Goal library
152 behavior and IEP goal examples, connected to printable charts.
Browse classroom behavior goals, social skills goals, executive-function goals, and IEP-aligned examples. Each goal links to a canonical printable-chart landing page so teachers can move from inspiration to a usable chart, then save daily notes when the chart becomes part of a longer student-support record.
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PBISPositive Behavioral Interventions and Supports12 goalsSocial SkillsInterpersonal and cooperative behaviors12 goalsAcademicLearning habits and classroom work12 goalsSelf-RegulationEmotional awareness and impulse control12 goalsClassroom ExpectationsRoutines, transitions, and daily procedures12 goalsCommunicationSpeaking, listening, and expressing needs12 goalsExecutive FunctionSelf-management and study skills for middle and high school students10 goalsIEP: BehaviorMeasurable behavior goals aligned to IEP objectives10 goalsIEP: Social CommunicationSocial interaction and pragmatic language goals for IEP10 goalsIEP: Self-RegulationEmotional and behavioral regulation goals for IEP10 goalsIEP: Adaptive/Daily LivingIndependent living and self-care skills for IEP10 goalsIEP: Academic SupportMeasurable academic and learning goals for IEP10 goalsIEP: Motor SkillsFine and gross motor goals for IEP10 goalsIEP: TransitionPost-secondary transition planning goals for IEP10 goals
All 152 goals, free
Be respectful to adults and peers
Be responsible for personal belongings
Be safe in the hallway and classroom
Follow directions the first time given
Use kind words and actions
Make positive choices during free time
Show honesty and integrity
Take responsibility for mistakes
Help others without being asked
Show good sportsmanship during games
Walk quietly in the hallway
Keep hands, feet, and objects to self
Take turns during group activities
Share materials with classmates
Work cooperatively in a group
Include others in play and activities
Resolve conflicts with words, not actions
Show empathy toward peers
Accept differences in others
Offer encouragement to classmates
Wait patiently for a turn
Greet others appropriately
Apologize sincerely when needed
Recognize and respond to social cues
Complete assignments on time
Stay on task during independent work
Participate in class discussions
Ask for help when needed
Put best effort into all work
Follow written and verbal instructions
Bring necessary materials to class
Read independently for the assigned time
Write name and date on all papers
Check work before turning it in
Keep desk and work area organized
Use time wisely during class
Use calming strategies when upset
Identify and name feelings
Take a break when feeling overwhelmed
Think before acting
Use positive self-talk
Accept consequences without arguing
Manage frustration appropriately
Transition between activities calmly
Handle disappointment gracefully
Use deep breathing to calm down
Recognize body signals of stress
Return to task after a break
Raise hand before speaking
Stay seated during instruction
Follow the classroom routine
Line up quietly and quickly
Clean up work area after activities
Be on time returning from breaks
Use materials appropriately
Follow cafeteria and lunch rules
Transition between subjects smoothly
Put away electronics when instructed
Sit in assigned seat without complaint
Enter classroom calmly and begin warm-up
Use an appropriate voice level
Listen attentively when others speak
Express needs using words
Make eye contact when speaking to others
Say please, thank you, and excuse me
Ask questions when confused
Wait for others to finish before speaking
Use appropriate language at all times
Give a clear and complete answer when called on
Report problems to an adult calmly
Use 'I' statements to express feelings
Participate in morning meeting discussions
Manage time effectively during class and independent work
Begin tasks promptly without excessive prompting
Advocate for themselves when they need help or clarification
Keep materials, notes, and digital files organized
Adapt when plans or expectations change unexpectedly
Stay focused on a long-term goal despite setbacks
Hold and use information to complete multi-step tasks
Recognize and manage emotions in stressful academic situations
Break large assignments into smaller steps and prioritize them
Reflect on their own learning and identify what strategies work best
Given a visual or verbal cue, student will remain in assigned area for the duration of the activity in 4 out of 5 trials
Student will reduce instances of physical aggression to no more than 2 per week as measured by incident reports
Student will follow adult directions within 30 seconds without verbal refusal in 80% of observed opportunities
Student will use a replacement behavior (e.g., requesting a break) instead of disruptive behavior in 4 out of 5 opportunities
Student will keep hands and feet to self during structured and unstructured activities in 80% of intervals observed
Student will reduce verbal outbursts to no more than 1 per class period as measured by daily tracking
Student will raise hand and wait to be called on before speaking in 80% of opportunities across settings
Student will remain on task during independent work for 15 consecutive minutes in 4 out of 5 observations
Student will transition between activities within 2 minutes with no more than 1 verbal prompt in 80% of transitions
Student will appropriately express frustration using taught strategies (deep breathing, break card) in 4 out of 5 instances
Student will initiate a social interaction with a peer using an appropriate greeting in 4 out of 5 opportunities
Student will maintain a reciprocal conversation for 3 or more exchanges on topic in 4 out of 5 opportunities
Student will identify emotions in others based on facial expressions and body language with 80% accuracy
Student will use appropriate volume and tone of voice in classroom settings in 80% of observed intervals
Student will take turns during group activities and conversations without interrupting in 4 out of 5 opportunities
Student will respond to peer questions and comments within 5 seconds in 80% of opportunities
Student will use appropriate strategies to join a group activity (observing, asking to join) in 3 out of 4 opportunities
Student will use a functional communication system to request wants and needs across settings with 80% independence
Student will demonstrate perspective-taking by identifying how another person might feel in a given scenario in 4 out of 5 trials
Student will interpret nonliteral language (idioms, sarcasm, humor) with 70% accuracy when given examples
Student will independently identify their current emotional state using a feelings scale in 4 out of 5 check-ins
Student will use a taught calming strategy (deep breathing, counting, sensory tool) when escalated, returning to baseline within 5 minutes in 80% of instances
Student will independently request a break using a break card or verbal request before reaching crisis level in 4 out of 5 opportunities
Student will tolerate changes in routine or unexpected events without disruptive behavior in 3 out of 4 instances
Student will decrease time to recover from emotional dysregulation from 20 minutes to 5 minutes as measured across 4 consecutive weeks
Student will delay gratification and wait for a preferred activity for up to 10 minutes without disruptive behavior in 80% of opportunities
Student will accept corrective feedback from adults without argument or shutdown in 4 out of 5 opportunities
Student will identify triggers that lead to dysregulation and independently implement a coping strategy in 3 out of 5 instances
Student will demonstrate appropriate responses to losing a game or not being chosen in 4 out of 5 opportunities
Student will use a self-monitoring checklist to rate their own behavior with 80% agreement with teacher ratings
Student will independently follow a visual schedule to complete daily routines (arrival, packing up) in 4 out of 5 days
Student will independently manage personal belongings (coat, backpack, lunch) with no more than 1 prompt in 80% of school days
Student will complete hygiene routines (handwashing, toileting) independently with 80% accuracy across school day
Student will navigate the school environment (cafeteria, library, classroom) independently with no more than 1 verbal cue
Student will prepare a simple snack or meal with no more than 2 verbal prompts in 4 out of 5 opportunities
Student will identify and count coins and bills to make purchases up to $10.00 with 80% accuracy
Student will tell time on both analog and digital clocks to the nearest 5 minutes with 80% accuracy
Student will recognize and respond to community safety signs and symbols with 90% accuracy
Student will independently organize materials needed for each class period using a checklist in 80% of transitions
Student will identify appropriate adults to seek help from in emergency and non-emergency situations with 100% accuracy
Student will read grade-level passages and answer comprehension questions with 70% accuracy across 3 consecutive probes
Student will write a paragraph with a topic sentence, 3 supporting details, and a conclusion with 80% accuracy
Student will solve multi-step math word problems at grade level with 70% accuracy across 3 consecutive probes
Student will independently use graphic organizers to plan writing assignments in 80% of opportunities
Student will decode multisyllabic words using learned strategies with 75% accuracy on curriculum-based measures
Student will demonstrate fluency by reading grade-level text at a rate of 100 words per minute with fewer than 5 errors
Student will independently use self-checking strategies to identify and correct errors in math computation in 80% of assignments
Student will complete assigned classwork within the allotted time in 80% of opportunities with no more than 1 prompt
Student will use text features (headings, bold words, captions) to locate information with 80% accuracy
Student will take notes during instruction using a provided template, capturing key ideas with 70% completeness
Student will write legibly on lined paper with correct letter formation in 80% of written work samples
Student will use scissors to cut along a line within 1/4 inch accuracy in 4 out of 5 trials
Student will type at a rate of 20 words per minute with 90% accuracy on a keyboard
Student will independently button, zip, and snap clothing items in 4 out of 5 opportunities
Student will maintain an upright seated posture at their desk for 15 minutes during instruction in 80% of observations
Student will navigate stairs independently using alternating feet with a handrail in 4 out of 5 trials
Student will grasp and manipulate small objects (beads, pegs, coins) using a pincer grasp in 80% of trials
Student will copy shapes and letters from a model with correct proportions in 80% of attempts
Student will participate in PE activities demonstrating age-appropriate balance and coordination in 3 out of 4 observations
Student will use assistive technology tools (adapted pencil grip, slant board) independently during writing tasks in 80% of opportunities
Student will identify 3 career interests and research the education/training requirements for each with 80% accuracy
Student will complete a job application with all required fields filled in accurately in 4 out of 5 attempts
Student will demonstrate appropriate workplace behaviors (punctuality, following directions, accepting feedback) in 80% of work-based learning sessions
Student will independently use public transportation to travel a practiced route with 100% accuracy in 3 consecutive trials
Student will create and follow a weekly budget using income and expenses with 80% accuracy
Student will self-advocate by explaining their disability-related needs to a teacher or employer in a role-play scenario in 4 out of 5 trials
Student will identify and access community resources (library, health clinic, recreation center) independently in 3 out of 4 opportunities
Student will participate in their own IEP meeting by presenting their strengths, needs, and goals in 1 out of 1 annual review
Student will independently manage a daily schedule including class times, homework, and extracurricular activities for 4 out of 5 school weeks
Student will demonstrate meal planning and basic cooking skills by preparing 3 different meals with no more than 2 prompts each
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