • Double-check for any incomplete sections or missing signatures

  • Ensure collaboration notes or input from other team members are included

Taking the time to review everything before final submission helps catch small errors and ensures each IEP remains a trustworthy, well-documented support plan.

By following these tips for closing out IEP goals, you help create a smooth transition into the next school year. Even more importantly, you ensure that each student’s progress is acknowledged, recorded, and used to guide meaningful support going forward.

 

Planning Ahead for Next Year’s IEPs

Once the current school year begins to wind down, it’s time to start thinking about what comes next. Annual IEP meetings are just around the corner, and preparing for them starts with strong reflection. By using the data you’ve gathered during the year, you can make thoughtful, student-centered decisions that lead to better outcomes.

This part of the process is where IEP planning really comes to life. You’ve seen the student grow, adapt, and respond to instruction. Now you get to carry that insight into the next phase of their journey.

How to Prepare for Annual IEP Meetings

Preparation starts early. Long before the meeting date arrives, begin reviewing the current IEP. Look closely at the goals, services, accommodations, and progress notes. Ask yourself: what worked? What didn’t? What needs to change?

Reach out to other team members as well. Teachers, therapists, and support staff often have key insights into the student’s daily experience. Their input helps you paint a more complete picture of the student’s strengths and needs.

It also helps to review any upcoming transitions. Is the student moving to a new grade level, a new classroom, or even a new school? These shifts may require new goals, different supports, or additional planning to ensure continuity of services.

Being proactive in how you prepare for annual IEP meetings creates space for more collaborative, solution-focused conversations. Everyone arrives ready, and the student benefits from a well-informed team.

Using End-of-Year Data to Write Stronger Goals

One of the most valuable tools you have during IEP planning is the data you’ve collected throughout the year. This information is your roadmap for writing the next set of goals. It shows where the student is, what they’re ready for, and how they learn best.

When writing new goals, focus on clarity and measurability. Avoid vague language and instead aim for goals that specify the skill, level of support, and success criteria. Use real data to determine what’s realistic for the student to achieve within the next year.

If a student met their goals easily, raise the bar with increased complexity or independence. If progress was slow or inconsistent, adjust the goal so it’s more aligned with current performance. This approach ensures that each goal serves as a meaningful step forward.

Knowing how to write IEP goals that are both measurable and achievable is key to keeping the IEP actionable and focused.

Supporting Smooth Transitions

Whether the student is moving up a grade, changing teachers, or transitioning to a new building, the end of the year is a natural time to plan for what’s next. Smooth transitions begin with clear communication and careful preparation.

Include transition information in your IEP notes or summaries. Share strategies that worked well. Flag any concerns or areas where the student may need extra support as routines or environments shift. The more context you can provide, the easier it is for the next team to step in and provide consistent, high-quality support.

Strong IEP planning doesn’t just focus on the now. It builds a bridge to the future, ensuring that every student begins the next school year with a plan that’s ready to meet their needs from day one.

 

Conclusion

The end of the school year is more than just a time to reflect. It’s a critical phase in the IEP process. A thorough End of Year IEP review sets the stage for everything that comes next. It allows educators to celebrate progress, address challenges, and make meaningful updates that reflect each student’s current needs.

When this process is approached with care, it benefits everyone involved. Families feel more informed. Teachers feel more prepared. And students receive the support they need to grow.

Proactive review, thoughtful planning, and clear documentation aren’t just best practices—they are the foundation of effective special education. Taking the time to gather accurate data, write specific goal summaries, and prepare for future transitions helps ensure that each IEP remains both compliant and student-centered.

Every team has its own way of managing this busy time of year. Whether you use digital tools, shared folders, or handwritten notes, find a checklist or system that works for you. Staying organized helps make the process smoother, more manageable, and less overwhelming.

As you head into the final weeks of school, let the End of Year IEP process serve as a moment of reflection and renewal. It’s your chance to close out the year with clarity—and begin planning with purpose for the one ahead.

IEP Goal Bank for Special Education Teams: 200 Goals for SLPs, ADHD, Executive Functioning and Dyslexia

IEP Goal Bank for Special Education Teams: 200 Goals for SLPs, ADHD, Executive Functioning and Dyslexia

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

Creating Effective IEPs: The Power of SMART Goals in Special Education

Individualized Education Programs (IEPs) are the foundation of specialized instruction and support for students with disabilities. Designed to ensure equitable access to education, an IEP provides a structured plan that addresses a student’s unique learning needs, outlines necessary accommodations, and establishes measurable goals for academic, social, and functional progress. For special education teams, including speech-language pathologists (SLPs), educators, occupational therapists, and school psychologists, having access to an IEP goal bank for Special Education Teams ensures that they can develop well-defined, individualized, and data-driven goals that align with the student’s present levels of performance and long-term objectives.

A critical component of any IEP is the inclusion of SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals. These goals ensure that student progress is both quantifiable and actionable, providing clear benchmarks that allow for ongoing assessment and modification. Vague or overly broad goals can hinder meaningful progress, whereas SMART IEP goals offer a structured approach to intervention, ensuring that students receive targeted, evidence-based support tailored to their needs.

This free IEP goal bank for special education teams is designed to assist special education/IEP teams in developing and refining individualized goals for students with speech and language impairments, ADHD, executive functioning challenges, and dyslexia. Rather than a one-size-fits-all approach, this resource provides a comprehensive selection of goals that can be customized to align with each student’s strengths, challenges, and areas for growth. With this goal bank, special education professionals can enhance collaboration, streamline IEP development, and ensure that students receive the most effective interventions possible.

In this guide, we will cover SMART IEP goals across four key areas:

  • Speech-language pathology (SLP) – Goals for articulation, language therapy, fluency, and social communication
  • ADHD – Goals addressing attention, self-regulation, executive functioning, and academic engagement
  • Executive functioning – Goals supporting organization, working memory, task initiation, and flexible thinking
  • Dyslexia – Goals targeting phonological awareness, reading fluency, comprehension, and written expression

By leveraging this free IEP goal bank, special education teams can ensure that their students’ IEPs are both meaningful and measurable, leading to greater success in academic and social settings.

 

What Are SMART IEP Goals

IEP goals play a vital role in guiding individualized instruction, interventions, and progress monitoring for students receiving special education services. However, to be truly effective, these goals must be well-structured, clearly defined, and measurable. The SMART goal framework provides a standardized method for creating meaningful and actionable objectives that align with a student’s unique needs. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound, ensuring that each goal is designed for success while allowing for clear progress tracking.

Breaking Down SMART IEP Goals

  1. Specific – Goals should clearly define the skill, behavior, or academic area being targeted. Instead of vague goals, they should specify what the student will accomplish, how they will do it, and under what conditions.
  2. Measurable – Goals must include quantifiable criteria for tracking progress, such as accuracy percentages, frequency of behavior, or duration of engagement in a task. This ensures that educators and support staff can objectively assess whether the student is progressing.
  3. Achievable – Goals should be developmentally appropriate and realistic given the student’s current abilities. They should push the student toward improvement while remaining attainable within the timeframe of the IEP.
  4. Relevant – Each goal should directly relate to the student’s needs as identified in their present levels of performance. The goal should address an area that significantly impacts the student’s academic, social, or functional success.
  5. Time-bound – Goals should include a clear timeline that defines when progress will be measured. This helps ensure that interventions are working effectively and provides a basis for adjusting support as needed.

Why Measurable IEP Goals Are Essential for Tracking Student Progress

Measurable IEP goals allow special education teams to monitor student progress objectively, make data-driven instructional decisions, and adjust interventions when necessary. Without clear, measurable goals, it becomes difficult to determine if a student is making meaningful gains.

Key benefits of measurable IEP goals include:

  • Providing clear expectations for students, educators, and families
  • Enabling data collection to track growth and determine the effectiveness of interventions
  • Supporting accountability among IEP team members to ensure services are delivered as planned
  • Facilitating progress reports that accurately communicate student growth
  • Helping teams make timely adjustments to strategies based on student needs

By ensuring that all IEP goals follow the SMART framework, special education teams can create effective, individualized plans that support student success in both academic and social-emotional development.

 

How to Use This IEP Goal Bank for Special Education Teams

Creating effective IEP goals requires careful planning, a deep understanding of student needs, and a commitment to ensuring that each goal is both measurable and functional. This IEP goal bank serves as a comprehensive resource for special education teams, providing a free IEP goal bank for special education teams with structured, SMART goals that address a range of student needs, from speech and language development to executive functioning, ADHD, and dyslexia. While this resource offers ready-to-use goal examples, customization is essential to ensure that each goal aligns with a student’s unique strengths, challenges, and educational priorities.

Best Practices for IEP Goal Writing for Special Education Teams

Writing effective IEP goals requires a student-centered approach, ensuring that each goal is specific, measurable, and tied to functional outcomes. Some best practices include:

  • Start with the Present Levels of Performance (PLOP). Before setting goals, document the student’s current abilities using data-driven assessments, teacher observations, and input from therapists and parents.
  • Use the SMART Goal Framework. Every goal should be Specific, Measurable, Achievable, Relevant, and Time-bound to ensure clear expectations and progress monitoring.
  • Prioritize functionality. Goals should support the student’s ability to access education, communicate effectively, and develop essential life skills.
  • Align with grade-level standards when appropriate. While goals should be individualized, they should also support progress in academic content areas to the greatest extent possible.
  • Make goals meaningful and motivating. Students should see the value in working toward their goals, whether it’s improving reading fluency, enhancing social communication, or strengthening self-regulation skills.

Customizing Goals Based on a Student’s Individual Needs and Strengths

While this free IEP goal bank for special education teams provides structured goal examples, each student’s IEP should reflect their unique learning profile. When customizing goals, special education teams should:

  • Assess student strengths. Building on what a student already does well can provide a foundation for skill-building and increase engagement.
  • Identify key areas for growth. Focus on skills that will have the greatest impact on academic progress and daily functioning.
  • Consider learning preferences. Some students benefit from visual supports, structured routines, or hands-on learning, and goals should be written with these needs in mind.
  • Ensure goals are culturally and linguistically appropriate. Language development goals should take into account bilingual or multilingual backgrounds if applicable.
  • Balance challenge and achievability. Goals should push students toward growth without being so difficult that they become unattainable.

Ensuring Goals Align with Academic, Social, and Functional Skills

IEP goals should reflect a holistic approach to student development, addressing not just academic success but also social-emotional and functional independence. Special education teams should ensure that:

  • Academic goals align with state standards and classroom expectations, ensuring students are progressing in subjects like reading, writing, and math.
  • Social communication goals support interaction skills, pragmatic language development, and peer engagement, which are especially important for students with autism or speech-language delays.
  • Functional life skills goals focus on independent living, executive functioning, and self-advocacy, helping students transition into adulthood successfully.
  • Behavioral and self-regulation goals address challenges such as impulse control, emotional regulation, and self-monitoring, particularly for students with ADHD or executive functioning difficulties.

How to Integrate IEP Accommodations and Modifications

Even with well-written goals, accommodations and modifications play a crucial role in helping students access their education effectively. While accommodations support learning without changing curriculum expectations, modifications alter expectations to fit a student’s ability level.

  • Pair goals with accommodations. If a student has a goal for improving written expression, accommodations such as speech-to-text software, extended time, or graphic organizers can provide necessary support.
  • Ensure classroom teachers implement accommodations consistently. IEP teams should collaborate to ensure that educators understand how to implement supports for each student.
  • Use assistive technology where needed. Students with dyslexia, for example, may benefit from audiobooks, text-to-speech tools, or visual supports to achieve their reading and writing goals.
  • Incorporate functional supports. For students working on executive functioning skills, visual schedules, checklists, and structured routines can help reinforce goal progress in both academic and real-life settings.

This free IEP goal bank is designed to support special education teams in crafting high-quality, individualized goals while ensuring that students receive the right level of support through accommodations and modifications. By following best practices, customizing goals for each learner, and ensuring alignment with functional skills, educators can create IEPs that foster real progress and long-term success.

 

IEP SMART Goal Bank: 200+ Measurable Goals

Speech-Language Pathology (SLP) IEP GoalsÂ

Below are 50 SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) goals categorized into articulation, language, fluency, and social communication.

For more SLP IEP goals click here.

Articulation IEP Goals for Improving Speech Sound Production

  1. By the end of 36 instructional weeks, given a verbal model, the student will correctly produce target sounds at the sound and imitation level with 90% accuracy across three consecutive sessions.
  2. By the end of 30 weeks, given verbal and visual cues, the student will correctly produce target sounds at the syllable level with 85% accuracy across three consecutive sessions.
  3. Within 36 weeks, the student will correctly produce target sounds at the word level in initial, medial, and final positions with 80% accuracy across three consecutive sessions.
  4. By the end of 30 weeks, the student will maintain correct production of previously learned speech sounds at the word level with 85% accuracy across three sessions.
  5. Within 30 weeks, the student will correctly produce target sounds at the phrase level with 75% accuracy in four out of five trials.
  6. By the end of the school year, the student will correctly produce target sounds at the sentence level with 75% accuracy across three consecutive sessions.
  7. By the end of 32 weeks, the student will produce target sounds at the reading level with 75% accuracy across three consecutive sessions.
  8. Within 36 weeks, the student will demonstrate correct production of multisyllabic words containing target sounds at the structured conversation level with 80% accuracy in four out of five trials.
  9. By the end of 32 weeks, the student will self-monitor and correct misarticulations at the structured conversation level with 75% accuracy in structured speech tasks.
  10. Within 36 weeks, the student will generalize correct production of target sounds at the spontaneous communication level across various settings with 80% accuracy.
  11. Within 36 weeks, the student will independently produce target sounds at the conversation level with 70% accuracy over three consecutive data collection sessions.
  12. By the end of the school year, the student will produce target sounds at the spontaneous conversation level in a classroom setting with 70% accuracy over three data collection points.
  13. By the end of the IEP period, the student will use appropriate tongue and lip placement for target sounds at the motor control level with minimal verbal prompting in 80% of opportunities.

Language Therapy IEP Goals for Expressive and Receptive CommunicationÂ

  1. By the end of 36 weeks, the student will follow multi-step verbal directions in structured activities with 80% accuracy across three consecutive sessions.
  2. By the end of 30 weeks, the student will correctly answer WH-questions (who, what, where, when, why) related to a short story with 80% accuracy in four out of five trials.
  3. Within 36 weeks, the student will use age-appropriate vocabulary words in sentences with 80% accuracy in structured activities.
  4. By the end of the school year, the student will independently define and explain the meaning of 10 new vocabulary words per month, demonstrating 80% accuracy across data collection sessions.
  5. By the end of 32 weeks, the student will formulate grammatically correct sentences using appropriate subject-verb agreement in 80% of opportunities.
  6. Within 36 weeks, the student will use conjunctions (e.g., and, but, because) to combine sentences with 80% accuracy in structured activities.
  7. By the end of 30 weeks, the student will use correct pronoun-antecedent agreement in structured sentence tasks with 80% accuracy in four out of five trials.
  8. By the end of the IEP period, the student will use past, present, and future tense verbs appropriately in sentences with 80% accuracy across three data collection sessions.
  9. Within 36 weeks, the student will categorize words into groups and explain their relationships with 80% accuracy in structured activities.
  10. By the end of 30 weeks, the student will retell a short story using key details with 80% accuracy in structured tasks.
  11. Within 36 weeks, the student will answer inferential questions about a short passage with 75% accuracy over three consecutive sessions.
  12. By the end of 32 weeks, the student will identify and correct semantic absurdities in spoken and written sentences with 80% accuracy in four out of five trials.
  13. By the end of the school year, the student will generate a coherent and grammatically correct paragraph on a given topic with minimal prompting in 80% of trials.

Fluency IEP Goals for Stuttering and Speech Rhythm ImprovementÂ

  1. Within 36 weeks, the student will use a chosen fluency strategy (e.g., easy onset, light contact, pausing) in structured speech tasks with 80% accuracy in four out of five trials.
  2. By the end of 30 weeks, the student will decrease the frequency of disfluencies in structured sentences by 50% from baseline measures.
  3. Within 36 weeks, the student will independently use slow and controlled speech in structured conversational activities with 80% accuracy.
  4. By the end of the school year, the student will self-monitor and implement fluency strategies in conversational speech with 75% accuracy over three consecutive data collection sessions.
  5. By the end of 32 weeks, the student will demonstrate appropriate breathing techniques for fluency control in 80% of opportunities during structured tasks.
  6. Within 36 weeks, the student will reduce secondary behaviors (e.g., eye blinking, tapping) associated with stuttering by 50% from baseline in structured speech tasks.
  7. By the end of the IEP period, the student will demonstrate decreased avoidance behaviors related to speaking in classroom settings as measured by teacher and therapist observations.
  8. Within 36 weeks, the student will participate in a class discussion using fluency strategies with 75% accuracy over three consecutive trials.
  9. By the end of 30 weeks, the student will maintain eye contact and appropriate rate of speech during structured conversations in 80% of opportunities.
  10. By the end of 36 weeks, the student will implement pause and phrasing techniques in structured reading tasks with 80% accuracy.
  11. Within 32 weeks, the student will describe their own fluency strategies and implement them in conversational speech with 75% accuracy.
  12. By the end of the school year, the student will reduce instances of word repetitions and prolongations in connected speech by 50% from baseline.
  13. Within 36 weeks, the student will demonstrate resilience and confidence when speaking in unfamiliar situations as measured by self-reports and therapist observations.

 

Social Communication IEP Goals for Peer Interaction and Pragmatic Language DevelopmentÂ

  1. By the end of 36 weeks, the student will initiate and maintain a conversation with a peer for at least four conversational turns in 80% of opportunities.
  2. Within 30 weeks, the student will use appropriate greetings and closings in structured and unstructured conversations in 80% of opportunities.
  3. By the end of the school year, the student will interpret and respond to nonverbal social cues (e.g., facial expressions, body language) with 75% accuracy.
  4. Within 36 weeks, the student will identify and repair conversational breakdowns by requesting clarification or rephrasing with 80% accuracy.
  5. By the end of 30 weeks, the student will demonstrate understanding of personal space and turn-taking in 80% of opportunities.
  6. Within 36 weeks, the student will initiate peer interactions in structured and natural settings with 75% success over three consecutive data collection sessions.
  7. By the end of the IEP period, the student will appropriately respond to a peer’s emotions by offering a comment or question in 80% of opportunities.
  8. Within 36 weeks, the student will use appropriate tone of voice and volume in social situations in 80% of measured trials.
  9. By the end of 30 weeks, the student will participate in a group discussion by adding relevant comments in 80% of opportunities.
  10. Within 32 weeks, the student will appropriately shift topics and stay on topic during conversations with 75% accuracy.
  11. By the end of the school year, the student will demonstrate appropriate problem-solving skills in social conflicts in 80% of opportunities.

 

ADHD IEP Goals

Below are 50 SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) IEP goals designed to support students with ADHD. These goals are categorized into attention and focus, impulse control and self-regulation, organization and task completion, and time management.

For more ADHD IEP goals, click here.

Attention and Focus IEP Goals for Maintaining Engagement in TasksÂ

  1. By the end of 36 instructional weeks, the student will maintain attention to an independent academic task for at least 10 consecutive minutes in 4 out of 5 opportunities, as measured by teacher observation and data collection.
  2. Within 30 weeks, the student will follow one- and two-step verbal directions without requiring repetition in 80% of trials.
  3. By the end of the school year, the student will attend to a small group activity for at least 15 minutes with no more than two teacher prompts in 4 out of 5 opportunities.
  4. Within 32 weeks, the student will complete assigned work tasks within the given time frame in 80% of opportunities.
  5. By the end of 36 weeks, the student will appropriately request a break when feeling distracted instead of disengaging from the task in 4 out of 5 opportunities.
  6. By the end of 30 weeks, the student will utilize a teacher-approved self-monitoring system (e.g., checklist, timer, signal) to sustain focus for at least 15 minutes during academic tasks with 80% success.
  7. Within 36 weeks, the student will increase on-task behavior during independent work periods by 50% from baseline as measured by teacher observation.
  8. By the end of 32 weeks, the student will actively participate in class discussions by raising their hand and contributing relevant comments in 4 out of 5 opportunities.
  9. By the end of the IEP period, the student will maintain eye contact and demonstrate active listening strategies (e.g., nodding, paraphrasing) in 80% of structured interactions.
  10. Within 36 weeks, the student will independently implement a focus strategy (e.g., fidget tool, seating change, deep breathing) to sustain attention for at least 15 minutes during academic tasks in 4 out of 5 trials.
  11. By the end of 30 weeks, the student will reduce off-task behaviors (e.g., looking away, doodling, fidgeting) during instructional time by 50% from baseline.
  12. By the end of the school year, the student will initiate and sustain attention on academic tasks for at least 20 consecutive minutes with no more than one reminder in 80% of opportunities.
  13. Within 36 weeks, the student will complete 80% of classroom assignments with minimal teacher redirection in 4 out of 5 opportunities.

Impulse Control and Self-Regulation IEP Goals for Managing Classroom BehaviorÂ

  1. By the end of 36 instructional weeks, the student will raise their hand before speaking in class in 80% of opportunities as measured by teacher observation.
  2. By the end of 30 weeks, the student will demonstrate self-regulation strategies (e.g., deep breathing, counting to five, asking for a break) to manage frustration in 80% of opportunities.
  3. Within 36 weeks, the student will decrease instances of interrupting peers or teachers during class discussions by 50% from baseline.
  4. By the end of the school year, the student will demonstrate the ability to wait for their turn in structured activities (e.g., games, discussions) in 80% of trials.
  5. By the end of 32 weeks, the student will identify and verbalize their emotions before reacting impulsively in 80% of measured opportunities.
  6. Within 36 weeks, the student will decrease verbal outbursts and inappropriate comments by 50% from baseline as measured by teacher documentation.
  7. By the end of 30 weeks, the student will use a calm-down strategy when experiencing frustration in 4 out of 5 opportunities.
  8. Within 36 weeks, the student will transition between activities without excessive resistance in 80% of observed instances.
  9. By the end of the IEP period, the student will refrain from blurting out answers without being called on in 80% of opportunities.
  10. Within 36 weeks, the student will follow classroom rules for personal space and respect others’ boundaries in 80% of measured opportunities.
  11. By the end of 30 weeks, the student will appropriately express disagreement with peers and adults using respectful language in 80% of interactions.
  12. By the end of the school year, the student will practice using positive self-talk to reduce impulsive reactions in 80% of measured opportunities.
  13. Within 36 weeks, the student will use a visual or verbal cue (e.g., stoplight system, teacher signal) to self-monitor and reduce impulsive behaviors in 4 out of 5 trials.

Organization and Task Completion IEP Goals for Following Multi-Step DirectionsÂ

  1. By the end of 36 instructional weeks, the student will follow three-step verbal or written directions with 80% accuracy as measured by teacher observation.
  2. Within 30 weeks, the student will independently organize materials (e.g., notebooks, folders, supplies) before beginning a task in 80% of opportunities.
  3. By the end of the school year, the student will complete and submit homework assignments on time in 80% of measured trials.
  4. Within 36 weeks, the student will maintain an organized workspace by keeping materials in designated areas in 4 out of 5 opportunities.
  5. By the end of 30 weeks, the student will utilize a checklist or planner to track assignments and due dates with 80% accuracy.
  6. By the end of 32 weeks, the student will break down long-term assignments into smaller tasks and complete them within set deadlines in 80% of measured opportunities.
  7. Within 36 weeks, the student will initiate and complete classroom tasks within an allotted time in 80% of opportunities.
  8. By the end of the IEP period, the student will independently gather materials needed for class before instruction begins in 4 out of 5 trials.
  9. Within 36 weeks, the student will write down and review homework assignments daily with 80% accuracy.
  10. By the end of 30 weeks, the student will ask for clarification when unsure of multi-step directions in 80% of observed situations.
  11. By the end of the school year, the student will organize personal belongings (e.g., backpack, locker) weekly with 80% independence.
  12. Within 36 weeks, the student will check completed work for errors before submitting with 80% accuracy in 4 out of 5 trials.
  13. By the end of 30 weeks, the student will independently prioritize tasks by identifying which assignments need to be completed first in 80% of opportunities.

Time Management IEP Goals for Improving Homework and Study Habits

  1. By the end of 36 instructional weeks, the student will use a timer or planner to allocate specific time periods for studying with 80% adherence.
  2. Within 30 weeks, the student will create and follow a daily homework schedule in 80% of observed trials.
  3. By the end of the school year, the student will begin and complete tasks within assigned time frames in 4 out of 5 opportunities.
  4. Within 36 weeks, the student will demonstrate the ability to estimate how long a task will take and complete it within that time in 80% of trials.
  5. By the end of 30 weeks, the student will use a checklist to verify that all necessary materials are packed before leaving school in 80% of opportunities.
  6. Within 36 weeks, the student will complete and turn in long-term assignments by their due date in 80% of measured opportunities.
  7. By the end of the IEP period, the student will independently follow a study schedule for tests and quizzes in 4 out of 5 opportunities.
  8. By the end of 32 weeks, the student will minimize distractions during study time by choosing an appropriate work environment in 80% of trials.
  9. Within 36 weeks, the student will take brief, scheduled breaks to maintain focus during study sessions in 4 out of 5 trials.
  10. By the end of 30 weeks, the student will use visual organizers (e.g., calendars, to-do lists) to plan and manage assignments in 80% of opportunities.
  11. By the end of the school year, the student will set and meet short-term academic goals for completing assignments with 80% success.

 

Executive Functioning IEP GoalsÂ

Below are 50 SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) IEP goals designed to support students with executive functioning challenges. These goals are categorized into planning and organization, working memory, task initiation and completion, and self-monitoring and adaptability.

For more Executive Functioning IEP goals, click here.

Planning and Organization IEP Goals for Structuring Assignments and ProjectsÂ

  1. By the end of 36 instructional weeks, the student will create and follow a step-by-step plan for completing assignments and projects in 80% of opportunities.
  2. Within 30 weeks, the student will independently organize materials for class (e.g., binders, folders, digital files) with 80% accuracy in 4 out of 5 trials.
  3. By the end of the school year, the student will write down and prioritize daily tasks using a planner or checklist in 80% of opportunities.
  4. Within 36 weeks, the student will break down long-term assignments into smaller, manageable tasks and complete them on time in 4 out of 5 instances.
  5. By the end of 30 weeks, the student will use graphic organizers to plan writing assignments in 80% of measured opportunities.
  6. By the end of 32 weeks, the student will use a structured approach (e.g., timeline, checklist) to plan multi-step projects and complete each step within the assigned timeframe in 80% of trials.
  7. Within 36 weeks, the student will review upcoming assignments daily and identify deadlines with 80% accuracy.
  8. By the end of 30 weeks, the student will pack and prepare all necessary materials for school at the end of each day in 4 out of 5 measured opportunities.
  9. By the end of the IEP period, the student will categorize and store completed assignments in the appropriate location (binder, folder, digital space) with 80% accuracy.
  10. Within 36 weeks, the student will use a teacher-approved method (e.g., color coding, labels, digital tools) to organize class materials in 80% of opportunities.
  11. By the end of 30 weeks, the student will develop and implement a consistent routine for reviewing notes and study materials in 80% of opportunities.
  12. By the end of the school year, the student will independently plan out weekly academic and extracurricular responsibilities using a planner in 4 out of 5 measured trials.
  13. Within 36 weeks, the student will demonstrate the ability to set and follow a structured schedule for daily homework completion in 80% of opportunities.

 

Working Memory IEP Goals for Retaining and Applying Learned InformationÂ

  1. By the end of 36 instructional weeks, the student will recall and apply learned strategies to solve problems in 80% of opportunities.
  2. Within 30 weeks, the student will recall and use key vocabulary words in academic discussions with 80% accuracy.
  3. By the end of the school year, the student will independently summarize key points from a lesson or reading passage in 80% of trials.
  4. Within 36 weeks, the student will complete multi-step math problems while accurately recalling all necessary steps in 4 out of 5 opportunities.
  5. By the end of 30 weeks, the student will use mnemonic strategies (e.g., acronyms, visual cues) to aid in memory retention with 80% success in structured activities.
  6. By the end of 32 weeks, the student will recall and execute multi-step verbal directions with 80% accuracy in structured and unstructured settings.
  7. Within 36 weeks, the student will independently recall and use learned classroom routines in 80% of observed instances.
  8. By the end of 30 weeks, the student will review and recall information from previous lessons during class discussions in 4 out of 5 trials.
  9. By the end of the IEP period, the student will apply previously taught problem-solving strategies in academic tasks with 80% accuracy.
  10. Within 36 weeks, the student will use a structured strategy (e.g., keyword outlines, mind maps) to retain and retrieve learned information in 80% of measured trials.
  11. By the end of 30 weeks, the student will recall and use relevant details when retelling a story or summarizing a passage in 80% of measured opportunities.
  12. By the end of the school year, the student will improve working memory by completing activities that require recalling sequences of numbers or steps in 4 out of 5 trials.
  13. Within 36 weeks, the student will independently use study tools (e.g., flashcards, self-quizzing) to reinforce and recall learned information in 80% of opportunities.

 

Task Initiation and Completion IEP Goals for Reducing ProcrastinationÂ

  1. By the end of 36 instructional weeks, the student will begin assigned tasks within one minute of receiving directions in 80% of opportunities.
  2. Within 30 weeks, the student will initiate homework assignments independently in 4 out of 5 trials.
  3. By the end of the school year, the student will complete academic tasks within the given timeframe in 80% of observed opportunities.
  4. Within 36 weeks, the student will start and complete writing assignments without prolonged delays in 80% of opportunities.
  5. By the end of 30 weeks, the student will follow a structured strategy (e.g., timers, checklists) to initiate and persist with tasks in 80% of opportunities.
  6. By the end of 32 weeks, the student will complete at least 80% of independent assignments with minimal teacher prompting.
  7. Within 36 weeks, the student will reduce instances of avoiding tasks by 50% from baseline data as measured by teacher documentation.
  8. By the end of 30 weeks, the student will identify personal motivators to help initiate and complete work in 4 out of 5 opportunities.
  9. By the end of the IEP period, the student will sustain attention to non-preferred tasks for at least 15 minutes with no more than one redirection.
  10. Within 36 weeks, the student will complete assigned reading passages and answer comprehension questions in 80% of measured trials.
  11. By the end of 30 weeks, the student will independently complete multi-step class assignments in 4 out of 5 trials.
  12. By the end of the school year, the student will utilize a “first-then” strategy to motivate task initiation in 80% of opportunities.
  13. Within 36 weeks, the student will finish 80% of class assignments without needing additional time extensions.

 

Self-Monitoring and Adaptability IEP Goals for Adjusting to New Routines and Feedback

  1. By the end of 36 instructional weeks, the student will recognize when they need assistance and request help appropriately in 80% of opportunities.
  2. Within 30 weeks, the student will adjust to changes in classroom routines with minimal resistance in 4 out of 5 measured opportunities.
  3. By the end of the school year, the student will accept and implement teacher feedback to improve work quality in 80% of trials.
  4. Within 36 weeks, the student will check and revise their work for accuracy before submission in 4 out of 5 trials.
  5. By the end of 30 weeks, the student will independently self-correct errors in academic tasks in 80% of observed opportunities.
  6. Within 36 weeks, the student will transition between activities within a structured time limit in 80% of observed instances.
  7. By the end of the IEP period, the student will develop and use a coping strategy (e.g., deep breathing, counting, journaling) to manage frustration in 4 out of 5 trials.
  8. By the end of 32 weeks, the student will recognize personal strengths and areas for improvement, demonstrating self-reflection in 80% of measured opportunities.
  9. Within 36 weeks, the student will monitor their own progress toward IEP goals and discuss strategies for improvement in 80% of trials.
  10. By the end of 30 weeks, the student will accept constructive criticism without frustration in 4 out of 5 opportunities.
  11. By the end of the school year, the student will demonstrate flexibility in adapting to new classroom expectations in 80% of measured trials.

 

Dyslexia IEP Goals

Below are 50 SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) IEP goals designed to support students with dyslexia. These goals are categorized into phonological awareness, reading fluency, comprehension, and spelling and writing.

For more Dyslexia IEP Goals, click here.

 

Phonological Awareness IEP Goals for Decoding and Blending WordsÂ

  1. By the end of 36 instructional weeks, the student will correctly segment and blend CVC (consonant-vowel-consonant) words with 90% accuracy in 4 out of 5 trials.
  2. Within 30 weeks, the student will identify and produce rhyming words with 80% accuracy during structured activities.
  3. By the end of the school year, the student will manipulate phonemes (e.g., deleting or substituting sounds) in words with 80% accuracy in 4 out of 5 measured opportunities.
  4. Within 36 weeks, the student will demonstrate the ability to break apart multi-syllabic words into syllables with 80% accuracy.
  5. By the end of 30 weeks, the student will identify the beginning, middle, and ending sounds in spoken words with 80% accuracy.
  6. By the end of 32 weeks, the student will match words with similar beginning or ending sounds in 80% of measured trials.
  7. Within 36 weeks, the student will correctly blend sounds to read CVC and CVCC words with 85% accuracy in structured reading tasks.
  8. By the end of 30 weeks, the student will accurately recognize and differentiate between short and long vowel sounds in 4 out of 5 opportunities.
  9. By the end of the IEP period, the student will use knowledge of letter-sound relationships to decode unfamiliar words with 80% accuracy.
  10. Within 36 weeks, the student will apply knowledge of common digraphs (e.g., sh, th, ch) and correctly read words containing them with 80% accuracy.
  11. By the end of 30 weeks, the student will decode words with initial and final consonant blends (e.g., bl, st, gr) with 80% accuracy in 4 out of 5 trials.
  12. By the end of the school year, the student will recognize and pronounce common vowel teams (e.g., ai, oa, ee) with 80% accuracy during reading tasks.
  13. Within 36 weeks, the student will read words with silent letters (e.g., kn, wr, mb) with 80% accuracy in structured reading activities.

 

Reading Fluency IEP Goals for Increasing Speed and AccuracyÂ

  1. By the end of 36 instructional weeks, the student will increase oral reading fluency by reading a grade-level passage at 90 words per minute with 95% accuracy.
  2. Within 30 weeks, the student will read a controlled text at their instructional level with appropriate speed and accuracy in 4 out of 5 measured trials.
  3. By the end of the school year, the student will improve reading rate by 50% from baseline as measured by oral reading fluency assessments.
  4. Within 36 weeks, the student will correctly read high-frequency sight words at their grade level with 90% accuracy in 4 out of 5 trials.
  5. By the end of 30 weeks, the student will apply self-correction strategies when reading unfamiliar words in 80% of opportunities.
  6. By the end of 32 weeks, the student will read aloud with appropriate phrasing and expression in 80% of measured opportunities.
  7. Within 36 weeks, the student will use context clues to self-correct reading errors in 4 out of 5 opportunities.
  8. By the end of 30 weeks, the student will read decodable texts with 85% accuracy in fluency-based activities.
  9. By the end of the IEP period, the student will increase reading fluency by improving accuracy in connected text reading by 50% from baseline.
  10. Within 36 weeks, the student will independently recognize and read irregular words with 80% accuracy.
  11. By the end of 30 weeks, the student will demonstrate improved automaticity in reading by correctly reading grade-level sight words in 4 out of 5 trials.
  12. By the end of the school year, the student will improve fluency when reading aloud by decreasing hesitations and pauses by 50% from baseline.
  13. Within 36 weeks, the student will read grade-level text fluently at an appropriate pace in 80% of measured trials.

 

Comprehension IEP Goals for Understanding and Summarizing TextÂ

  1. By the end of 36 instructional weeks, the student will accurately answer who, what, where, when, why, and how questions after reading a passage in 80% of measured trials.
  2. Within 30 weeks, the student will correctly retell the main idea and key details of a passage in 4 out of 5 opportunities.
  3. By the end of the school year, the student will summarize a fiction or nonfiction passage using complete sentences with 80% accuracy.
  4. Within 36 weeks, the student will use context clues to determine the meaning of unknown words in 80% of opportunities.
  5. By the end of 30 weeks, the student will make inferences based on textual evidence with 80% accuracy in structured reading tasks.
  6. By the end of 32 weeks, the student will identify cause-and-effect relationships within a passage with 80% accuracy.
  7. Within 36 weeks, the student will demonstrate understanding of a sequence of events in a story by correctly answering questions in 4 out of 5 opportunities.
  8. By the end of 30 weeks, the student will identify and describe characters, settings, and plot elements in fiction texts with 80% accuracy.
  9. By the end of the IEP period, the student will answer inferential comprehension questions with 80% accuracy.
  10. Within 36 weeks, the student will identify and summarize the main idea of a non-fiction text in 80% of measured trials.
  11. By the end of 30 weeks, the student will generate and answer questions about a text before, during, and after reading with 80% accuracy.
  12. By the end of the school year, the student will compare and contrast two texts on the same topic using a graphic organizer in 4 out of 5 opportunities.
  13. Within 36 weeks, the student will use text features (e.g., captions, headings) to locate and understand key information in 80% of opportunities.

 

Spelling and Writing IEP Goals for Structured Literacy InstructionÂ

  1. By the end of 36 instructional weeks, the student will spell grade-level high-frequency words correctly in 80% of writing assignments.
  2. Within 30 weeks, the student will correctly spell words with regular phonetic patterns in 4 out of 5 trials.
  3. By the end of the school year, the student will use spelling strategies (e.g., syllable division, phonetic rules) to spell unfamiliar words in 80% of measured trials.
  4. Within 36 weeks, the student will spell words containing digraphs and blends with 80% accuracy.
  5. By the end of 30 weeks, the student will use correct capitalization and punctuation in 80% of structured writing tasks.
  6. By the end of 32 weeks, the student will generate a well-organized paragraph with a topic sentence, supporting details, and a conclusion in 4 out of 5 opportunities.
  7. Within 36 weeks, the student will apply learned spelling patterns to independently spell unfamiliar words in 80% of measured opportunities.
  8. By the end of 30 weeks, the student will write complete sentences with correct subject-verb agreement in 80% of opportunities.
  9. By the end of the IEP period, the student will proofread and correct spelling errors in their writing with 80% accuracy.
  10. Within 36 weeks, the student will use graphic organizers to plan and organize written responses in 80% of opportunities.
  11. By the end of the school year, the student will write a five-sentence paragraph using correct grammar, punctuation, and spelling in 4 out of 5 trials.

 

Collaborative Approaches to IEP Goal Setting

Individualized Education Programs (IEPs) are most effective when developed through a collaborative approach involving various professionals, parents, and students. A well-rounded IEP requires input from multiple stakeholders who bring unique perspectives and expertise to ensure that students receive the best possible support tailored to their specific needs. This section explores the importance of collaboration among special education teams, strategies for effective teamwork between SLPs, teachers, parents, and therapists, and the role of regular progress monitoring in making data-driven adjustments to IEPs.

The Importance of Collaboration Among Special Education Teams

Collaboration among educators, specialists, and families is essential for developing comprehensive and meaningful IEP goals. When professionals from different disciplines work together, they can create a more holistic plan that addresses not only academic challenges but also speech, behavioral, executive functioning, and social-emotional needs. The benefits of collaboration in IEP goal-setting include:

  • A well-rounded understanding of student strengths and challenges. Teachers provide insights into classroom performance, therapists identify developmental or skill-based gaps, and parents offer valuable perspectives on how the student functions at home.
  • Consistency across environments. Students with disabilities often struggle with transferring skills from one setting to another. A collaborative approach ensures that strategies used in therapy or special education services are reinforced in the general classroom and at home.
  • Increased accountability and shared responsibility. When multiple professionals and caregivers are involved in setting and monitoring IEP goals, there is a greater likelihood that interventions will be consistently implemented and adjusted as needed.
  • Improved problem-solving and creativity. Different professionals bring different expertise to the table. Speech-language pathologists might focus on communication goals, while occupational therapists target fine motor skills, and educators work on academic strategies. Together, they can develop interdisciplinary strategies that benefit the student in multiple ways.

Successful collaboration involves regular communication, joint planning, and flexibility. School teams should establish clear roles and responsibilities for each stakeholder, ensuring that all members contribute meaningfully to the development and implementation of IEP goals for Special Education teams.

How SLPs, Teachers, Parents, and Therapists Can Work Together for Student Success

Effective collaboration requires open communication, mutual respect, and a shared commitment to supporting the student’s progress. Each professional plays a vital role in shaping and implementing IEP goals:

  • Special education teachers design instructional strategies, accommodations, and modifications to help students access the curriculum. They also track academic progress and adjust interventions as needed.
  • Speech-language pathologists (SLPs) provide support for students with language and communication needs, ensuring that speech-related goals align with academic expectations. They work with teachers to incorporate language strategies into classroom instruction.
  • Occupational and physical therapists address motor, sensory, and functional skills that impact a student’s ability to engage in learning activities. They collaborate with teachers to adapt classroom tools and tasks to meet the student’s needs.
  • General education teachers ensure that accommodations and modifications are implemented in the classroom. They also provide valuable input on student progress and help determine how interventions can be integrated into daily instruction.
  • Parents and caregivers offer essential insights into the student’s learning style, challenges, and progress at home. Their input helps professionals understand the child’s needs beyond the classroom, ensuring that goals and interventions are practical and effective.
  • School psychologists and behavioral specialists support social-emotional development and executive functioning skills. They may implement behavior intervention plans and provide strategies for self-regulation and attention management.

Collaboration can take many forms, including regular IEP meetings, co-teaching models, shared data collection, and interdisciplinary planning sessions. It is important for school teams to establish clear channels of communication, such as weekly check-ins or shared progress logs, to ensure that all professionals and caregivers stay informed and engaged in the student’s progress.

Regular Progress Monitoring and Data-Driven Adjustments to IEPs

IEP goals should not remain static throughout the school year. Regular progress monitoring ensures that interventions are effective and that goals are adjusted based on student progress. Data-driven decision-making helps educators and therapists refine their strategies to better support the student’s learning and development.

Key components of effective progress monitoring include:

  • Establishing measurable criteria for each IEP goal. Goals should be written in a way that allows for clear tracking, such as a percentage of accuracy, frequency of successful attempts, or reduction in errors.
  • Using multiple data collection methods. Progress can be measured through teacher observations, student work samples, standardized assessments, parent feedback, and self-reflections from the student.
  • Scheduling consistent check-ins. Special education teams should review progress data regularly, such as every six or nine weeks, to determine whether goals are being met or if modifications are needed.
  • Adjusting goals based on data. If a student is making faster progress than expected, the team may set higher expectations or move on to the next skill level. If progress is slower than anticipated, adjustments may include changing the intervention method, providing additional supports, or modifying the goal.
  • Encouraging student involvement in monitoring their own progress. Teaching students how to track their achievements fosters self-awareness and motivation, making them active participants in their learning journey.

Regular IEP meetings and data reviews ensure that goals remain aligned with the student’s evolving needs. Collaboration among professionals and parents in progress monitoring also helps maintain consistency across home and school environments, reinforcing learning strategies and interventions in multiple settings.

By fostering collaboration, maintaining open communication among all stakeholders, and utilizing data-driven adjustments, schools can create IEPs that truly support student success. The collective effort of educators, therapists, parents, and the student themselves ensures that interventions are meaningful, achievable, and tailored to individual needs.

 

Conclusion

Well-crafted IEP SMART goals play a crucial role in fostering student development by providing clear, measurable, and individualized targets that support academic, social, and behavioral growth. When goals are specific, achievable, and time-bound, students receive structured support that helps them build essential skills and confidence in their learning abilities. SMART goals ensure that progress is consistently monitored and interventions are adjusted as needed, maximizing the student’s potential for success.

Using a comprehensive IEP goal bank for special education teams allows educators, therapists, and parents to create personalized, effective interventions tailored to each student’s unique needs. A structured goal bank serves as a valuable resource, ensuring that all aspects of a student’s development—such as executive functioning, literacy, communication, and social-emotional skills—are addressed in a meaningful and measurable way. This approach helps special education teams select appropriate goals that align with student strengths and challenges while ensuring consistency across different educational settings.

IEPs should not be static documents. Special education teams must continuously adapt and refine goals based on student progress, new challenges, and evolving needs. Regular collaboration, progress monitoring, and data-driven adjustments are key to ensuring that students receive the most effective support possible. By maintaining a flexible, responsive approach to goal-setting, educators can help students build lasting skills that empower them to succeed both in school and beyond.

 

ADHD IEP Goals and Strategies: A Goal Bank and Resource Guide

ADHD IEP Goals and Strategies: A Goal Bank and Resource Guide

Written by Jen Belcher on . Posted in ADHD, Behavioral/Mental Health Therapist, IEP Guides, School Leadership, School Resources, Smart Goal Example.

Understanding the Importance of ADHD IEP Goals

Supporting students with ADHD in a classroom or special education setting requires clear, structured, and measurable goals to help them succeed academically and behaviorally. For example, Individualized Education Programs (IEPs) are designed to provide personalized support, but without well-defined objectives, progress can be difficult to track. This is why ADHD IEP goals play such an important role in the overall IEP process. These goals help to provide educators, therapists, and parents with support to help guide students toward specific learning and behavioral milestones.

Specifically, for students with ADHD, ADHD IEP goals must address key challenges such as attention, impulsivity, executive functioning, and self-regulation. Otherwise, without structured goals, students may struggle to focus, complete tasks, or manage their impulses effectively. Therefore, by setting clear and realistic expectations, ADHD IEP goals can help students develop skills that will support them both in the classroom and in everyday life.

To simplify this process, an ADHD IEP Goal Bank can serve as a valuable resource for special education teams. Instead of creating goals from scratch, educators can use a structured collection of pre-written, research-based goals that align with SMART criteria (Specific, Measurable, Achievable, Relevant, and Time-bound). This ensures that each goal is tailored to the student’s needs and provides a clear framework for assessing progress.

In this guide, you will find:

  • SMART goal examples specifically designed for students with ADHD.
  • ADHD IEP goals focused on attention, impulsivity, executive functioning, and behavior management.
  • Strategies for tracking progress and ensuring that goals remain effective over time.
  • Practical accommodations that support ADHD students in achieving their ADHD IEP goals.

By the end of this guide, special education/IEP teams will have the tools they need to write effective, measurable, and supportive ADHD IEP goals that help students with ADHD thrive in the classroom.

What Is an ADHD IEP Goal Bank?

An ADHD IEP Goal Bank is a collection of pre-written, research-based goals designed to support students with ADHD in their Individualized Education Programs (IEPs). These ADHD IEP goals focus on key areas such as attention, impulsivity, executive functioning, self-regulation, and academic performance. In practice, educators, therapists, and special education teams use goal banks as a resource to create structured, measurable, and effective objectives tailored to a student’s unique needs.

Moreover, IEP goal banks play an important role in special education planning. Writing effective ADHD IEP goals can be challenging because ADHD affects multiple aspects of learning and behavior. A goal bank provides a starting point, ensuring that educators can select or modify goals that align with a student’s needs rather than creating objectives from scratch. As a result, this saves time while ensuring that the goals are research-backed and relevant.

For an IEP goal to be effective, it must be specific, measurable, and achievable. Otherwise, vague goals such as “the student will pay attention in class” are difficult to track and do not provide a clear benchmark for progress. Instead, a goal bank provides structured goals that define expected behaviors, include measurable criteria, and outline the conditions under which the student will demonstrate progress. For example, a goal bank would frame the attention goal as “the student will sustain focus on independent tasks for at least 10 minutes with no more than one redirection in 80 percent of observed opportunities.” This level of specificity allows educators to assess whether the student is making progress.

Additionally, SMART goals are essential for tracking progress in ADHD students. Without clear benchmarks, it becomes difficult to determine whether interventions are effective. SMART goals ensure that students, teachers, and parents can measure success over time. For example, instead of setting a general goal like “the student will improve organization skills,” a SMART goal would state, “By the end of the quarter, the student will use a daily planner to record and complete at least 80 percent of assignments on time.” This goal clearly defines what success looks like and provides a framework for evaluation.

Ultimately, by using an ADHD IEP Goal Bank, educators can ensure that goals are realistic, data-driven, and tailored to the student’s strengths and challenges. This approach helps students with ADHD build the skills they need to succeed in school and beyond while allowing special education teams to track meaningful progress over time.

 

How to Write Effective ADHD IEP Goals for Students

Writing effective ADHD IEP Goals requires a structured approach to ensure progress can be tracked and measured. The SMART goal framework provides a clear method for setting objectives that support a student’s growth in areas such as attention, impulsivity, executive functioning, and self-regulation. By following this framework, special education teams can develop goals that are realistic, data-driven, and tailored to the student’s needs.

Understanding the SMART Goal Framework

SMART goals are designed to provide clarity and accountability in education planning. Each component of the SMART framework ensures that the goal is structured in a way that promotes success:

  • Specific: The goal should clearly define what skill or behavior the student is working on. Vague goals like “improve attention” lack direction, whereas a specific goal such as “sustain attention for 10 minutes during independent work” is clear and focused.
  • Measurable: The goal must include a way to track progress. Adding a measurable criterion, such as “with no more than two teacher prompts,” allows educators to assess improvement over time.
  • Achievable: The goal should be realistic based on the student’s abilities. Setting overly ambitious goals can lead to frustration, while achievable goals build confidence and motivation.
  • Relevant: The goal should align with the student’s specific needs and areas of difficulty. A goal addressing impulsivity, for example, would be more relevant than a general behavior goal.
  • Time-bound: The goal should include a timeline for achievement, such as “by the end of the quarter,” to ensure that progress is monitored regularly.

Examples of SMART Goals for ADHD Students

Applying the SMART framework allows educators to set clear expectations. Below are examples of well-defined goals for students with ADHD:

  • Attention and Focus: “By the end of the semester, the student will sustain focus on independent tasks for at least 10 minutes with no more than one redirection in 80 percent of observed opportunities.”
  • Impulsivity and Self-Regulation: “With teacher prompts, the student will use a self-monitoring strategy (such as counting to three before responding) to reduce interruptions to fewer than three per class period in four out of five days.”
  • Executive Functioning and Organization: “By the end of the quarter, the student will use a daily planner to record and complete at least 80 percent of assignments on time.”
  • Task Completion: “The student will break assignments into smaller steps and complete at least 75 percent of multi-step tasks independently over a six-week period.”
  • Emotional Regulation: “When experiencing frustration, the student will independently use a coping strategy (deep breathing, counting, or asking for a break) in three out of four situations as measured by teacher observations.”

These examples demonstrate how goals can be structured to provide clear expectations and measurable outcomes.

The Importance of Executive Functioning Goals in an IEP

Executive functioning skills are crucial for academic success, yet many students with ADHD struggle with organization, planning, and time management. Addressing executive functioning within an IEP helps students build independence and self-regulation. Goals focused on executive functioning can support students in:

  • Organizing materials and assignments
  • Following multi-step directions
  • Managing time effectively
  • Transitioning between tasks smoothly
  • Using self-monitoring techniques to stay on track

For example, an executive functioning goal might state: “The student will independently follow a three-step morning routine (unpacking materials, copying homework, and beginning a warm-up activity) with no more than one teacher prompt in 80 percent of observed mornings.” This goal targets key executive functioning challenges while providing a structured way to measure success.

Tailoring Goals to Support Attention, Impulsivity, and Self-Regulation

Each student with ADHD has unique strengths and challenges, so it is important to customize ADHD IEP goals to address their specific needs. Below are strategies for tailoring goals to different areas of difficulty:

  • Attention Goals: Focus on increasing sustained attention and reducing distractions. Strategies include setting timers, using visual schedules, and breaking tasks into smaller steps.
  • Impulsivity Goals: Target self-control strategies to help students pause before responding or acting. Techniques such as self-monitoring, role-playing, and positive reinforcement can be effective.
  • Self-Regulation Goals: Address emotional and behavioral regulation by teaching coping mechanisms and strategies to manage frustration, anxiety, or overstimulation. Tools such as sensory breaks, mindfulness exercises, and self-reflection journals can support these goals.

By ensuring that ADHD IEP goals are SMART and tailored to the student’s needs, educators and special education teams can provide meaningful support that fosters growth and success. Well-crafted goals not only help students develop essential skills but also create a structured path for progress that benefits both students and educators.

 

ADHD IEP Goal Bank: Measurable Goals for Focus, Impulsivity, and Executive Functioning

 

ADHD IEP Goals for Attention and Focus

Sustained Attention

  1. By the end of the semester, the student will sustain focus on independent tasks for 15 minutes with no more than one redirection in four out of five trials.
    Strategies: Visual timers, task lists, structured breaks.
  2. By the end of the quarter, the student will complete a five-step assignment, such as math problems or a writing prompt, within 10 minutes with 80 percent accuracy and no more than two reminders.
    Strategies: Chunking assignments, self-monitoring checklists.
  3. By the end of the semester, the student will remain on task during whole-group instruction for 80 percent of a 15-minute lesson with no more than two verbal prompts.
    Strategies: Preferential seating, fidget tools.

Task Initiation

  1. By the end of the semester, the student will begin an independent assignment within one minute of receiving instructions in four out of five opportunities.
    Strategies: Visual schedules, verbal rehearsal of directions.
  2. By the end of the term, the student will follow a three-step direction without teacher repetition in 80 percent of trials.
    Strategies: Verbal prompts, picture cues.
  3. By the end of the semester, the student will transition from one activity to another within 30 seconds in four out of five trials without prompting.
    Strategies: Transition warnings, countdown timers.

Following Directions

  1. By the end of the quarter, the student will complete multi-step verbal directions, such as “Get your book, open to page 10, and write your name,” with 80 percent accuracy in four out of five trials.
    Strategies: Repetition, modeling, visual reminders.
  2. By the end of the semester, the student will follow teacher directions during group activities with no more than one reminder in four out of five opportunities.
    Strategies: Non-verbal cues, peer modeling.
  3. By the end of the semester, the student will ask for clarification if they do not understand an instruction in 80 percent of observed situations.
    Strategies: Prompting questions, sentence starters.

Reducing Off-Task Behavior

  1. By the end of the semester, the student will decrease off-task behaviors, such as talking to peers or leaving their seat, to no more than two instances per 15-minute period in four out of five observations.
    Strategies: Structured seating, engagement strategies.
  2. By the end of the semester, the student will use a self-monitoring strategy, such as a checklist or timer, to track attention during independent work, demonstrating 80 percent on-task behavior in four out of five sessions.
    Strategies: Behavior tracking sheets, goal setting.
  3. By the end of the semester, the student will request a movement or sensory break before engaging in off-task behavior in 80 percent of observed instances.
    Strategies: Break cards, structured movement opportunities.

Self-Regulation

  1. By the end of the semester, the student will identify and use at least two coping strategies, such as deep breathing or movement, when feeling distracted in four out of five situations.
    Strategies: Visual cues, mindfulness exercises.
  2. By the end of the term, the student will recognize signs of distraction and independently use a teacher-approved strategy, such as a seat change or noise-canceling headphones, in 80 percent of trials.
    Strategies: Self-awareness activities, choice-making.
  3. By the end of the semester, the student will engage in self-monitoring by rating their attention level on a five-point scale at the beginning and end of an activity in four out of five opportunities.
    Strategies: Reflection journals, behavior rating scales.

Work Completion

  1. By the end of the semester, the student will complete 90 percent of assigned work during independent practice with no more than one reminder in four out of five trials.
    Strategies: Work checklists, reward systems.
  2. By the end of the quarter, the student will break a long assignment into smaller steps and complete it with 80 percent accuracy in four out of five trials.
    Strategies: Chunking, graphic organizers.
  3. By the end of the term, the student will complete a written task, such as a paragraph or journal entry, within the given time limit with at least three complete sentences in four out of five trials.
    Strategies: Sentence starters, visual timers.

Social Attention and Listening

  1. By the end of the semester, the student will maintain eye contact or body orientation toward the speaker in 80 percent of observed interactions.
    Strategies: Social scripts, role-playing.
  2. By the end of the term, the student will raise their hand and wait to be called on before speaking in four out of five classroom discussions.
    Strategies: Visual rules, structured turn-taking.
  3. By the end of the semester, the student will repeat or summarize information from a peer or teacher after listening in 80 percent of trials.
    Strategies: Active listening strategies, partner retell.

Organization and Time Management

  1. By the end of the semester, the student will independently gather materials needed for a task within one minute in four out of five trials.
    Strategies: Desk organizers, morning checklists.
  2. By the end of the term, the student will use a visual schedule to follow a routine with no more than one adult prompt in four out of five days.
    Strategies: Picture schedules, color-coded charts.
  3. By the end of the quarter, the student will independently pack up materials and transition to the next class within two minutes in four out of five trials.
    Strategies: Structured routines, reminders.
  4. By the end of the semester, the student will use a planner or checklist to track and complete assignments with 80 percent accuracy over four consecutive weeks.
    Strategies: Digital reminders, teacher check-ins.

 

ADHD IEP Goals for Impulsivity and Self-Regulation

Reducing Verbal Impulsivity

  1. With teacher prompts, the student will use a self-monitoring strategy to reduce interruptions to fewer than three per class period in four out of five observed days.
    Strategies: Social stories, self-monitoring checklists, behavioral contracts.
  2. By the end of the semester, the student will raise their hand and wait to be called on before speaking in 80 percent of opportunities during whole-class discussions.
    Strategies: Visual reminders, structured turn-taking, role-playing.
  3. Given verbal or visual cues, the student will reduce blurting out answers to fewer than two instances per 20-minute instructional period in four out of five trials.
    Strategies: Non-verbal teacher cues, response delay strategies, fidget tools.
  4. By the end of the term, the student will wait for their turn to speak in small-group discussions in four out of five trials.
    Strategies: Peer modeling, social stories, group participation norms.
  5. When reminded, the student will pause for at least three seconds before responding in conversations in 80 percent of observed interactions.
    Strategies: Visual countdowns, partner practice, verbal rehearsal.

Reducing Physical Impulsivity

  1. By the end of the semester, the student will stay seated during independent work for at least 15 minutes with no more than one teacher reminder in four out of five trials.
    Strategies: Flexible seating options, structured movement breaks, non-verbal cues.
  2. Given a visual or verbal cue, the student will use an appropriate strategy to manage the urge to leave their seat during instructional time, reducing out-of-seat behaviors by 50 percent over eight weeks.
    Strategies: Preferred seating, sensory breaks, movement cards.
  3. By the end of the term, the student will transition between activities without running or pushing peers in four out of five observed instances.
    Strategies: Visual schedules, transition countdowns, peer modeling.
  4. By the end of the quarter, the student will demonstrate appropriate personal space by maintaining a one-arm distance from peers and teachers in 80 percent of observed interactions.
    Strategies: Social stories, physical boundary practice, peer reminders.
  5. By the end of the semester, the student will independently use a self-regulation strategy, such as deep breathing or counting, to manage excitement before acting impulsively in 80 percent of opportunities.
    Strategies: Coping skill practice, mindfulness exercises, behavior cue cards.

Emotional Self-Regulation

  1. Given a structured break, the student will return to a non-preferred task within two minutes in four out of five trials.
    Strategies: Scheduled breaks, visual timers, structured reinforcement.
  2. When feeling frustrated, the student will use a coping strategy such as deep breathing, journaling, or requesting help in four out of five observed situations.
    Strategies: Visual cues, emotional regulation scripts, mindfulness techniques.
  3. By the end of the semester, the student will identify their own emotional state and select an appropriate regulation strategy in 80 percent of opportunities.
    Strategies: Feelings charts, self-reflection journals, guided discussions.
  4. Given a calm-down space or break card, the student will independently request a break before escalating to disruptive behaviors in 80 percent of observed instances.
    Strategies: Break cards, sensory areas, emotional regulation modeling.
  5. By the end of the quarter, the student will use a five-point scale or similar tool to assess and communicate their frustration level before reacting impulsively in four out of five trials.
    Strategies: Self-assessment checklists, visual regulation tools, peer coaching.

Managing Transitions and Changes

  1. With verbal or visual prompts, the student will transition between activities within one minute with no more than one reminder in four out of five trials.
    Strategies: Transition warnings, structured routines, countdown timers.
  2. When an unexpected change occurs, the student will use a learned coping strategy, such as self-talk or deep breathing, to adjust without disruptive behaviors in 80 percent of observed situations.
    Strategies: Social stories, role-playing, flexible thinking exercises.
  3. By the end of the term, the student will follow a visual schedule to transition between three or more activities with no more than one adult prompt in four out of five days.
    Strategies: Picture schedules, task checklists, daily previews.
  4. Given a structured practice session, the student will verbally express their feelings about a change instead of demonstrating a disruptive behavior in four out of five opportunities.
    Strategies: Sentence starters, social-emotional coaching, peer practice.
  5. By the end of the semester, the student will complete a transition reflection activity at least three times per week to discuss how they handled changes in routine.
    Strategies: Self-reflection journals, teacher-guided discussions, behavior tracking.

Impulse Control in Peer Interactions

  1. When engaged in peer activities, the student will take turns and wait for others to finish speaking in four out of five trials.
    Strategies: Role-playing, visual reminders, structured games.
  2. Given structured feedback, the student will apologize or self-correct after an impulsive action in 80 percent of opportunities.
    Strategies: Social narratives, peer mediation, behavior reinforcement.
  3. By the end of the semester, the student will use appropriate problem-solving strategies, such as seeking help or using I-statements, instead of reacting impulsively in four out of five observed conflicts.
    Strategies: Conflict resolution scripts, structured role-play, peer modeling.
  4. During group work, the student will wait for a peer’s response before adding their own idea in four out of five observed interactions.
    Strategies: Structured turn-taking, visual cues, peer coaching.
  5. By the end of the quarter, the student will independently recognize when they are speaking or acting impulsively and use a self-regulation strategy in four out of five trials.
    Strategies: Self-monitoring charts, visual cues, teacher check-ins.

 

Executive Functioning ADHD IEP GoalsÂ

Organization and Planning

  1. The student will use a daily planner to record and complete at least 80 percent of assignments on time over a six-week period.
    Strategies: Time management tools, visual timers, structured routines.
  2. By the end of the semester, the student will gather necessary materials for class within one minute in four out of five trials.
    Strategies: Visual checklists, structured morning routines, organizational systems.
  3. Given a structured routine, the student will pack up materials and transition to the next class within two minutes in four out of five trials.
    Strategies: Transition reminders, timer cues, packing lists.
  4. By the end of the quarter, the student will independently follow a visual schedule to complete classroom routines with no more than one adult prompt in four out of five days.
    Strategies: Picture schedules, task checklists, digital reminders.
  5. By the end of the semester, the student will use a structured system, such as labeled folders or an online tracker, to store and retrieve assignments in four out of five trials.
    Strategies: Color-coded folders, digital organizers, binder systems.

Task Initiation

  1. Given a verbal or visual prompt, the student will begin an independent assignment within one minute in four out of five trials.
    Strategies: Countdown timers, peer modeling, structured seating.
  2. By the end of the quarter, the student will follow a three-step sequence of instructions without requiring repetition in four out of five trials.
    Strategies: Visual directions, verbal rehearsal, step-by-step checklists.
  3. The student will complete warm-up activities within five minutes of the start of class in four out of five observed sessions.
    Strategies: Predictable routines, structured entry tasks, visual timers.
  4. By the end of the semester, the student will independently start a non-preferred task within two minutes in four out of five trials.
    Strategies: Task chunking, visual timers, reinforcement systems.
  5. When given a long-term assignment, the student will break it down into at least three smaller tasks and complete them by the due date in four out of five trials.
    Strategies: Graphic organizers, backward planning, teacher check-ins.

Sustained Attention

  1. The student will remain engaged in independent work for at least 15 minutes with no more than one redirection in four out of five trials.
    Strategies: Sensory supports, engagement strategies, fidget tools.
  2. The student will complete 80 percent of classwork during independent work time in four out of five trials.
    Strategies: Work contracts, behavior tracking, structured breaks.
  3. Given a non-preferred task, the student will use a self-monitoring strategy, such as a checklist or timer, to maintain focus in four out of five trials.
    Strategies: Self-monitoring sheets, reward charts, engagement strategies.
  4. The student will follow a structured break schedule and return to work within one minute in four out of five trials.
    Strategies: Movement breaks, transition cues, guided re-entry.
  5. During group work, the student will sustain engagement by contributing relevant ideas at least three times per session in four out of five trials.
    Strategies: Role assignments, peer support, discussion scaffolds.

Time Management

  1. The student will use a timer to complete tasks within the allocated time in 80 percent of trials over a six-week period.
    Strategies: Visual timers, structured work sessions, reinforced deadlines.
  2. When given a deadline, the student will complete tasks within five minutes of the allotted time frame in four out of five trials.
    Strategies: Digital reminders, self-monitoring, priority lists.
  3. By the end of the term, the student will use a daily schedule to allocate work time, break time, and transition time in four out of five observed days.
    Strategies: Structured planners, digital scheduling tools, task prioritization.
  4. The student will independently check the time and adjust work speed to complete assignments on time in four out of five trials.
    Strategies: Time awareness strategies, cue cards, visual prompts.
  5. By the end of the semester, the student will prioritize three daily tasks and complete them before moving on to new assignments in four out of five trials.
    Strategies: Task prioritization lists, work-break cycles, teacher check-ins.

Emotional and Behavioral Regulation

  1. When frustrated, the student will use a learned coping strategy, such as deep breathing or positive self-talk, in four out of five observed situations.
    Strategies: Emotional regulation tools, mindfulness exercises, behavior coaching.
  2. The student will request help or clarification instead of shutting down or avoiding tasks in four out of five opportunities.
    Strategies: Sentence starters, peer support, teacher check-ins.
  3. The student will identify personal distractions and use a self-regulation strategy, such as moving to a quieter space, in 80 percent of trials.
    Strategies: Self-monitoring techniques, alternative seating, noise-reduction tools.
  4. By the end of the semester, the student will reflect on daily productivity and set a small goal for improvement at least three times per week.
    Strategies: Self-reflection journals, behavior tracking, teacher feedback sessions.
  5. When experiencing task avoidance, the student will use a preferred strategy, such as breaking the task into steps or using a reward system, in four out of five opportunities.
    Strategies: Task chunking, reinforcement schedules, visual cues.

ADHD IEP Goals for Organization and Task Completion

Managing Materials

  1. The student will organize materials and submit completed work in designated folders at least four out of five days per week.
    Strategies: Color-coded systems, classroom organization supports, clear expectations.
  2. By the end of the semester, the student will independently gather necessary materials for class within one minute in four out of five trials.
    Strategies: Visual checklists, structured morning routines, organizational systems.
  3. Given visual prompts, the student will store materials in the correct location, such as a binder or desk organizer, in four out of five trials.
    Strategies: Labeling systems, folder organization, structured storage.
  4. The student will bring required materials, such as pencils, notebooks, and homework, to class in four out of five trials.
    Strategies: Backpack checklists, visual reminders, structured packing routines.
  5. By the end of the semester, the student will maintain an organized desk or locker by completing a clean-up checklist at least three times per week.
    Strategies: Decluttering checklists, teacher-guided organization sessions, structured clean-up routines.

Submitting and Tracking Assignments

  1. The student will turn in completed assignments in the correct location at least 80 percent of the time over a six-week period.
    Strategies: Designated submission bins, digital reminders, structured turn-in routines.
  2. By the end of the quarter, the student will use a planner or homework log to track assignments and due dates in four out of five observed days.
    Strategies: Digital planners, structured check-ins, visual reminders.
  3. Given a structured system, the student will retrieve and submit homework on time at least 80 percent of the time over eight weeks.
    Strategies: Folder systems, teacher check-ins, homework contracts.
  4. The student will use a checklist to confirm assignment completion before submitting work in four out of five trials.
    Strategies: Self-checklists, peer review, structured submission process.
  5. By the end of the semester, the student will independently check their planner or learning management system for upcoming assignments at least four out of five days per week.
    Strategies: Daily planner reviews, structured homework time, accountability partners.

Task Prioritization and Planning

  1. When given multiple assignments, the student will independently identify and complete the most urgent or important task first in four out of five opportunities.
    Strategies: Task prioritization charts, teacher modeling, structured decision-making.
  2. The student will break down long-term projects into at least three smaller steps and complete them by the due date in four out of five trials.
    Strategies: Graphic organizers, backward planning, teacher check-ins.
  3. Given a structured planning template, the student will create a weekly academic schedule that includes homework, studying, and breaks in four out of five weeks.
    Strategies: Time-blocking strategies, visual planning tools, digital calendars.
  4. By the end of the semester, the student will set and track at least one academic goal per week, reflecting on progress in four out of five opportunities.
    Strategies: Goal-setting worksheets, teacher feedback, progress monitoring.
  5. The student will complete assigned work in the correct sequence, such as completing warm-ups before main tasks, in four out of five trials.
    Strategies: Structured task lists, visual reminders, peer modeling.

Managing Time and Transitions

  1. The student will begin an assigned task within one minute of instructions being given in four out of five trials.
    Strategies: Transition warnings, countdown timers, structured cues.
  2. The student will use a timer to stay on task and complete assignments within the allotted time in four out of five trials.
    Strategies: Visual timers, structured work sessions, reinforced deadlines.
  3. Given structured breaks, the student will return to work within one minute in four out of five trials.
    Strategies: Movement breaks, transition cues, guided re-entry.
  4. By the end of the semester, the student will independently pack up materials and prepare to leave class within two minutes of the teacher’s signal in four out of five trials.
    Strategies: End-of-class routines, structured packing checklists, transition prompts.
  5. The student will complete warm-up activities within five minutes of the start of class in four out of five observed sessions.
    Strategies: Predictable routines, structured entry tasks, visual timers.

Self-Monitoring and Problem-Solving

  1. The student will check their work for accuracy and completeness before submission in four out of five trials.
    Strategies: Self-editing checklists, peer review, structured reflection.
  2. The student will recognize when materials are missing and independently retrieve or request them in four out of five opportunities.
    Strategies: Problem-solving guides, self-advocacy scripts, classroom organization supports.
  3. Given a checklist, the student will review and confirm task completion before moving on to the next activity in four out of five trials.
    Strategies: Structured task lists, peer check-ins, teacher modeling.
  4. By the end of the semester, the student will independently use a tracking system to monitor completed and incomplete tasks at least four out of five days per week.
    Strategies: Digital tracking tools, paper checklists, structured review sessions.
  5. When experiencing difficulty with organization, the student will use a learned strategy, such as asking for help, using a checklist, or reorganizing materials, in four out of five opportunities.
    Strategies: Self-advocacy prompts, problem-solving guides, teacher support check-ins.

 

Tracking Progress on ADHD IEP Goals

How to Use Data Collection Methods to Monitor ADHD Students’ IEP Progress

Tracking progress on ADHD IEP goals for students requires consistent and structured data collection methods. Specifically, teachers and support staff should use a combination of qualitative and quantitative data to assess improvements over time.

One effective method is daily or weekly progress monitoring sheets, where teachers track specific behaviors or skills aligned with the student’s ADHD IEP goals. For example, if a goal is to complete 80 percent of assignments on time, teachers can record the percentage of completed work each day.

Additionally, observation logs provide additional insights into a student’s behavior during different parts of the school day. These logs can track attention span, task initiation, self-regulation, and impulsive behaviors.

Another useful approach is student self-monitoring, where students reflect on their own progress by using checklists or rating scales. Encouraging students to assess their own focus levels or organization skills helps build self-awareness and independence.

Furthermore, for measurable improvements, teachers can also collect work samples over time to analyze trends in accuracy, completion, and organization. Comparing early and later assignments can highlight areas of growth.

Best Practices for Teacher and Parent Collaboration in Goal Tracking

As we know, effective communication between teachers/therapists and parents is essential for tracking ADHD IEP goals successfully. A strong collaboration ensures that both school and home environments support the student’s development.

Regular progress reports should be shared with parents, detailing successes and challenges. These reports can include data points such as time on task, the number of prompts needed for task initiation, and completion rates of assignments.

Moreover, parent-teacher conferences or monthly check-ins allow for discussions about strategies that are working in the classroom and at home. This helps maintain consistency across environments, reinforcing skills like organization, impulse control, and self-regulation.

Using a shared digital tool, such as an online planner or communication app, allows teachers and parents to exchange quick updates. Apps like Google Sheets, ClassDojo, or Seesaw can be used to log progress and provide real-time feedback.

Finally, encouraging student involvement in goal tracking can also improve motivation. Having students set small, achievable weekly goals and reflect on their progress fosters independence and accountability.

Tools for Measuring Improvements in Focus, Impulsivity, and Executive Functioning

There are several tools available to help teachers, special education teams, and parents measure a student’s progress in focus, impulsivity, and executive functioning.

Behavior tracking charts are useful for monitoring attention and impulsivity. These charts can include specific behaviors, such as raising a hand before speaking or staying seated during instruction, with frequency counts recorded throughout the day.

Additionally, checklists and rubrics can be used to evaluate executive functioning skills, such as organizing materials, following multi-step directions, and planning assignments. Teachers can rate performance on a scale, such as “needs frequent support,” “needs occasional support,” or “independent.”

Timed tasks help assess improvements in focus and task initiation. For example, teachers can time how long it takes a student to start an assignment after instructions are given, comparing results over time.

Furthermore, student reflection journals provide insight into self-awareness and emotional regulation. Students can track how often they stayed on task, used self-regulation strategies, or remembered to bring necessary materials to class.

Technology-based tools, such as apps that track time on task or digital planners, can help students with ADHD develop time management and organizational skills. Programs like Trello, Google Calendar, or Focus Keeper (a Pomodoro timer app) support executive functioning goals.

By using a combination of these tracking methods, educators and parents can gather valuable data to guide instruction, adjust interventions, and celebrate student growth in key areas related to ADHD.

Accommodations and Support Strategies for ADHD in an IEP

IEP Accommodations for ADHD That Support Attention, Self-Regulation, and Behavior Management

Students with ADHD often require specific accommodations in their IEP to support their ability to focus, regulate their behavior, and manage their emotions effectively in a classroom setting. These accommodations help create an environment where they can learn and succeed without being hindered by their challenges.

One key accommodation is preferential seating. Placing the student near the front of the classroom, away from distractions such as windows, doors, or high-traffic areas, can help improve focus. Some students may benefit from sitting closer to the teacher, while others may focus better when placed at the edge of the classroom rather than in the middle of a group.

Additionally, extended time on assignments and tests is another common accommodation. Many students with ADHD need extra time to process information, organize their thoughts, and complete written work. Allowing additional time can reduce stress and improve the quality of their work.

Frequent breaks throughout the school day can also help students with ADHD manage restlessness and sustain attention. Short movement breaks, such as stretching, walking to get a drink of water, or engaging in a brief physical activity, can help students reset and refocus before returning to their work.

Another example is task chunking (breaking larger assignments into smaller, manageable steps), which supports students who struggle with organization and task initiation. Providing written or visual checklists to guide them through multi-step assignments helps maintain their engagement and reduces overwhelm.

Use of a quiet work area can be beneficial for students who are easily distracted. This may include a designated quiet corner in the classroom, noise-canceling headphones, or an option to complete assignments in a resource room when needed.

Finally, providing written and verbal instructions ensures that students with ADHD have multiple ways to process information. Teachers should check for understanding by asking students to repeat directions back in their own words before starting a task.

Examples of Classroom Modifications to Help ADHD Students Succeed

Classroom modifications are essential for setting up students with ADHD for success. These adjustments can range from changes in the physical environment to modifications in how lessons are delivered.

Flexible seating options allow students to choose seating that best supports their focus and comfort. Options may include standing desks, wiggle cushions, or seating arrangements that provide more movement opportunities.

Visual schedules and timers help students with ADHD stay on track throughout the school day. Posting a daily agenda in a visible place and using countdown timers for transitions between activities create clear expectations and reduce anxiety.

Structured routines benefit students with ADHD by providing consistency. Having predictable morning routines, structured transitions, and clear start and end procedures for assignments minimizes uncertainty and supports focus.

Minimizing unnecessary distractions in the classroom, such as excessive wall decorations, background noise, or clutter, helps students maintain attention. Teachers can also use subtle cues, such as a hand signal or a tap on the desk, to remind students to stay on task without disrupting the lesson.

Allowing alternative ways to complete assignments supports students who struggle with traditional formats. For example, students who find writing challenging may be allowed to dictate responses using speech-to-text software or record verbal responses instead of writing essays.

Additionally, pairing students with ADHD with a peer buddy can provide additional support with organization, reminders, and navigating classroom expectations. Peer mentors can model appropriate behaviors and help keep the student engaged during group activities.

How to Integrate Behavioral and Academic Supports into an IEP

A well-rounded IEP for a student with ADHD should integrate both behavioral and academic supports to create a comprehensive plan that addresses their unique needs. This requires collaboration between teachers, parents, therapists and support staff to ensure that accommodations are consistently applied across different settings.

The first step in integrating supports is to clearly define specific behavioral and academic challenges in the student’s present levels of performance. This section of the IEP should outline how ADHD affects the student’s ability to focus, complete tasks, regulate impulses, and manage time.

Developing measurable ADHD IEP goals ensures that progress can be tracked over time. For example, a behavioral goal might focus on reducing interruptions in class by using a self-monitoring checklist, while an academic goal might target completing 80 percent of assignments on time.

Incorporating positive behavior interventions helps students develop self-regulation skills. This may include reinforcing desired behaviors with a token reward system, providing structured break times, or teaching coping strategies such as deep breathing and self-talk.

Collaboration between general education teachers, special education staff, and school counselors ensures that all educators working with the student are implementing consistent strategies. Regular team meetings can be used to review progress, adjust accommodations, and discuss any emerging challenges.

Providing parent training and home-school communication tools supports consistency between school and home environments. Strategies such as using the same homework checklists at school and at home or implementing a shared daily behavior tracker can improve follow-through on skills.

By integrating behavioral and academic supports, an IEP can provide a structured yet flexible framework that meets the needs of students with ADHD. With the right accommodations and classroom modifications, these students can develop the skills necessary to thrive in both their academic and personal lives.

 

Conclusion

Supporting students with ADHD through well-structured ADHD IEP goals is essential for helping them succeed academically and socially. Clear, measurable goals targeting focus, impulsivity, and executive functioning provide a structured path for growth while ensuring that students receive the accommodations and interventions they need. By addressing attention challenges, self-regulation difficulties, and organizational struggles, these goals can empower students to develop essential skills that will benefit them both in school and in daily life.

Specifically, ADHD IEP goals must go beyond academic achievement and encompass the executive functioning skills necessary for lifelong success. Whether focusing on sustaining attention, reducing impulsive behaviors, improving task management, or developing problem-solving strategies, a well-designed IEP ensures that students receive the right level of support to navigate challenges. These goals should be developed in collaboration with teachers, parents, and support staff, ensuring that strategies are consistently applied across different settings.

Moreover, special education teams can use this ADHD IEP Goal Bank to create meaningful and effective goals for their students. By using a combination of accommodations, behavioral supports, and progress-tracking methods, educators can ensure that each student’s unique needs are met. The strategies provided, including structured routines, task chunking, and self-monitoring tools, can make a significant difference in helping students with ADHD build independence and confidence.

For educators, parents, and support teams looking to streamline the process of writing IEPs, downloading this ADHD IEP Goal Bank can serve as a valuable reference tool. We encourage you to explore additional resources on ADHD interventions, classroom accommodations, and executive functioning strategies to further enhance student success. Together, we can create supportive learning environments that empower students with ADHD to reach their full potential.