IEP Goal Generator

Behavior: Identify uppercase and lowercase letters

Condition: Given letter cards and visual supports

Measurement: teacher-collected work samples

Behavior: Produce letter sounds

Condition: During phonological awareness instruction

Measurement: weekly progress monitoring probes

Behavior: Answer comprehension questions using text evidence

Condition: Given adapted reading passages

Measurement: curriculum-based assessments

Behavior: Write a complete paragraph with a topic sentence and supporting details

Condition: Given a paragraph organizer

Measurement: rubric-scored classroom assignments

Behavior: Count objects accurately and match quantities to numerals

Condition: Given math manipulatives and visual models

Measurement: teacher-collected work samples

Behavior: Solve multi-step math problems accurately

Condition: During independent math problem-solving tasks

Measurement: curriculum-based assessments

Behavior: Use complete sentences to express wants, needs, or ideas

Condition: Given sentence frames and modeled responses

Measurement: language sample data

Behavior: Follow multi-step verbal directions

Condition: Given visual supports and teacher cues

Measurement: teacher observation data

Behavior: Initiate communication to gain attention, request, protest, or comment

Condition: During structured opportunities to request, protest, or comment

Measurement: trial-based data collection

Behavior: Communicate choices using speech, gesture, signs, symbols, or AAC

Condition: Given access to AAC or alternative communication supports

Measurement: speech-language service data

Behavior: Engage in joint attention during shared activities

Condition: During adult-led social play activities

Measurement: teacher observation data

Behavior: Participate in turn-taking activities

Condition: During turn-taking games and activities

Measurement: frequency counts

Behavior: Initiate appropriate peer interactions

Condition: During peer-supported group tasks

Measurement: social skills checklist data

Behavior: Maintain a back-and-forth conversation for multiple exchanges

Condition: During classroom conversation opportunities

Measurement: teacher observation data

Behavior: Use appropriate coping strategies when frustrated

Condition: Given access to a self-regulation support plan

Measurement: behavior tracking data

Behavior: Request a break appropriately

Condition: During transitions between classroom activities

Measurement: frequency counts

Behavior: Replace unsafe or disruptive behavior with an appropriate alternative behavior

Condition: During non-preferred tasks

Measurement: incident log review

Behavior: Return to task after redirection within a reasonable time

Condition: During whole-group instruction

Measurement: duration data

Behavior: Begin assigned tasks within 2 minutes

Condition: Given a visual checklist and teacher prompts

Measurement: task completion checklists

Behavior: Organize materials needed for class tasks

Condition: During note-taking and materials-management tasks

Measurement: teacher observation data

Behavior: Break larger assignments into smaller steps

Condition: During long-term assignment completion

Measurement: self-monitoring logs

Behavior: Manage time appropriately during class tasks

Condition: Given planning tools and organizational supports

Measurement: teacher observation data

Behavior: Complete hygiene routines with increased independence

Condition: During daily hygiene routines

Measurement: task analysis checklist data

Behavior: Follow a visual schedule for daily routines

Condition: Given a visual schedule and classroom supports

Measurement: independence rubric data

Behavior: Independently gather and put away personal materials

Condition: During daily classroom routines

Measurement: teacher observation data

Behavior: Use task analysis steps to complete a daily living task

Condition: During school-based daily living instruction

Measurement: task analysis checklist data

Behavior: Read and interpret functional words, signs, or symbols

Condition: Given environmental print, signs, symbols, or labels

Measurement: trial-based data collection

Behavior: Use functional math skills in real-life scenarios

Condition: Given money, clocks, schedules, or measurement tools

Measurement: community-based instruction data

Behavior: Use environmental print to make functional choices

Condition: During functional reading activities

Measurement: teacher-collected work samples

Behavior: Identify important information on forms, schedules, or menus

Condition: Given real-life reading materials

Measurement: task completion checklists

Behavior: Use fine motor skills to complete classroom tasks

Condition: During classroom fine motor tasks

Measurement: occupational or physical therapy session data

Behavior: Demonstrate improved gross motor coordination during movement activities

Condition: During gross motor activities

Measurement: teacher observation data

Behavior: Participate in classroom routines with improved motor coordination

Condition: Given adapted materials and positioning supports

Measurement: duration data

Behavior: Manipulate classroom tools and materials more independently

Condition: During writing, cutting, or manipulatives tasks

Measurement: task completion checklist data

Behavior: Identify need for a break and request it appropriately

Condition: Given access to a sensory regulation plan

Measurement: frequency counts

Behavior: Maintain regulation during transitions or environmental changes

Condition: During classroom transitions

Measurement: teacher observation data

Behavior: Use a sensory strategy to regulate arousal level

Condition: Given sensory supports and scheduled regulation breaks

Measurement: behavior tracking data

Behavior: Demonstrate improved body regulation during classroom activities

Condition: During group instruction and classroom routines

Measurement: teacher observation data

Behavior: Demonstrate workplace readiness behaviors

Condition: During school-based vocational activities

Measurement: vocational performance rubrics

Behavior: Complete job-related tasks with increased independence

Condition: Given a job task checklist

Measurement: task completion checklist data

Behavior: Use self-advocacy skills to communicate transition needs and preferences

Condition: During structured self-advocacy instruction

Measurement: teacher observation data

Behavior: Demonstrate daily living or community access skills needed for adult life

Condition: During independent living instruction

Measurement: community-based instruction data

Behavior: Use self-advocacy skills to request clarification or repetition

Condition: During interpreter-supported classroom instruction

Measurement: teacher observation data

Behavior: Demonstrate understanding of classroom information presented through the student’s communication mode

Condition: Given visual supports and signed or spoken instruction

Measurement: service-provider progress data

Behavior: Use appropriate communication repair strategies during breakdowns

Condition: During classroom communication opportunities

Measurement: teacher observation data

Behavior: Participate appropriately in classroom discussion using the student’s communication mode

Condition: During group instruction and discussion

Measurement: language sample data

Behavior: Use orientation and mobility techniques during travel routines

Condition: During orientation and mobility instruction

Measurement: orientation and mobility progress data

Behavior: Use visual, tactile, or auditory strategies to access instructional materials

Condition: Given tactile, auditory, or enlarged materials

Measurement: teacher observation data

Behavior: Navigate familiar school environments safely

Condition: During school navigation tasks

Measurement: orientation and mobility progress data

Behavior: Use assistive tools to access classroom content more independently

Condition: Given access to assistive technology for visual support

Measurement: task completion checklist data

Behavior: Make choices using available communication supports

Condition: During functional communication opportunities

Measurement: trial-based data collection

Behavior: Participate in a familiar routine with increased independence

Condition: During familiar classroom routines

Measurement: task analysis checklist data

Behavior: Demonstrate a consistent response to a communication cue

Condition: Given repeated modeling, prompting, and visual supports

Measurement: teacher observation data

Behavior: Demonstrate cause-and-effect understanding during structured activities

Condition: During highly structured participation opportunities

Measurement: trial-based data collection