IEP Writing: Sample Goals

Here are some sample goals I have used recently!  These are for various students… I tried my best to include ones for both higher and lower functioning students in my class.  
I have included modified Ontario Curriculum expectations, as well as Alternate Programming (areas not included in the Ontario Curriculum).

Behaviour Self-Regulation
1.  Be able to work at an independent level for 15 consecutive minutes followed by a 10 minute exercise break, with little supervision from staff.  Based on 5 tracked opportunities per day with 80% accuracy over 5 consecutive days.
2.  Demonstrate compliance when given a directive (i.e., "put rice bin away") and refrain from self-injurious behaviour (e.g., biting) for 3 out of 4 directives given.  
3.  Verbally request a break (i.e., "Ms. M, I need a break") during times where the task is too difficult and/or he feels bored.  Based on 5 tracked opportunities per day with 70% accuracy over 5 consecutive days.

Expressive Language
1.  Be able to follow 3 of 5 conversational conventions (eye contact, on topic,  relevant questions, answering questions, and ending  appropriately) with 5 or less verbal prompts.  Based on 5 tracked opportunities per day with 70% accuracy over 3 consecutive days.
2.  Be able to accurately answer who, what and where questions when provided a visual from the story.  Based on 8 tracked opportunities per day with 80% accuracy.over 5 consecutive days.
3.  Spontaneously use his communication device to express a want or need 3 times throughout the school day.
4.  Be able to request an item during free choice by using a complete sentence (e.g., “Ms. M, I want iPad please”) in response to the question "What do you want for choice?"  Based on 5 tracked opportunities per day with 80% accuracy over 3 consecutive days

Mathematics
1.  Be able to name a nickel, dime, quarter, loonie and toonie when presented with the coin or picture representation of the coin.  Based on 10 tracked opportunities per day with 80% accuracy over three consecutive days.
2.  Be able to sort a variety of household items by sorting them into their correct category.  (e.g. forks with forks, socks with socks etc). Based on 5 tracked opportunities per day with 80% accuracy over 3 consecutive days.
3.  Be able to identify, sort and classify 6 out of 8 two dimensional shapes (i.e., square, rectangle, rhombus, trapezoid, parallelogram, triangle, circle, oval) based on attributes (e.g., curvy or straight, number of sides). Based on 3 tracked opportunities per day with 80% accuracy over 3 consecutive days.
4.  When shown a number on a flashcard, (student) will identify the number by pressing the button on his communication device.  Based on 10 tracked opportunities per day with 70% accuracy over 5 consecutive days.
5. Be able to identify and extend numeric repeating patterns (i.e., 2's, 5's). Based on 10 tracked opportunities per day with 80% accuracy over 3 consecutive days.

Personal Care
1.  Independently maintain personal hygiene (brushing teeth and deodorant routine) using a visual schedule, and achieve a minimum of 90% on his personal hygiene checklist, in 4 out of 5 attempts.
2.  Be able to independently complete washroom routine (specifically pull down and pull up pull-up). Based on 2 tracked opportunities per day with 80% accuracy over 5 consecutive days

Reading
1.  Be able to independently recognize 20 pre-primer sight words (i.e., flashcards) with 90% accuracy on 4 out of 5 trials for 5 consecutive days.
2.  Be able to orally read a familiar story (pattern book or morning meeting message), stopping to sound out 5 in 10 words or less, in 4 out of 5 trials for 5 consecutive days.
3.  Be able to retell a familiar story to include beginning, middle, and end of the story in sequence with 70% accuracy on 4 out of 5 trials for 5 consecutive days.

Receptive Language
1.  Be able to independently respond to three simple steps 1) put communication binder in mailbox, 2) put lunch away, 3) get ready for morning meeting, 90% of the time in 4 out 5 trials.

Science/Social Studies:
1.  Accurately label 15 body parts on himself and/or picture representations with 90% accuracy on 4 out of 5 trials for 5 consecutive days.
2.  Accurately name 3 different community helpers (fireman, policeman, doctor), and match their roles to the picture cards.  Based on 3 tracked opportunities per day with 80% accuracy over 3 consecutive days.

Social Skills:
1.  Be able to independently greet his peers by saying “Hi, (insert name)” during morning meeting. Based on 1 tracked opportunity per day with 80% accuracy over 5 consecutive days.

Writing:
1.  Be able to use sentence starters and a visual word wall to independently write 3 complete sentences in his writing journal.  Based on 5 tracked opportunities per day with 60% accuracy over 5 consecutive days.
2.  When shown 3 high frequent sight words in an array of 3 (name, rice bin, washroom) student will match a picture of the item to the word of the picture.  Based on 10 tracked opportunities per day with 80% accuracy over three consecutive days.
3.  Be able to use a word processing program to complete a task in his writing journal.  Based on 5 tracked opportunities per day with 80% accuracy over 5 consecutive days.
4.  Be able to write and send a message through email to a pre-determined family member with 3 or less verbal prompts.  Based on 1 tracked opportunity per day with 80% accuracy over 5 consecutive days

So many IEP goals… so little time!

Keep calm and teach on!

- S