50 IEP Goal Examples for Common Disabilities

Need IEP goal inspiration? This guide gives you 50 ready-to-use SMART goal examples organized by disability category. Every goal follows the SMART framework and is ready to customize for your students.

Tip: These are starting points. Always adjust goals based on the individual student's present levels and the IEP team's input.

Learning Disability Goals

Reading Decoding

1. By June 2027, given a list of 20 CVC words, Student A will decode with 90% accuracy in 4 out of 5 trials, as measured by teacher-recorded data.

2. By the end of the IEP period, given a grade-level text, Student A will identify vowel teams and digraphs with 80% accuracy on 3 consecutive assessments.

Reading Comprehension

1. By December 2026, after reading a grade-level passage, Student A will answer literal comprehension questions with 80% accuracy in 4 out of 5 trials, as measured by curriculum-based assessments.

2. By May 2027, given a graphic organizer, Student A will identify the main idea and 3 supporting details from an informational text, scoring 4/5 on the comprehension rubric.

Math Calculation

1. By the end of the IEP period, given a set of 15 two-digit addition problems with regrouping, Student A will solve with 85% accuracy, as measured by weekly work samples.

2. By March 2027, given a multiplication chart, Student A will solve single-digit multiplication facts (0-10) with 90% accuracy in 3 minutes or less.

Written Expression

1. By June 2027, given a writing prompt, Student A will produce a 4-sentence paragraph with a topic sentence, 2 details, and a closing sentence, scoring 3/4 on the writing rubric in 3 out of 4 attempts.

2. By the end of the IEP period, Student A will use correct capitalization and end punctuation in 80% of written sentences, as measured by weekly writing samples.

Autism Spectrum Goals

Social Communication

1. By December 2026, during structured group activities, Student B will initiate a conversation with a peer using an appropriate greeting or question in 4 out of 5 observed opportunities.

2. By the end of the IEP period, given a social situation, Student B will identify the other person's perspective or feeling with 80% accuracy on 3 out of 4 trials.

Behavior and Routines

1. By May 2027, given a visual schedule, Student B will transition between activities within 2 minutes with no more than 1 verbal prompt, in 4 out of 5 observed transitions.

2. By the end of the IEP period, when faced with a change in routine, Student B will use a coping strategy (deep breathing, asking for a break) instead of engaging in disruptive behavior, in 70% of observed instances.

Sensory Regulation

1. By June 2027, given access to sensory tools, Student B will remain seated and engaged in a 20-minute classroom activity with no more than 2 redirections, in 4 out of 5 observed sessions.

ADHD Goals

Attention and Task Completion

1. By December 2026, given a 15-minute independent work task, Student C will remain on task for at least 12 minutes with no more than 1 redirection, in 4 out of 5 trials.

2. By the end of the IEP period, Student C will complete and submit all classwork assignments on time in 80% of days per week, as measured by the grade book.

Organization

1. By March 2027, given a checklist, Student C will independently organize materials (binder, homework folder, planner) at the start of each class period in 4 out of 5 observed days.

2. By May 2027, Student C will use a planner to record homework assignments and due dates accurately in 90% of entries, as measured by weekly planner checks.

Impulse Control

1. By June 2027, during classroom discussions, Student C will raise their hand and wait to be called on before speaking, in 80% of observed opportunities across 5 consecutive school days.

Speech and Language Goals

Articulation

1. By the end of the IEP period, Student D will produce /r/ sounds in initial word position with 90% accuracy in structured conversation, as measured by SLP observation data.

2. By December 2026, given picture prompts, Student D will produce target sounds in sentences with 85% accuracy across 3 consecutive sessions.

Expressive Language

1. By March 2027, given a picture scene, Student D will produce 5 utterances using compound sentences (using "and," "because") in 4 out of 5 trials.

2. By the end of the IEP period, Student D will retell a story in correct sequence using 5 or more story grammar elements (character, setting, problem, events, resolution) with minimal prompting.

Receptive Language

1. By June 2027, given verbal instructions containing 2-step directions, Student D will follow correctly in 80% of trials, as measured by SLP data.

2. By December 2026, given a spoken question, Student D will answer "wh-" questions (who, what, where, when, why) about a short passage with 80% accuracy.

Emotional/Behavioral Disability Goals

Self-Regulation

1. By the end of the IEP period, when feeling frustrated or angry, Student E will use a self-regulation strategy (counting, deep breathing, requesting a break) before escalating, in 70% of observed incidents.

2. By May 2027, Student E will complete a daily self-monitoring checklist, accurately rating their behavior in 4 out of 5 school days.

Social Skills

1. By March 2027, during unstructured times (recess, lunch), Student E will engage in positive peer interactions (sharing, taking turns, using appropriate language) for at least 10 minutes, in 4 out of 5 observed days.

2. By June 2027, given a conflict situation, Student E will use a peaceful resolution strategy (compromise, "I" statement, walking away) in 70% of observed conflicts.

Academic Engagement

1. By December 2026, Student E will begin assigned tasks within 2 minutes of the instruction in 80% of observed opportunities, as measured by teacher data.

2. By the end of the IEP period, Student E will submit completed homework assignments in 80% of expected instances per week.

Intellectual Disability Goals

Functional Academics

1. By June 2027, given real-world materials (menus, receipts), Student F will identify dollar amounts and calculate simple totals (under $20) with 80% accuracy.

2. By the end of the IEP period, given a community sign, Student F will identify its meaning (stop, exit, restroom, etc.) with 90% accuracy across 20 signs.

Daily Living Skills

1. By March 2027, given a visual sequence, Student F will independently complete a 5-step hygiene routine (wash hands, dry, etc.) in 4 out of 5 observed trials.

2. By May 2027, Student F will independently pack and unpack their backpack using a picture checklist in 4 out of 5 observed days.

Communication

1. By the end of the IEP period, Student F will request a needed item or activity using their preferred communication method (verbal, picture card, device) in 80% of opportunities.

Specific Learning Disability in Math

Problem Solving

1. By December 2026, given a word problem with visual supports, Student G will identify the correct operation (add, subtract, multiply, divide) with 80% accuracy in 4 out of 5 trials.

2. By June 2027, given a multi-step word problem, Student G will solve correctly showing all work with 75% accuracy on 3 out of 4 trials.

Fractions and Decimals

1. By March 2027, given fraction manipulatives, Student G will compare and order fractions with like denominators with 85% accuracy.

2. By the end of the IEP period, given a set of problems, Student G will convert between fractions and decimals with 80% accuracy.

Executive Functioning Goals

Planning and Organization

1. By the end of the IEP period, given a long-term assignment, Student H will break the task into 3-5 steps and complete each step by the designated checkpoint in 4 out of 5 trials.

2. By May 2027, Student H will use a digital or paper planner to track assignments, tests, and projects, checking it at the start and end of each day in 90% of observed days.

Time Management

1. By December 2026, given a timer, Student H will estimate how long a task will take and complete it within 5 minutes of that estimate in 3 out of 4 trials.

2. By March 2027, Student H will begin independent classwork within 1 minute of the direction, in 80% of observed opportunities.

Transition Goals (Age 14+)

Career and Employment

1. By the end of the IEP period, Student I will complete a career interest inventory and identify 3 potential career paths that align with their interests and strengths.

2. By June 2027, Student I will demonstrate 3 age-appropriate work skills (punctuality, following directions, task completion) during a community-based work experience, as rated by the site supervisor.

Independent Living

1. By March 2027, Student I will independently use public transportation (bus, train) to travel to a designated location, using a transit app or schedule, in 4 out of 5 trials.

2. By the end of the IEP period, Student I will demonstrate the ability to complete a job application (online or paper) with no more than 2 prompts.

Self-Advocacy

1. By December 2026, Student I will articulate their disability and needed accommodations to a teacher or employer in a role-play scenario, scoring 4/5 on the self-advocacy rubric.

2. By May 2027, Student I will attend at least one IEP meeting and contribute one goal or accommodation request.

3. By June 2027, given a scenario, Student I will identify when and how to request an accommodation in a school or work setting with 80% accuracy.

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How to Use These Goals

1. Start with present levels — Match the goal to data in your PLAAFP. If the student's current reading fluency is 60 WPM, set a goal that's ambitious but realistic.
2. Customize the student name — Replace "Student A" with the actual nickname you use.
3. Adjust benchmarks — The percentages and timelines are starting points. Your IEP team should agree on what's appropriate.
4. Add short-term objectives — Break annual goals into quarterly benchmarks for progress monitoring.
5. Align with state standards — Make sure academic goals connect to your state's learning standards.

Need More Goals?

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Every goal is:

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