• Grades 6-12
  • School Leaders

Black History Month for Kids: Google Slides, Resources, and More!

76 IEP Goals Every Educator Should Have in Their Goal Bank

All the goals you need, when you need them.

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid with ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

IEP Goals 101

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

problem solving skills iep goals

From: https://cultivateadvisors.com/blog/5-steps-to-writing-smart-business-goals/

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts, or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

Flow chart featuring a formula for writing IEP goals for your goal bank.

IEP Goal Formula from www.adayinourshoes.com

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are 76 goals that every special education teacher should have in their bank.

Reading IEP Goal Bank

  • When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
  • When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
  • When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).
  • When given a paragraph at their reading level, [STUDENT] will apply QAR (question-and-answer relationship) strategy to answer questions.

Reading IEP Goal Bank

  • When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
  • When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
  • [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
  • When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
  • When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
  • When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

Math IEP Goal Bank

  • Given a passage at their reading level, [STUDENT] will answer five inferential questions.
  • After reading a passage with visual supports (e.g, highlighting), [STUDENT] will answer literal questions with minimal assistance.
  • After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.

Math IEP Goal Bank

  • [STUDENT] will identify the number (verbally, pointing, written).
  • [STUDENT] will rote count from 1 to 25 (or higher).
  • [STUDENT] will skip count by 2, 3, 5, 10 to 50 (verbal or written).

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

  • Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
  • [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
  • Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
  • [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
  • [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
  • Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
  • Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

problem solving skills iep goals

  • When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
  • Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
  • Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
  • Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
  • [STUDENT] will identify the numerator and denominator in a fraction.
  • When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

Math IEP Goal Bank

  • [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
  • [STUDENT] will independently solve 15 multiplication facts (up to 9).

Writing IEP Goal Bank

  • [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

Writing IEP Goal Bank

  • [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
  • [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
  • [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

Writing IEP Goal Bank

  • When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).

Behavior IEP Goal Bank

  • Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

Behavior IEP Goal Bank

  • Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
  • Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
  • Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

Behavior IEP Goal Bank

  • Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
  • Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.

Social Skills IEP Goal Bank

  • During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
  • During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

Social Skills IEP Goal Bank

  • During a preferred activity, [STUDENT] will invite a peer to join in during recess.
  • During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
  • When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression, but will apply a problem-solving strategy (walk away, tell a teacher).
  • [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

Social Skills IEP Goal Bank

Social-Emotional Skills Goal Bank

  • [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

Social-Emotional Skills Goal Bank

  • [STUDENT] will identify appropriate social rules and expectations for various social situations.
  • [STUDENT] will refrain from interrupting others.
  • [STUDENT] will identify emotions presented in picture form.

Social-Emotional Skills Goal Bank

  • [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
  • [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.

Executive Functioning Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?)

  • Given visual cues, [STUDENT] will implement an organizational system for organizing their backpack (locker, binder).
  • Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

Executive Functioning Goal Bank

  • [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
  • [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
  • [STUDENT] will respond appropriately to oral commands.
  • [STUDENT] will ask for clarification and further explanation when needed.
  • [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc].

Executive Functioning Goal Bank

  • [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc].

Special education teachers are the best! Here are 10 TikToks to make you feel seen .

Share your special education stories and connect with other teachers in our weareteachers helpline group on facebook..

A lot of thought goes into each IEP goal, so here are 76 goals that every special education teacher should have in their bank.

You Might Also Like

History repeated itself when ...

How To Use Sentence Stems (Plus 60+ Examples for Every Subject)

Sentence stems help students ... Continue Reading

Copyright © 2023. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

404 Not found

Bright Hub Education

Creating IEP Goals for Decision Making Skills and Goal Setting

Creating IEP Goals for Decision Making Skills and Goal Setting

Life Control

Creating IEP goals for decision-making skills allows students the right and ability to maintain control over and direction of their own

lives. Goals let the learner make decisions and choices about all things that have a bearing upon his or her daily life. Underlying these decision-making goals is the special education student’s capacity to realize his or her own challenges and strengths – what works best.

Action plans and time lines remain important to attain these goals. It is imperative that the IEP team stay cognizant that goals centered on decision-making do not involve merely one skill. Self-determination, choice-making, problem-solving, self-awareness, communication, self-regulation, goal-setting, self-advocacy and leadership all comprise the formation of decision-making skills that lead to the promotion of effective well-being. With the attainment of appropriate decision-making skills, student performance increases with the likelihood to attain positive post-school outcomes.

Foremost, students should participate in the process of creating IEP goals to help make choices concerning their needs, likes and accommodations. A student’s active attendance at the IEP meetings and realization of his or her rights remain paramount for success. Teachers and all IEP team members need to support a student’s participation to develop the most appropriate goals. Goal setting always involves a student-centered approach toward planning for both the immediate and long-term future. When the IEP team aids the student in making wise choices and respects his or her value in society, goals are more readily achieved. The student is more apt to attain IEP decision-making goals with the realization that even small successes are significant. When determining goals always remember that a child has a home life and a school life. Negotiate.

Decision-Making and Problem-Solving

Be sure you realize the difference between decision-making skills and problem-solving skills when coming up with a student’s goals. Problem-solving involves a set of actions or activities created for systematically analyzing a situation, then creating, implementing and assessing its solutions, whereas decision-making skills are a means for making choices every step of the problem-solving procedure.

Always remember when making IEP goals that decision-making plays a constant role in problem-solving at every step of the process. As a good source of reference, the IEP team might want to checkout learning standards for individual states, since some chart decision-making goals. Whether it is science, physical development, health or fine arts, the following important goals (covering early elementary to late high school) may be applicable to decision-making skills within individual disciplines:

  • Demonstrate procedures for preventing conflict, communicating positively and resolving differences.
  • Differentiate between positive and negative behaviors.
  • Identify positive verbal and nonverbal skills.
  • Identify causes and consequences of conflict among students.
  • Apply decision-making skills that relate to the protection and promotion of individual well-being.
  • Recognize how choices can affect well-being.
  • Describe key elements of the decision-making process.
  • Demonstrate basic skills of refusal.
  • Describe times/situations when refusal skills are needed.
  • Analyze the impact of peer pressure on decision making.
  • Apply a decision-making process to address personal issues and problems.
  • Demonstrate refusal and conflict resolution skills to develop and maintain healthy relationships with family, peers and others in a socially acceptable manner.
  • Identify how to make a good decision/choice.
  • Examine choices available in order to make a good choice/decision.
  • Identify the positive and negative consequences of making a decision.

Responsibility

Goals must take into account safety, ethical and societal considerations when making decisions. When designing goals for elementary students, the IEP team should focus on the student’s capability to respect his or her rights and others’ rights: avoiding acts that provoke and hurt others wrongfully. At the middle-school level goals concentrate on fairness, compassion, honesty and respect in an evaluation of others’ needs when making a decision. Goals in high school reach the level of personal responsibility in ethical decision-making. In essence, a high school student can apply ethical reasoning to assess societal procedures.

Decision-making goals in elementary school may also involve the identification of norms in society and safety as a behavior guide, and how this knowledge bears upon decision-making. Once a child reaches middle school, goals delve more into an analysis of the reasons both school and society maintain rules. In high school societal and authoritarian rules present expectations, so their influence on personal actions and decisions remains an assessment focus in goal making. How the culture and norms of society influence behavior and decisions is also evident in high school IEP goal creation.

In regards to creating decision-making goals that apply to the responsibility of school and social situations, elementary students identify the array of decisions to be made at school. They apply those decision-making steps systematically to a solution. Goal-setting for the middle-school student centers more on the analysis of how decision-making skills can improve academic performance through good study habits. The high school student will concentrate on information gathering for goals, creating alternatives to solutions and the expectations of decision consequences. Goals for high school students take into account how present decisions affect a future career or college choice. Goals that relate to all students reflect positive choices to foster classroom interaction and assessment strategies to avoid peer pressure and promote positive interpersonal and group relationships.

Additionally, the focus must not remain on personal individual goals but concentrate on the well-being of family, school, community and society. The elementary and middle-school student stays focused on decisions regarding contributions to the family and community through both evaluation and participation. High school students may plan and implement their own participation. Goals for the older students may involve cooperating with classmates and others in a project that addresses the needs of the entire community.

Positive Outcomes

The ability to solve problems responsibly and make accurate decisions that reach positive outcomes in personal, family, school and community behaviors is required for personal well-being. The responsible behavior includes avoiding risky behaviors, fairness and honesty. When the appropriate results are maintained from creating IEP goals for decision-making skills, students are able to anticipate consequences, and come up with alternative solutions through assessment and learning from their own decision-making. The behavior contributes to the classroom, family, school, environment and community to promote expected citizenship in society.

  • Decision Making and Problem Solving , FEMA website.
  • Social Emotional Learning Standards from Illinois State Board of Education.
  • Tools for Teachers from the University of Massachusetts Boston.

Your Therapy Source

Self Regulation IEP Goals

Self regulation is a critical life skill that many students struggle to achieve. Individuals with poor self regulation skills can find it difficult to complete independent tasks, focus in class, and manage their emotions. If your student has difficulty with self regulation, consider adding a self regulation IEP goals related to this skill. There are many strategies that can help students improve their self regulation skills, and setting specific goals can help ensure that your child makes progress.

problem solving skills iep goals

Self-regulation is important for all students, but especially those with an IEP. Teaching your child how to regulate their emotions and behavior can help them succeed in school and life. Learn more about what self-regulation is, why it’s important, and how you can help your child achieve their IEP goals related to self-regulation.

What is a Self-Regulation Goal?

A self-regulation IEP goal is a measurable objective that focuses on helping your student or child learn how to regulate their emotions and behavior. Self regulation skills are important for all students, but they can be especially difficult for children with disabilities like ADHD, autism spectrum disorder (ASD), or emotional disturbance (ED). There are many strategies and techniques you can use to help your child improve their self regulation skills and complete tasks.

Self-regulation is an especially important IEP goal for students with ADHD or ASD, and it’s often included in the target goals of other disabilities. Students with poor regulation skills can have difficulty completing class work, making good choices, interacting with peers, and managing their emotions. If your child struggles with self regulation, it can have a negative impact on their education and social development.

The Importance of Self-Regulation IEP Goals

As stated, self-regulation is an especially important skill for students with disabilities that affect executive functions like ADHD or ASD. Executive functions are important mental skills that help your child manage their attention, memory, language comprehension, and problem solving skills. Some of the most important executive functions are inhibition, working memory, planning, and cognitive flexibility (the ability to switch between tasks).

Self-regulation is closely related to these mental processes. It’s essentially about controlling your body’s actions (inhibition), holding information in your mind (working memory), thinking strategically (planning), and switching between tasks (cognitive flexibility). Unfortunately, many students struggle with these skills.

If your child has difficulties with self-regulation, it can affect their performance in school and their social skills. By setting goals to improve self-regulation , you can help them achieve success and work toward a brighter future.

Why Self Regulation is Important for Students with ADD/ADHD

Many students with ADHD have issues regulating their behavior, which can make it difficult to focus in class or complete tasks. Typical interventions that help children with ADHD focus are often the opposite of what the child needs to regulate themselves. For example, if your child is acting out because they’re hyper, trying to decrease their energy will probably make things worse.

Instead, you must establish a treatment approach that helps your students to make the correct judgments about their actions. For example, one self-regulation IEP goal could help your child understand what kinds of tasks are appropriate for certain settings. If they’re an active student, it’s important to keep them moving during class, but they should probably sit down during a test.

Self Regulation Triggers and Calming Tools

Self Regulation Triggers and Calming Tools

Setting up appropriate goals for self regulation.

You can set any self-regulation IEP goal, but it’s important to consider your child’s specific needs. There are several areas you might focus on including time management skills, ability to transition between tasks, understanding the effects of different behaviors, or self-management skills.

Setting up a goal to improve time management skills is important for students so they know how long it will take them to complete certain tasks.

Making transitions between different tasks is another important area that’s included in many IEPs. This includes emotional and self regulation skills when going from the playground to the classroom, or making a transition from math to science class.

Understanding how different behaviors affect other people is also a key self-regulation skill. If your child struggles with this area, it can have a negative impact on their education and social development. For example, if your child hits their peers when they’re angry, it would be beneficial to help them learn to self-calm or ask for help.

Self-monitoring is another important skill that many students with disabilities need help with. If your child isn’t able to determine whether they’re acting appropriately, it can make it impossible for them to complete tasks successfully.

Self-monitoring skills can also help your child understand how their behavior might affect other people. Using self-monitoring checklists is an excellent strategy to help students who struggle in this area.

Self-Assessments and Checklists for Good Work Habits

Self-Assessments and Checklists for Good Work Habits

Becoming aware of behaviors that interfere with self regulation.

One key component of self-regulation is being aware of the reactions and thoughts of others, which includes taking turns during a conversation, understanding body language, learning appropriate coping strategies, and identifying social cues.

The first step to helping a child with self-regulation is to identify behaviors that interfere with their ability to work and play well with others on a daily basis. If your child has a difficult time completing a task because they can’t sit still, or getting through the school day without having a major meltdown, those are some good indicators that your child needs help with self-regulation.

Self Awareness and Judgments

It’s also important to teach students about their own thoughts and feelings, which is closely tied to self-awareness and emotional regulation. Kids learn to understand what kinds of judgments they might make about themselves or others based on different behaviors.

Emotional Intelligence Activities for Teens

Emotional Intelligence Activities for Teens

Working on self-regulation skills over time.

One of the difficulties of working on self-regulation is that it takes a lot of time and practice. If your child isn’t able to regulate their own behavior, over the course of the school year they need to learn new skills that help them understand how to interact with other people.

Each child learns at a different pace, so you might need to work with your student or child more or less depending on their abilities. Don’t be discouraged if they don’t learn new skills right away. It can take several weeks before they feel comfortable trying self-regulation in different environments.

Self Regulation is an Important Skill for Everyone

If you have a child with self-regulation difficulties, it can be challenging to meet their needs at school or in the community. For example, one important things for people on the autism spectrum is learning how to socialize and interact successfully with other people. Self regulation skills are an important part of that process. It’s never too late to start making changes that will help your child. Special education teachers, school psychologists, occupational therapists, and other school staff can help students reach new goals whether physical. social-emotional goals or academic goals.

Self Regulation is a key skill for everyone, and teaching it can be challenging at times, but some students may need extra assistance to make sure they learn how to self regulate in all areas. Read more on self regulation examples here.

Emotional Regulation Activities for Kids - Yoga Bundle

Emotional Regulation Activities for Kids – Yoga Bundle

How do you write self regulation iep goals.

Self-regulation refers to appropriate behavior related to any activity. For example, if a student is able to sit appropriately at their desk during broadened learning activities for 20 minutes without needing reminders or prompts from the teacher, this would be an appropriate self-regulatory behavior.

Self-regulation IEP goals provide measurable evidence of what your child needs to show they have mastered. In this case for data collection, the goal would be to have your child sit for 20 minutes at a time without needing reminders from his teacher during broadened learning activities.

It is important that self-regulation goals are age appropriate and tailored to fit your child’s individual needs. Desired levels of performance will vary depending on the student’s abilities, specific disabilities, classroom setting, teacher support, and academic grade levels.

Sometimes students with disabilities do not meet self-regulation IEP goals because they need special accommodations or modifications in order to succeed. For example, your child might only be able to work on writing assignments for 5 minutes before needing a movement break due to sensory processing issues. If the goal is set too high, the child will not be able to meet it by themselves. The movement break would be a special accommodation for that student.

Write Specific, Positive, Self Regulation Goals

A self-regulation IEP goal should be specific and positive so that it is clear what behaviors your child needs to show more of, rather than less of. A common mistake when writing self-regulation goals is focusing on the undesired behavior instead of desired behavior. For example, “Sam will not be loud when playing in the block center for 10 minutes” is not a positive, specific, self-regulation goal because it does not specify what behaviors Sam needs to show more of. A better way to write this goal would be “Sam will independently work in the block center for 10 minutes without needing any prompts from his teacher.”

Be sure to take the time to determine the student’s present level of performance when it comes to self regulation skills. Are weaknesses present such as impulsive behavior or decreased self-regulation skills during stressful situations? Best practice includes data collection to determine these areas of weakness.

Self-regulation may be difficult for some children to practice in the classroom due to factors such as distractions if there is too much going on, or when everyone else in the class is misbehaving. Self-regulation IEP goals will include how your child would respond when faced with these types of situations. For example: “When his teacher is busy attending to the whole class, Tom will continue working independently in his workbook for 5 minutes without needing any prompts from her.”

The next step when writing self-regulation IEP goals is choosing the appropriate levels of performance. Levels of performance refer to how well your child must perform in order to succeed at that goal. This includes talking about what your child can already do, what they have difficulty doing and what they will be able to do at the end of the goal.

Finally, it’s important to think about your child’s progress towards meeting self-regulation goals on a regular basis. If your child is not meeting their goals or regressing in their ability to meet them, you should consider different ways to meet the goal or consult your doctor or school team to create more appropriate goals for their needs.

How to Write IEP Goals Workbook

How to Write IEP Goals Workbook

Examples of smart self regulation iep goals.

SMART self regulation IEP goals are specific, measurable, achievable, relevant, and timely. Keep in mind ALL goals should be individualized for each student. It is also important to write functional goals for the annual goal. Here are some examples of SMART goals to help spark ideas for your students:

  • Tommy will independently play in the block center for 15 minutes without needing any adult prompts.
  • Sarah will sit down during guided reading time instead of getting up and walking around her chair 4 times per session.
  • Billy will increase his number of appropriate behavior choices by going to a calm-down spot or using deep breathing exercises at least 3 times per session after he becomes frustrated.
  • Jim will stay on task for 5 minutes for an assignment before choosing preferred tasks 80% of the time.
  • Without teacher prompts, Maggie will stay seated and appropriately play with the musical instrument for 5 minutes without needing to take a break.
  • At circle time, Rebecca will wait for her turn to hold the stuffed animal instead of reaching across the table during several rotations per session.
  • Jackson will choose to re-join his classmates in a small group setting within 5 seconds after being redirected 2 times per session.
  • Once Jamie finishes his daily assignment, he will independently clean up his materials without prompting from his teacher.
  • At recess, Dawn will engage in 1 whole minute of play time with peers before moving onto other students’ games.
  • Rosa will increase her time on task by independently completing 1 page in the workbook during quiet reading time per session.
  • Heath will use positive self-talk to independently complete small but difficult tasks in science class.
  • Nathan will decrease his off-task behavior by staying seated and working quietly at least 80% of the time during small group instruction.
  • During recess, Tyler will independently join 1 or more students with whom he will play for at least 3 minutes without needing any prompts from his teacher.
  • Lily will maintain appropriate personal space from her peers during physical education class without a verbal cue from adults or peers 80% of the time.

Need More Help with IEP Goal Writing?

We all want our children to succeed in school and throughout their lives. One way for students to continue on the path of success is by developing self-regulation skills, which are crucial in every aspect of life. Self regulation IEP goals can help your child develop these important skills at home and in school so they can feel confident about any challenge that comes their way!

If you’re interested in learning more about how to create SMART IEP goals for your student or need some ideas to get started, check out this workbook – How to Write SMART IEP Goals. This helpful resource will walk you through each step of the process with easy tips along the way!

More Helpful Resources

Executive Functioning IEP Goals

SMART Goals – Examples for Students

Daily Living Skills – Goals and Objectives

Anxiety IEP Goals

Self Regulation Strategies

Read more about the  strengths and weaknesses for the IEP here.

Your Therapy Source

Email: [email protected] Phone: (800) 507-4958 Fax: (518) 308-0290

As the days grow a little bit longer and the weather starts to warm up a bit, check out these February journal prompts for kids.

Can we help you find something?

Contact us today if you have any questions or suggestions.  We will work around the clock to assist you!

Confirmation

Contact us 24/7.

Autism Educators

  • Create an account

Icon cart

Engaging Work Tasks at Your Fingertips

Search through thousands of quality teaching materials that will help your students reach their learning goals.

View All or select a category.

  • Australia/UK
  • Digital No-Print Activities
  • Early Childhood
  • Fine Motor Skills
  • Gross Motor Skills
  • Holiday/Seasonal
  • IEP Goal Skill Builder Packets
  • Independent Functioning
  • Language/Speech
  • Learning Bags
  • Meet My Teacher
  • Occupational Therapy
  • Physical Education
  • PRINT and GO Resources
  • Social Skills
  • Social Studies
  • Task Box Filler Activities
  • Teacher Resources
  • Visual Schedules

Select a Domain

Select an IEP domain and you'll find thousands of  free IEP goals, along with teaching materials to help your students master each goal.

  • Academic - Math
  • Academic - Reading
  • Academic - Writing
  • Communication & Language
  • Social/Emotional

PRINT and GO Resource Sale

All of our PRINT and GO Resources are 20% off to help your students practice IEP goals and academic skills at home.

Add PRINT and GO Resources to your cart and apply coupon code PRINT to see the discount. Limited time offer.

  • Problem Solving
  • Free IEP Goal Bank

Transition Tasks File Folder Tasks for Transition Students Special Education

Our Mission

Our mission is to enhance special needs classrooms around the globe with engaging "hands-on" learning materials and to provide effective resources for Special Education teachers and therapists to share with their students.

[email protected]

Follow us on Facebook!

When you sign up for an account, you may choose to receive our newsletter with educational tips and tricks, as well as the occasional special freebie! Sign me up!

Information

  • About Us: What's Our Story?
  • Purchase Orders
  • Privacy Policy
  • Terms of Use
  • Returns & Exchanges

Customer Service

  • Education Team Members
  • Gift Vouchers
  • Order History
  • My Teacher's Wish List

problem solving skills iep goals

Autism Educators, Inc. © 2012-2024

NoodleNook - Tips, Tricks and Tools for Teachers in Special Ed

  • The Podcast
  • YouTube Channel
  • Communication
  • Shop at Nooked

Pre Vocational IEP Goals (Life Skills Goal Bank and Ideas)

In the world of special education, creating meaningful goals for students with special needs is essential for their success. In this blog post, we will explore how to create impactful goals in vocational goals and target life skills. Bookmark this page, because it is filled with pre vocational IEP goals in tons of specific areas and covers elementary and secondary students. Plus, there is a list of actionable tips for K-12 special education teachers. Let’s Go!

Prevocational IEP Goals for Students with Special Needs via Noodle Nook

Understanding the Basics: IEP Goals and Transition Services

Let’s start by understanding the basics. An Individualized Education Program (IEP) goal statement should be measurable, attainable, and tailored to each student’s unique needs. The IEP team, which includes teachers, parents, and other professionals, plays a crucial role in setting goals that will help students transition smoothly to life after high school. When writing an IEP from as early as pre-kindergarten, the IEP team should be thinking of the student’s postsecondary goals. That means aligning specific academic goals and objectives with an important life skill that the child will need to be a successful adult.

Setting the Foundation: Present Level and Baseline Data

To lay the foundation for setting effective goals, begin by assessing each student’s current level. Collect baseline data to understand their strengths and challenges. This information will be the basis for creating realistic and beneficial IEP goals. You can look at a student’s complete works with a portfolio, do some solid teacher observations, or gather such information as employment, independent living, and education goals.

Drafting Measurable Annual Goals

The heart of any effective IEP is the measurable annual goal. As a special education teacher, you can create goals that focus on vocational and life skills within the context of classroom academics. For example, a goal could be, “By [IEP end date], when given an image prompt, the student will independently write a 5 word sentence.” This may be part of demonstrating improved writing skills, which supports this student’s postsecondary goals.

Pre Vocational and Life Skills

It’s important to prioritize essential life skills that will help students for independent living. Include goals related to telephone use, task initiation, and effective job skills. We also have a focus on academics, so when the two align, we’re golden. In lieu of that, loof for opportunities to draft a goal statement that supports academic progress but also reinforces life skills or pre vocational IEP goals.

Working in the Postsecondary - IEP Transition Goals Bank

Pre-Vocational IEP Goals (Ultimate Goal Inspo!)

Pre-vocational skills encompass a range of foundational skills that prepare students for future employment and independent living. Here are some common categories of pre-vocational skills:

Communication Skills:

Developing effective communication skills is crucial for vocational success. This includes verbal and nonverbal communication, active listening, following instructions, and expressing oneself clearly and appropriately.

Elementary Pre Vocational IEP Goals:

  • Expressing Needs and Wants: Given a choice of two snacks, student will independently ask for their preferred choice 4 out of 5 times using complete sentences and eye contact by June 30th.
  • Active Listening: When presented with a two-step instruction in the classroom, student will correctly complete both steps 3 out of 4 times without prompting by March 31st.
  • Nonverbal Communication: During partner activities, student will demonstrate positive nonverbal communication (smiling, nodding, making eye contact) towards their partner at least 3 times per activity by May 31st.

Secondary Pre Vocational IEP Goals:

  • Telephone Communication: When given a role-play scenario requiring a phone call, student will initiate the call, introduce themselves, state their purpose clearly, and ask relevant questions using polite language 3 out of 4 times by April 30th.
  • Group Discussions: During small group discussions in class, student will actively participate by contributing at least 2 relevant comments or questions on the topic, demonstrating respect for others’ opinions, and staying on topic by June 15th.
  • Job Interview Simulation: During a mock job interview, student will answer open-ended questions about their skills and experience confidently and professionally, maintaining eye contact and appropriate body language, with teacher assistance (e.g., prompts or reminders) no more than twice by December 15th.

Social Skills:

Interpersonal skills are essential for navigating the workplace and forming positive relationships with colleagues and supervisors. Social skills encompass skills such as teamwork, cooperation, conflict resolution, problem-solving, and professional etiquette.

  • Sharing and Cooperation: When playing with a partner in a structured activity (e.g., building blocks, puzzles), student will take turns using materials, offer their partner a chance to contribute ideas, and resolve any disagreements peacefully at least 3 out of 4 times by February 28th.
  • Recognizing Personal Space: While lining up for lunch or classroom activities, student will maintain appropriate personal space (around an arm’s length) from others without prompting 4 out of 5 times by May 31st.
  • Recognizing and Responding to Emotions: When a classmate displays visible signs of sadness or frustration, student will offer words of comfort or support at least twice during social interactions each week by June 15th.
  • Teamwork and Problem-Solving: During a group project, student will actively participate in assigning roles, contributing ideas, and working collaboratively to solve problems that arise, with minimal teacher intervention, by March 31st.
  • Professional Email Etiquette: When composing an email to a teacher or other school staff member, student will use a formal tone, address the recipient correctly, express themselves clearly and concisely, and proofread for errors before sending, completing all steps independently by June 15th.
  • Conflict Resolution: When faced with a disagreement with a peer in a classroom setting, student will calmly attempt to resolve the issue through respectful communication, compromise, and seeking adult assistance if necessary, demonstrating these skills at least 3 times during the semester without escalating the situation.

Time Management and Organization:

Preparing students for the demands of the workplace involves teaching them skills related to time management, punctuality, setting priorities, and organizing tasks and materials. These skills help students stay focused, meet deadlines, and complete their work efficiently.

  • Completing Tasks within Timeframes:  Given a series of simple tasks in the classroom with pre-set time limits (e.g., finishing a worksheet in 10 minutes), student will complete 80% of tasks within the designated timeframes by June 30th.
  • Prioritizing Activities:  When presented with two or more activities to choose from, student will identify the most important one first and complete it before moving on to the others, demonstrating this behavior 3 out of 4 times by March 31st.
  • Organizing Materials:  Following instructions, student will independently tidy up their desk and return materials to designated storage areas at the end of each activity, maintaining this habit 4 out of 5 times by February 28th.
  • Creating and Following Schedules:  With teacher guidance, student will develop a weekly schedule including school tasks, study time, extracurricular activities, and personal time, and follow it with 85% accuracy for two consecutive weeks by May 31st.
  • Meeting Deadlines:  When assigned a project with a specific due date, student will plan their work, break it down into manageable steps, and complete it on time without requiring extensions, achieving this 3 out of 4 times by December 15th.
  • Minimizing Distractions:  During independent study sessions, student will identify and avoid distractions (e.g., phone, social media) and utilize time management techniques (e.g., pomodoro method) to maintain focus for at least 45 minutes at a time, demonstrating this behavior 3 out of 4 times by June 15th.

Task Initiation and Follow-through:

Students need to develop the ability to initiate tasks independently and follow through on assigned responsibilities. This includes understanding work expectations, starting tasks promptly, managing time effectively, and persisting until tasks are completed.

Elementary Pre Vocational IEP Goals

  • Starting Independently : When given a clear set of instructions for a new task, student will begin working without requiring prompting or reminders 3 out of 4 times by March 31st.
  • Staying on Track:  During independent work time, student will remain focused on their assigned task with minimal off-task behavior (e.g., talking, playing with materials) for at least 15 minutes at a time, increasing duration to 20 minutes by June 15th.
  • Completing Tasks:  Following initial prompting, student will independently complete simple tasks (e.g., cleaning up, finishing worksheets) to satisfaction without needing re-directed or needing to repeat steps, achieving this 4 out of 5 times by February 28th.

Secondary Pre Vocational IEP Goals

  • Breaking Down Complex Tasks:  With teacher guidance, student will break down large projects into smaller, manageable steps before starting, demonstrating this skill 3 out of 4 times for assigned projects by May 31st.
  • Self-Monitoring and Progress Tracking:  Student will utilize a checklist or timer to track their progress on tasks and adjust their time management as needed, demonstrating this behavior independently for at least two consecutive weeks by December 15th.
  • Perseverance and Problem-solving:  When encountering challenges during a task, student will persist in finding solutions independently or seek help proactively before giving up, demonstrating this behavior at least twice during each project throughout the semester.

Work Ethic and Responsibility:

Pre-vocational training should emphasize the importance of a strong work ethic and taking responsibility for one’s actions. This includes attributes such as dependability, reliability, accountability, and demonstrating a positive attitude towards work.

  • Dependability: When assigned a classroom job or task, student will consistently complete it with care and effort, meeting expectations 4 out of 5 times by March 31st. 2. Positive
  • Attitude: During group activities, student will contribute with enthusiasm and a willingness to help others, demonstrating this behavior at least twice per activity by June 15th. 3.
  • Taking Ownership: When faced with a mistake or error in their work, student will calmly acknowledge it, accept responsibility, and actively seek solutions to correct it, demonstrating this behavior 3 out of 4 times by February 28th.
  • Reliability: When given a deadline for a project or assignment, student will complete it by the due date without requiring extensions, achieving this 3 out of 4 times by December 15th.
  • Self-Evaluation and Accountability: After completing a task, student will reflect on their performance, identify areas for improvement, and set goals for future projects, demonstrating this skill independently for at least two consecutive weeks by May 31st.
  • Initiative and Teamwork: When working on a team project, student will actively participate, voice their ideas, and offer support to others, taking on additional responsibilities as needed, demonstrating these behaviors at least twice during group projects throughout the semester.

Problem-Solving and Critical Thinking:

Encouraging students to think critically and solve problems independently is crucial for vocational success. This involves teaching them to identify problems, analyze situations, consider alternative solutions, and make informed decisions.

  • Identifying Problems:  During classroom activities or play, student will independently point out a problem or discrepancy they encounter and suggest possible solutions 3 out of 4 times by May 31st.
  • Making Choices:  When presented with two or more options, student will analyze each option based on given information and make a reasoned choice, demonstrating this behavior 4 out of 5 times by March 31st.
  • Simple Logic and Patterns:  While completing puzzles or sorting activities, student will identify patterns and apply simple logic to solve problems or complete tasks independently, achieving this 3 out of 4 times by February 28th.
  • Multiple Perspectives:  When discussing a complex issue in class, student will demonstrate active listening and understanding of different viewpoints, contributing to the discussion by offering alternative solutions or considerations at least twice per discussion by June 15th.
  • Analyzing Information:  Given a real-world scenario or case study, student will effectively analyze relevant information, identify potential causes and effects, and propose evidence-based solutions, demonstrating this skill independently for at least one assigned project by December 15th.
  • Decision-Making under Pressure:  During role-playing activities simulating workplace situations, student will calmly analyze a presented problem, consider various options with potential consequences, and make a reasoned decision within a set timeframe, demonstrating this behavior 3 out of 4 times throughout the semester.

Self-Advocacy and Self-Determination:

Empowering students to advocate for their needs and make choices about their education and future careers is important. Students should learn to express their preferences, set goals, seek support when needed, and make informed decisions about their vocational paths.

  • Making Choices:  During lunch, student will independently choose their preferred meal option or ask for assistance if needed, demonstrating this behavior 4 out of 5 times by May 31st.
  • Expressing Needs:  When feeling unwell or uncomfortable, student will clearly communicate their needs (e.g., needing a bathroom break, feeling dizzy) to a teacher or caregiver, achieving this 3 out of 4 times by March 31st.
  • Setting Simple Goals:  With teacher guidance, student will set a small, achievable goal for themselves (e.g., finishing a reading assignment) and track their progress, demonstrating this process at least twice during the semester by February 28th.
  • Self-Awareness and Skills Inventory:  Student will create a personal list of strengths, interests, and learning styles, reflecting on this information to identify potential career paths or vocational training options, completing this activity independently by June 15th.
  • Asking for Support:  When encountering a challenge in class or during a project, student will actively seek help from a teacher, peer, or other support person, utilizing this strategy at least twice per semester without hesitation.
  • IEP Participation:  During individualized education plan (IEP) meetings, student will actively participate by asking questions, sharing their preferences, and contributing to goal-setting discussions, demonstrating this engagement at least once during the annual IEP review process.

Basic Math and Money Skills:

Proficiency in basic math skills, including money management, is essential for many vocational settings. Students should learn skills such as counting money, making change, budgeting, understanding financial transactions, and measuring quantities.

  • Counting Money:  Identify and count coins and bills (up to $20) accurately and independently by May 31st.
  • Making Change:  Given a simple purchase scenario with a predetermined amount of money, student will calculate and provide correct change 3 out of 4 times by March 31st.
  • Basic Budgeting:  With teacher guidance, student will create a simple budget for a pretend trip to the store, allocating allowances and making choices within their budget constraints, demonstrating this activity at least twice during the semester by February 28th.
  • Financial Transactions:  Understand and accurately interpret common financial transactions like receipts, bank statements, and paychecks, demonstrating this skill through individual tasks or real-world simulations by June 15th.
  • Measurement and Estimation:  Accurately measure common objects using basic units (e.g., inches, cups) and estimate quantities within a reasonable range (10%) during practical activities or projects, achieving this 3 out of 4 times throughout the semester.
  • Budgeting and Saving:  Develop a realistic monthly budget (with teacher guidance) including income, expenses, and savings goals, and track progress for at least one month, demonstrating this ability independently by December 15th.

These goals are specific, measurable, achievable, relevant, and time-bound, focusing on building basic math and money management skills crucial for various vocational settings. Remember to provide age-appropriate materials, hands-on activities, and real-world applications to help students solidify their understanding and gain confidence in handling money and basic math calculations.

Additional tips:

  • Utilize technology like educational apps and games to reinforce learning in a fun and engaging way.
  • Partner with local businesses or organizations for community-based learning opportunities.
  • Encourage family involvement in discussing budgeting and responsible money management practices.

Technology Skills:

In today’s digital age, proficiency in technology is crucial. Students should develop skills in using computers, software applications, email, internet research, and other relevant technology tools commonly used in the workplace.

  • Keyboarding Basics:  Demonstrate basic keyboarding skills by typing common words and short sentences with at least 90% accuracy by May 31st.
  • Mouse Navigation : Independently navigate a computer screen using a mouse to click, drag, and scroll with accuracy and control by March 31st.
  • Educational Software:  Utilize age-appropriate educational software programs for specific learning tasks independently 3 out of 4 times by February 28th.
  • Email Communication:  Compose and send professional emails with proper formatting, greetings, and clear communication by June 15th.
  • Safe Internet Research:  Independently identify and access reliable online sources for research projects, citing information correctly 3 out of 4 times by December 15th.
  • Workplace Software:  Demonstrate basic proficiency in commonly used workplace software applications (e.g., word processing, presentation software) through assigned tasks or projects by June 15th.

Bonus Goals:

  • Computer Troubleshooting:  Identify and solve basic computer issues like software glitches or internet connection problems with teacher guidance by May 31st.
  • Creative Technology Tools:  Learn and utilize basic digital tools for creative expression (e.g., drawing apps, photo editing software) at least twice during the semester.
  • Digital Citizenship:  Demonstrate responsible online behavior by respecting privacy, citing sources ethically, and avoiding plagiarism, incorporating these practices into all technology use.

Pre Vocational IEP Goals for Students with Special Needs via Noodle Nook

Pre Vocational IEP Goals

These pre-vocational skill categories provide a foundation for students with special needs to develop the necessary competencies for successful employment and independent living. By incorporating these skill areas into IEP goals and providing targeted instruction and practice, special education teachers can support their students’ transition to the workforce.

Teacher Assistance and Classroom Support

Recognize the importance of teacher assistance in achieving these goals. Provide strategies that support special education teachers in helping students acquire necessary skills. For example, a goal could be, “With teacher assistance, the student will order items independently using an order form, showcasing improved writing and communication skills.”

Implementing Strategies for Skill Acquisition

Now that we have covered the basics of setting IEP goals, let’s discuss practical strategies for helping students acquire vocational and life skills:

  • Explicit Instruction: Break down complex skills into smaller, manageable steps. Provide clear and explicit instructions, modeling the desired behavior or task. Offer opportunities for guided practice and gradually fade support as the student becomes more independent.
  • Visual Supports: Utilize visual aids such as schedules, checklists, and visual prompts to support comprehension and task completion. Visual supports can help students better understand expectations and reinforce the sequence of steps involved in a task.
  • Task Analysis: Analyze vocational and life skills tasks into smaller components. Identify the specific skills needed to complete the task successfully. Teach each skill individually, gradually building towards the overall task. This approach allows students to grasp each skill before combining them into a larger task.
  • Reinforcement and Rewards: Implement a system of positive reinforcement to motivate students and reinforce desired behaviors. Provide praise, rewards, or tokens for their efforts and achievements. Tailor the rewards to match the interests and preferences of each student to increase their engagement and motivation.
  • Generalization: Help students transfer their skills to different settings and contexts. Provide opportunities for practice in various environments, such as community-based settings or simulated work environments. Encourage students to apply their skills outside of the classroom to reinforce their independence and confidence.
  • Collaboration with Related Services: Collaborate with related service providers, such as speech therapists, occupational therapists, or vocational specialists. They can offer valuable insights and strategies to support students in specific areas of need, further enhancing the effectiveness of the IEP goals.
  • Ongoing Progress Monitoring: Continuously monitor and assess students’ progress towards their goals. Collect data regularly to track their growth and adjust instruction as needed. This data will inform future goal-setting and help identify areas that require additional support or modifications.

By implementing these practical strategies, special education teachers can support their students in acquiring vocational and life skills, paving the way for their success in postsecondary life.

In preparing special education students for life after high school, focus on social skills and beyond. Foster effective communication, teamwork, and collaboration. Utilize resources that offer helpful information on important life skills.

RECAP: Pre Vocational IEP Goals

In conclusion, the key to effective IEP goals lies in finding a balance between the needs of special education students and the requirements of the postsecondary world. By integrating vocational and life skills into measurable annual goals, educators can truly make a difference in the lives of their students.

Remember, each IEP goal should be tailored to the individual, avoiding a one-size-fits-all approach. Stay informed, stay engaged, and witness the positive impact of well-crafted goals on the journey of special education students toward independence and success.

Get More IEP Goal Ideas

If you need more IEP goal banks to reference as you work on your caseload, check out these other posts:

  • How to Write an IEP Goal – 4 Essential Elements
  • Special Education: IEP at a Glance Printable (Easy Prep)
  • List of Student Strengths and Weaknesses for an IEP
  • IEP Transition Goal Bank
  • Reading Comprehension IEP Goals
  • Written Expression IEP Goals: Writing Goals in Special Ed
  • Phonemic Awareness IEP Goals
  • IEP Goals for Anxiety (What, Why, and How To in Special Ed)
  • IEP Goals and Objectives for ADHD Students (with Examples)
  • Behavior IEP Goals

problem solving skills iep goals

SUCCESS! Check Your Email for Your FREE Activity!

You have successfully joined our subscriber list... No worries, we won't spam you or sell your info and you can unsubscribe anytime.

.

Life-Skills-Advocate logo header

  • Meet Our Team
  • Discover The LSA Difference
  • Coaching Process
  • Core Values
  • What is Executive Functioning?
  • Understanding the EF Ripple Effect
  • For Daily Life
  • ND-Friendly Tools
  • Executive Functioning Assessment
  • Executive Functioning Meal Plan
  • Executive Functioning 101 Resource Hub
  • Executive Functioning IEP Goal Resource Hub
  • How To Make Stuff More EF Friendly

7 Cognitive Flexibility IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: IEPs , Cognitive Flexibility , Executive Functioning

Published:  April 2, 2022

Last Reviewed: February 13, 2024

READING TIME:  ~ minutes

If the COVID-19 pandemic showed us anything, it was that it’s important to be flexible. This period of time turned life upside down for everyone – but especially for parents and their children.

There’s no set definition for flexibility as it relates to executive functioning skills – as such, you might say the definition itself is “flexible!”

However, it is generally considered the ability to switch between tasks and attitudes in order to respond to changes in the environment around us.

Children with unique learning needs like autism spectrum disorder often struggle with remaining flexible in the face of change – however, it’s not just kids with unique learning needs who need help mastering these skills. We could all benefit from being a bit more flexible from time to time!

If you’re working on writing or working toward IEP goals in flexibility for the child you work with, these tips should help you do so.

What is Cognitive Flexibility?

When we think about flexibility, many have a tendency to think about gymnasts on the balance bar.

Yes, that is a measurement of flexibility – but when it comes to life skills, mental flexibility is more important than what gymnasts have (physical flexibility).

Flexibility is the ability to switch between various demands and tasks to respond to changes around us. You might hear the term “task switching” used to refer to mental flexibility, too. In any event, it all means the same thing – if you are flexible, you can adapt quickly and respond to change with minimal stress.

If you struggle with flexibility, you might have a hard time differentiating between differences in the environment. It might be challenging for you to transition between activities or identify relevant information.

Flexibility is important because it helps improve our reading abilities, our ability to be creative, our capacity to respond to negative life events, and more.

Some signs that your child needs to work on building flexibility include:

  • Getting frustrated over minor inconveniences
  • Repeating the same mistake or ineffective action again and again
  • Expressing frustration or negative behaviors when transitioning between activities or when there is a change in routine
  • Having trouble leaving activities

Have you ever heard this saying, “the definition of insanity is doing the same thing over and over again – and expecting the same results?”

It’s not necessarily the definition of insanity -rather, this is the definition of inflexibility. If you’re flexible, you’ll try something new when the first action or response was not effective.

Sample IEP Goals for Flexibility

If you’re trying to help your child learn how to deal with the unexpected, here are some sample IEP goals for flexibility you might want to try out.

Adaptive Goals

  • By the end of the school year, the student will follow directives from a teacher or other adult when classroom plans change without engaging in problem behaviors, 100% of the time in 4 out of 5 trials, based on teacher observation.
  • By the end of the IEP term, the student will transition from one activity to another with one verbal prompt, 90% of the time, based on teacher observation.

Social Goals

  • By the end of the school year, the student will adjust his behavior to the requirements of different social situations (e.g. changes in expectations and rules), given one verbal prompt, 90% of the time, based on teacher observation.
  • By the end of the IEP term, the student will respond in a positive manner to conversations started by others, 100% of the time, based on student observation.

Reading Goals

  • By the end of the school year, when given a passage at the proper grade level, the student will make inferences from information provided in the passage and identify how those inferences changed at the end of the passage, with 90% accuracy in four out of five trials, based on teacher observation.
  • By the end of the school year, when a word problem cannot be solved by the first technique chosen, the student will choose a second technique to try, 90% of the time, according to teacher observation.

Writing Goals

  • By the end of the school year, the student will use a thesaurus when writing 100% of the time to substitute new words for more common ones in his writing, based on teacher observation.

Tips on Addressing Goals for Flexibility

Here are a few ways to help your child understand the importance of staying flexible in an ever-changing world.

Talk About the Big Picture

When working with your child on flexibility goals, take the time to sit down and talk about the big picture.

Why is it important to be flexible? What are some common situations that come up that require you to be flexible? How many of these are big deals, in the grand scheme of things, versus not big deals?

Help your learner understand tolerance and flexibility. Sometimes change is good! You can use social stories or even flexible thinking flashcards (you’ll find some excellent examples in the Real Life Executive Functioning Workbook !) to help you do this.

For many students with unique learning needs, it can be helpful to come up with a list of strategies that can be used when there’s a need for greater flexibility.

Write down a list of strategies – the flexibility flowchart in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout) has some helpful examples! – that your child can use when the need strikes.

Play Games and Do Puzzles

One of the best ways to improve your child’s flexibility is to have a little fun – play some games!

Playing strategy games or doing puzzles (even simple jigsaw puzzles) is a great way to build flexibility. It will show them that there are multiple solutions to every problem – and that trying multiple solutions is often a good way to be successful.

Work With a Partner

It can be tough to see something from someone else’s point of view – especially if you struggle with flexibility.

Consider using the Try My Way activity in the Real Life Executive Functioning Workbook to give your learner a fresh take on their old perspectives – or have them team up with a partner to discuss multiple approaches to common problems.

Integrate Opportunities Everywhere

One of the best ways to teach new life skills to students is to make sure that they are integrated into every walk of life. Take the time to practice unpredictability in the daily routine so that your child can handle disruptions no matter what setting they take place in. You’ll find some fun practice techniques in the “Messed Up Morning” activity within the Real Life Executive Functioning Workbook.

Something else that can be helpful is to work on transitions. So many students get hung up on transitioning between activities that it can completely derail them. Practice transitions between common activities – such as changing classes at school – so that these become second nature.

How to Address Each Goal

Not sure where to start? The best way to start working on flexibility goals is to figure out what exactly is causing the problem.

Does your child struggle with common situations that require flexibility? Does he need to learn new flexibility skills when faced with a challenge? Or does he just need to build a tolerance to unpredictability?

The Real Life Executive Functioning Skills Assessment is a great place to start. It will tell you all about the skills, weaknesses, and focus areas that you need to target in your student. It will give you a clear idea of what you need to focus on so that you can write goals that are clear and specific. This assessment is a helpful tool both for students and the adults that work with them, like teachers, parents, and paraprofessionals.

How to Be Flexible When Writing IEP Goals

If you’re writing IEP goals for flexibility, the most important thing to remember is that you need to be flexible yourself! Don’t be afraid to revise and revisit goals as needed to make sure they accurately reflect the needs of the child you’re working with.

Start by having your child take the Real Life Executive Functioning Skills Assessment . This will give you a clear idea of what sorts of goals to work with from the very beginning. While there’s nothing wrong with taking new approaches later on, this assessment will give you a great idea of where to start.

Be patient, be creative, and most importantly – be flexible. You and your learner are sure to be successful!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

  • 8 Impulse Control IEP Goals
  • 8 Attentional Control IEP Goals
  • 8 Self-Monitoring IEP Goals
  • 10 Problem Solving IEP Goals
  • 10 Working Memory IEP Goals
  • 9 Emotional Control IEP Goals
  • 7 Cognitive Flexibility IEP Goals
  • 10 Organization IEP Goals
  • 12 Task Initiation IEP Goals
  • 10 Time Management IEP Goals
  • 15 Planning IEP Goals

Further Reading

  • Amy Sippl: Executive Functioning Skills 101: Flexibility
  • Rebekah Pierce: Social Stories for Adolescents and Young Adults
  • Rebekah Pierce: How to Deal With Changes to a Routine
  • Amy Sippl: 7 Cognitive Flexibility Strategies To Support Your Adolescent

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

Related Posts

How to use the eisenhower matrix to help your teen plan their day, 12 task initiation iep goals for real life, mind mapping: how to help your teen learn to plan ahead, 10 planning skills every child should learn, forgetfulness and adhd: how to take back control of your memory, using self-management to teach healthy living skills.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

Session expired

Please log in again. The login page will open in a new tab. After logging in you can close it and return to this page.

Sample IEP Goals for Focus: 6 ATTENTION Boosters

sample iep goals for focus and attention

Individualized Education Programs (IEPs) are tailored educational plans designed for students with special education needs, playing a pivotal role in addressing challenges related to focus and attention . These programs are not just academic roadmaps; they are comprehensive plans that cater to the unique learning styles, strengths, and challenges of each student. The emphasis on focus and attention within an IEP is crucial, as these skills are fundamental to a student’s ability to learn and interact in both educational and social settings.

IEPs are developed through a collaborative effort involving educators, parents, and specialists, ensuring that the goals set are both achievable and beneficial for the student. The focus goals in an IEP are specifically designed to enhance a student’s concentration, engagement, and persistence in learning tasks. These goals are often intertwined with strategies to improve executive functioning, a critical aspect for students, especially those with attention-related challenges such as ADHD. Resources like ADHD Specific IEP Goals and Objectives provide a deeper understanding of how to tailor these goals effectively.

Incorporating focus goals in an IEP requires a thorough understanding of the student’s individual challenges and strengths. It involves setting specific, measurable, achievable, relevant, and time-bound (SMART) goals that cater to improving the student’s ability to maintain attention, resist distractions, and stay engaged in both academic and non-academic activities. The ultimate aim is to equip students with the skills and strategies they need to succeed in their educational journey and beyond.

The Role of Social-Emotional Skills in IEP

The integration of social-emotional skills in an Individualized Education Program (IEP) is vital for the holistic development of students, especially in enhancing their focus and attention . These skills encompass a broad spectrum of competencies that are essential for students to effectively manage their emotions, build healthy relationships, and navigate social complexities. In the context of an IEP, social-emotional skills are not just complementary; they are foundational to a student’s academic success and overall well-being.

Social-emotional learning (SEL) within an IEP focuses on five core competencies:

  • Self-Awareness: This involves students understanding their own emotions, values, and goals, and recognizing their strengths and challenges. A heightened sense of self-awareness aids students in managing their focus and attention.
  • Self-Management: This competency is about controlling emotions and behaviors in different situations. It includes managing stress, motivating oneself, and setting and achieving personal and academic goals.
  • Social Awareness: Students learn to empathize with others, understand diverse backgrounds and cultures, and respect differences. This awareness enhances their ability to interact and collaborate in a classroom setting.
  • Relationship Skills: These skills are crucial for establishing and maintaining healthy and rewarding relationships. They include communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking help when needed.
  • Responsible Decision-Making: This involves making ethical, constructive choices about personal and social behavior. It includes considering the well-being of oneself and others, and evaluating the consequences of various actions.

A Comprehensive Guide on Social-Emotional IEP Goals highlights the importance of embedding these competencies into IEPs. By doing so, educators can provide students with the tools they need to improve their focus and attention, which are often impacted by emotional and social challenges. For instance, a student who struggles with self-management may find it difficult to stay focused in a distracting environment. By setting specific goals around these competencies, educators can help students develop the skills necessary to navigate these challenges.

Furthermore, for students with specific needs, such as those with executive functioning difficulties, integrating social-emotional learning with strategies for sustained attention is crucial. Resources like Executive Functioning and Sustained Attention in IEP offer insights into creating effective IEP goals that cater to both social-emotional and attentional needs. This comprehensive approach ensures that students are not only academically prepared but also emotionally and socially equipped to thrive in their educational journey and beyond.

Core Competencies for Focus and Attention in IEP

In the realm of Individualized Education Programs (IEPs), developing core competencies is essential for enhancing a student’s focus and attention. These competencies are foundational elements that support a student’s ability to engage and succeed in both academic and social environments. They include:

  • Self-Awareness: This competency involves students understanding their own emotions, thoughts, and values. It’s about recognizing personal strengths and weaknesses, and understanding how these internal states affect behavior and learning. For students with focus and attention challenges, self-awareness is the first step in recognizing what distracts them and why, enabling them to develop strategies to overcome these obstacles.
  • Self-Management: This skill is crucial for regulating emotions, thoughts, and behaviors in different situations. It includes managing stress, controlling impulses, and motivating oneself. Self-management is directly linked to a student’s ability to maintain focus and attention, especially in challenging or distracting environments.
  • Social Awareness: This involves the ability to empathize with others, including those from diverse backgrounds and cultures. It also encompasses understanding social norms for behavior and recognizing family, school, and community resources and supports. Social awareness skills help students understand how their behavior affects others, which is important in group learning situations where focus and cooperation are essential.
  • Relationship Skills: These skills are necessary for establishing and maintaining healthy and rewarding relationships. They include the ability to communicate clearly, listen actively, cooperate, negotiate conflict constructively, and seek and offer help when needed. Strong relationship skills can improve a student’s engagement and attention in collaborative learning settings.
  • Responsible Decision-Making: This competency involves making ethical, constructive choices about personal and social behavior. It includes considering the well-being of oneself and others, as well as the consequences of various actions. Responsible decision-making is key to focusing on long-term goals and maintaining attention on tasks that lead to those goals.

By integrating these core competencies into IEP goals, educators can provide a more holistic approach to improving focus and attention. Each competency plays a vital role in a student’s overall development and directly impacts their ability to concentrate and engage in learning activities.

ATTENTION Booster 1: Self-Awareness and Emotional Regulation Goals

The first ATTENTION Booster in IEP goals focuses on Self-Awareness and Emotional Regulation. These goals are pivotal in helping students understand and manage their emotions, which is a critical step in improving focus and attention.

Self-awareness goals involve helping students recognize their own emotions and how these emotions affect their behavior and learning. This might include:

  • Identifying personal triggers that lead to loss of focus or attention.
  • Recognizing patterns in behavior, such as times of day when focus is best or worst.
  • Understanding personal strengths and how to leverage them to improve focus.

Emotional regulation goals are about teaching students strategies to manage their emotions effectively. This is particularly important for students who may experience frustration, anxiety, or other intense emotions that can disrupt focus. These goals might include:

  • Developing coping strategies for managing stress or anxiety in the classroom.
  • Learning techniques for calming down when feeling overwhelmed or agitated.
  • Practicing mindfulness or other relaxation techniques to improve concentration.

By setting specific, measurable goals in these areas, educators can help students gain greater control over their emotions and behaviors. This control is essential for maintaining focus and attention in both academic and social settings. For example, a student who learns how to calm themselves when feeling anxious is more likely to stay focused during a test or challenging task.

Moreover, these goals are not just about managing negative emotions. They also involve nurturing positive emotions and attitudes that can enhance focus. This includes fostering a growth mindset, where students learn to see challenges as opportunities for learning and growth, rather than as obstacles.

Incorporating Self-Awareness and Emotional Regulation goals into an IEP is a powerful way to boost a student’s ability to focus and pay attention. These skills are not only beneficial for academic success but are also essential life skills that will serve students well beyond the classroom.

ATTENTION Booster 2: Problem-Solving Skills for Enhanced Focus

The second ATTENTION Booster in IEP goals emphasizes the development of Problem-Solving Skills, a key factor in enhancing a student’s focus and attention. Problem-solving is not just about finding solutions to academic challenges; it’s about developing a mindset that enables students to approach obstacles methodically and with confidence.

Effective problem-solving skills involve several steps that can be incorporated into IEP goals:

  • Identifying the Problem: This step is about recognizing and defining the problem clearly. For students, this might mean understanding what distracts them or identifying specific challenges that hinder their focus.
  • Generating Solutions: Students are encouraged to think creatively and come up with a range of potential solutions. This process enhances cognitive flexibility and encourages students to consider multiple perspectives.
  • Evaluating and Selecting Solutions: This involves analyzing the feasibility and effectiveness of each solution. Students learn to weigh the pros and cons and choose the most appropriate strategy.
  • Implementing the Solution: This step is about putting the chosen solution into action. It requires focus and attention to detail, as students work to apply their chosen strategy in real-life situations.
  • Reviewing and Reflecting: After implementing a solution, students are encouraged to reflect on its effectiveness and learn from the experience. This reflection helps them refine their problem-solving skills over time.

By integrating problem-solving skills into IEP goals, educators can help students develop a more proactive and resilient approach to learning. These skills not only improve focus and attention but also empower students to take charge of their learning process. Students who are confident in their problem-solving abilities are more likely to stay engaged and focused, as they feel equipped to handle the challenges they encounter.

Problem-solving skills are also closely linked to other key competencies like critical thinking and decision-making, making them an integral part of a comprehensive educational approach. By fostering these skills, IEPs can significantly enhance a student’s ability to focus and succeed academically.

Advanced Strategies

Attention booster 3: managing conflicts and classroom skills.

The third ATTENTION Booster in IEP goals focuses on Managing Conflicts and Classroom Skills . Conflict management is a critical skill for maintaining focus and attention in the classroom. It involves understanding and navigating interpersonal conflicts, a common challenge for many students.

Key aspects of conflict management in IEP goals include:

  • Recognizing and Understanding Conflicts: Students learn to identify the early signs of conflict and understand the perspectives of all parties involved. This awareness is crucial for preventing escalation and maintaining a focused learning environment.
  • Developing Resolution Strategies: IEP goals should include developing strategies for resolving conflicts. This might involve communication skills, empathy, and compromise.

Classroom skills are equally important for maintaining attention. These skills include:

  • Participating Actively in Class Discussions: Encouraging students to engage in discussions helps them stay focused and involved in the learning process.
  • Following Classroom Rules and Procedures: Understanding and adhering to classroom norms is essential for a structured and distraction-free learning environment.

By integrating conflict management and classroom skills into IEP goals, educators can help students navigate social challenges and maintain a conducive learning atmosphere. These skills not only improve focus and attention but also enhance overall classroom management and social skills .

ATTENTION Booster 4: School Behavior and Group Activity Engagement

The fourth ATTENTION Booster in IEP goals is centered on School Behavior and Group Activity Engagement . Positive school behavior is fundamental for creating an environment conducive to learning and attention.

Key elements of school behavior in IEP goals include:

  • Respecting Teachers and Peers: Teaching students the importance of respect helps create a positive and respectful learning environment.
  • Adhering to School Policies: Understanding and following school rules is crucial for maintaining order and focus in school settings.

Group activity engagement is another critical aspect. Participating in group activities can significantly enhance a student’s focus and attention. This involves:

  • Collaborating Effectively with Peers: Working in groups helps students develop teamwork and communication skills, essential for maintaining focus during collaborative tasks.
  • Contributing Positively to Group Work: Encouraging active participation and contribution in group settings keeps students engaged and attentive.

Incorporating goals for school behavior and group activity engagement in an IEP can lead to significant improvements in a student’s ability to focus and participate actively in school. These skills are not only important for academic success but also for developing essential social skills and interpersonal relationships . By fostering positive behavior and engagement, students are more likely to thrive in both individual and group learning scenarios.

ATTENTION Booster 5: Transportation and Public Conduct

The fifth ATTENTION Booster in IEP goals addresses Transportation and Public Conduct . This aspect is crucial as it extends the focus and attention skills beyond the classroom to real-world settings, which are often unpredictable and require adaptive behavior.

Key components of transportation and public conduct in IEP goals include:

  • Behaving Appropriately on School Transport: This involves following rules on the bus or other modes of school transport. It’s essential for ensuring safety and maintaining an environment conducive to social interaction and learning.
  • Navigating Public Spaces Respectfully: Students learn to conduct themselves appropriately in public spaces like libraries, museums, or parks. This includes understanding and adhering to public norms and behaviors.

These goals help students apply their focus and attention skills in diverse environments, enhancing their social skills and public behavior . By learning to navigate these settings, students develop a sense of independence and confidence.

ATTENTION Booster 6: Social/Interpersonal Skills Development

The sixth and final ATTENTION Booster focuses on Social/Interpersonal Skills Development . These skills are fundamental for students to interact effectively with others and are closely linked to their ability to focus and pay attention in social settings.

Key areas of social/interpersonal skills in IEP goals include:

  • Effective Communication: This involves expressing thoughts and feelings clearly and listening to others. Effective communication is crucial for building relationships and participating in group activities.
  • Empathy and Understanding: Developing the ability to empathize and understand others’ perspectives is essential for healthy social interactions.

These skills are vital for students to engage successfully in group work and collaborative learning, which are key aspects of modern education. By enhancing their social and interpersonal skills, students are better equipped to focus and contribute in group settings, improving their overall academic performance and classroom engagement .

Incorporating these ATTENTION Boosters into an IEP not only addresses the academic needs of students but also prepares them for the social demands of the world outside the classroom. These skills are integral to their development as well-rounded individuals capable of navigating both educational and social landscapes effectively.

FAQ Section

What are iep goals for focus and attention.

IEP goals for focus and attention are specific objectives set in an Individualized Education Program to help students with special needs improve their ability to concentrate and maintain attention. These goals are tailored to each student’s unique challenges and strengths and are designed to enhance their learning and social interactions.

How Can IEP Goals Improve a Child’s Classroom Behavior?

IEP goals can significantly improve a child’s classroom behavior by addressing specific challenges related to focus, attention, and social interactions. By setting clear, measurable objectives, students can develop better self-regulation, communication, and problem-solving skills, leading to more positive behavior in the classroom.

Are There Specific Strategies for Teaching Students with Attention Challenges?

Yes, there are specific strategies for teaching students with attention challenges. These include breaking tasks into smaller steps, using visual aids, providing regular breaks, incorporating movement activities, and using positive reinforcement to encourage focus and engagement.

How Do Social/Interpersonal Skills Affect Learning?

Social/interpersonal skills greatly affect learning as they enable students to interact effectively with teachers and peers. These skills, such as communication, empathy, and teamwork, are essential for collaborative learning environments and contribute to a student’s overall academic success and well-being.

In conclusion, the integration of ATTENTION Boosters in IEP goals is a comprehensive approach to addressing the unique needs of students requiring special attention in their educational journey. These boosters, focusing on areas like conflict management, classroom skills, public conduct, and social/interpersonal skills development, are essential for fostering a well-rounded educational experience. They not only enhance a student’s ability to focus and maintain attention but also equip them with the necessary skills to navigate both academic and social challenges effectively.

The importance of tailoring these goals to each student’s individual needs cannot be overstated. It ensures that the strategies implemented are both effective and meaningful, leading to real progress in a student’s learning and development. Ultimately, the goal of these IEP strategies is to empower students, giving them the tools and confidence they need to succeed in their educational pursuits and beyond. By focusing on these critical areas, educators and parents can significantly contribute to the holistic development of students, preparing them for a future filled with opportunities and achievements.

Related Posts

Iep meeting agenda, esy services special education.

Number Dyslexia

Measurable IEP Goals For Executive Functioning Skills

Individualized education programs combine special occupation, speech therapy, occupational therapy, and counseling. Once the condition of an individual has been ascertained, a personalized program is developed to help the child with all of their daily and academic concerns. This can be even more beneficial as these executive functioning skills have several everyday life examples.

The condition of executive dysfunction affects all areas of executive functioning like planning, organizing, managing time, and emotions. Individuals diagnosed with executive functioning disorder, a dysfunction in regulating thoughts, emotions, and actions, have similar executive functioning concerns to individuals with learning difficulties. Hence, the treatment for them is similar too. 

Individualized education programs (IEPs) provide extra support to individuals by helping them with executive functioning training. It is a collaborative effort of the school community, professionals, and parents to identify and support the individual at an early stage. However, it is through IEP Goals, progress is kept under tabs, and gradual steps are taken to improve the individual’s overall functioning.

The overall functioning is nothing but a strengthened executive functioning. Hence, the article below mentions executive functioning observed and measured through IEP goals and the corresponding interconnections between these skills that can be seen with similarity in these measurable goals.

Crucial executive functioning skills in IEP goals

Executive functioning is the root of all successful completions and achievements. Hence, through IEP goals, the main areas of executive functioning are targeted. 

1. Time-Management

 Time-Management

Time management involves a smart distribution of tasks over the length and breadth of a day. An individual has to carry out an observation of how much time a task takes to complete. Based on this information, the individual has to manage his day. Time management, however, isn’t just about following a strict schedule; it is also the ability to prioritize what needs to be completed before and how to squeeze in emergency work during a normal day. For better time management, it is recommended that individuals keep track of time and adjust their pace accordingly. Hence, here are some measurable IEP goals to track the time-management skills of students.

IEP Goals for Time Management:

  • The student will know how to formulate a routine regarding the steps and sequence of the events.
  • The student can create a daily or weekly planner without adult support.
  • The student will time themself for every task and then accordingly create a plan for future tasks.
  • The student will learn to use a visual timer and give oneself the time to transition from completing an older task to initiating a new task.
  • The student will ensure the checklist consisting of routine is completed within the stipulated time and with 90% accuracy.

2. Organization

Organization

Organisation requires both mental and physical sophistication. It is a skill of maintaining objects, information, and plans per one’s convenience and growth. Organizing can involve keeping a list of items that belong together and keeping them in that order. It also follows the time management rules, as the days and plans are organized based on time targets. Creating a catalog of where things are kept can allow the individual to be stress-free and save time. In IEP, it is suggested to spend some time daily in the organization and make weekly modifications, as it can help individuals be flexible and catch up with changes. The detailed list of IEP goals for organizational skills can be downloaded here .

IEP Goals for Organisation

  • The student would develop the habit of writing a daily planner. 
  • Before starting the project or task, the student would create a step-wise strategy to approach task completion.
  • The student would make time to organize objects and items every day.
  • The student would always add a new task and their deadlines to the checklist.
  • The student will set a prioritized hierarchy in the checklist at the end of the day once all the tasks for the day or week have been added.

3. Problem-Solving

 Problem-Solving

Whenever problem-solving is being talked about, our first instinct is to jump at the solution part. However, the first step is identifying the problem and everything that helps it persist. A person who excels at problem-solving can identify and describe the problem and then come up with resolutions. Problem-solving closely relates to problems in the organization and task initiation. As problem-solving involves achieving goals, an individual struggling with problem-solving will most likely be frustrated or demonstrate behavioral problems. According to IEP, problem-solving behavior can be tackled by increasing motivation and using role plays, which permit exposure to various scenarios. Below are the IEP goals that indicate efficient problem-solving skills.

IEP Goals for Problem Solving

  • The student will use the self-regulatory script without adult supervision in unexpected situations.
  • The student will begin a new activity only after completing a previous task.
  • The student would be able to identify their roadblocks and problem areas.
  • For open-ended assignments, the student would independently follow a course of action that has been previously taught or practiced under the supervision of an educator.
  • The student would use negotiation and compromise strategies in 90% of situations of conflict

4. Attention

Attention

Battling with distractions is an everyday routine for almost all individuals. Attention or attentional control is a skill that must be learned. It helps individuals to filter out non-relevant stimuli from the environment and focus on one thing. There is no direct way to assess attention; however, secondary behaviors like lesser social interaction during task performance, ability to carry out proper steps, and completing a task are testimony to sustained attention. IEP, having attentional control as its goal, emphasizes identifying distractions, creating a sound environment for work, and taking optimal breaks. 

IEP Goals for Attention

  • The student would practice active listening skills, i.e. observing non-verbal cues and reflecting on what is being said. 
  • The student will be able to self-identify triggers and distractions.
  • The student will learn how to create a conducive environment for task completions, suitable timings, and one’s learning needs.
  • The student would have to demonstrate 80% accuracy in problem-solving that requires a step-by-step approach (math problems)
  • The student will register but not respond to distracting stimuli.

5. Working Memory

Working Memory

Memory is our reservoir of information. However, working memory is the most important component of memory during task completion. Working memory, as the name suggests, is the memory that holds information while working on it. For instance, if an individual is instructed to write a paper on a given topic, they will create an instructional guide in their head before approaching the problem. This is affected by both an individual’s experience as well as confidence. IEP suggests using visual methods to remember information and chunking to memorize details. Through these methods, the working memory can hold more data, and the individual can be better equipped with enhanced recall. And with the below-mentioned goals, we can identify whether the methods helped or not. 

IEP Goals for Working Memory

  • The student will use self-made at least 10 mnemonics or recall cues for a given chapter to better retain course material
  • The student will keep track of all questions that took the extra time or more than what was required
  • The student will create a summary of course material in smaller pointers for a better recall
  • The student will make use of real-life examples to make inferences easier
  • The student will repeat classroom learning as homework daily

6. Goal-Setting

 Goal-Setting

Goal-setting is a mental task that involves creating a listicle of short-term and long-term goals that an individual wants to pursue. For a child, such goals might be very objective and mechanical; however, a grown-up individual might want to develop well-thought and existentially-oriented goals. While these goals might not be tangible, in IEP Goals, goal setting is a skill that helps in task initiation and sustenance of effort. Goals completion is tied to prestige and a sense of achievement and often leads to better emotional control if values are aligned. However, setting goals first means careful assessment of one’s needs and constant progress tracking. Goal setting is not a one-time thing, but a continuous redefining and re-arrangement of goals are needed.

IEP Goals for Goal Setting

  • The student will make a list of weekly goals 
  • The student, with the assistance of a teacher, will complete a resource and time analysis for goal-setting
  • The student will reflect and write 5 reasons for the importance of achieving the set goals
  • The student will evaluate achievement or progress about every goal at the end of the week
  • The student will redefine or modify goals if needing more time or are more complex to achieve

7. Starting A Task

 Starting A Task

Task initiation or starting a task involves approaching a task independently, without external pressure or regulation. It relies on discipline and motivation, as task initiation is important for an independent life. The process involves being receptive to instructions, following through, and solving problems. Delaying work until the last minute is not just a simple problem with time management, but at the core is difficulty initiating tasks. An adult with difficulty initiating a task has often been micromanaged by an adult, creating unhealthy reliance on external intervention. Hence, in IEP goals, the focus is on getting the individuals to identify small and big tasks and to begin each of them within 15 minutes of address.

IEP Goals for Starting A Task

  • The student will create a daily list of tasks with two columns: preferred and non-preferred tasks.
  • The student will initiate the task within 15 minutes of assigning.
  • Before beginning the task, the student will create a skeleton of steps or format.
  • The student will use visual support, like a calendar or a clock, to be in sync with incomplete work and the time left
  • The student will only take 5-15 minutes breaks to prevent exhaustion and accurately complete 80% of all the daily tasks.

8. Self-Correction

Self-correction is monitoring oneself and developing a critical mindset toward one’s competencies. A critical mindset doesn’t mean constantly criticizing oneself but rather learning how to become better and enjoying the process of improvement. Self-correction comes with insight into one’s goals and going beyond benchmarks. Attention is a key area to work on when it comes to self-correction. Self-correction is a very broad term, and it can involve monitoring behaviors and all the executive functioning skills mentioned. Through IEP, self-correction can be practiced if one can keep track of their attempts and achievements.

IEP Goals for Self-Correction

  • The student will  proofread or double-check 90% of the time, before submitting an assignment
  • The student will use the sandwich approach of feedback giving to learn to receive constructive criticism.
  • The student could create strengths and weak reports of their project or themselves, after every formal evaluation
  • Based on the analysis of weakness or difficult tasks assigned, the student will ask for an explanation or help from others like peers or teachers.
  • The student will increase difficulty with time to ensure progress with practice and repetition, without adult supervision.

9. Emotional Control

Emotional Control

Emotions are an aspect of humans thought to be least regulated by thoughts and other interventions. However, IEP believes that emotional control can be taught, but it needs practice for the individual to learn fully. Lack of emotional control often results in problems for the individuals and people around them. The first step in IEP goals to develop emotional control is the correct identification and labelling of the emotional state one is in. To teach emotional control, IEP aims to model ways of tackling emotional outbursts and stress coping mechanisms. Additionally, helping them in increasing emotional intelligence. 

IEP Goals for Emotional Control

  • The student will participate in classroom competitions to imbibe a healthy spirit and learn self-regulation regardless of a winning or losing situation.
  • The student will learn to focus on the task rather than the internal states of panic or frustration.
  • The students would be asked to share their experience of the day that helps them reflect on their emotional state during tasks or class competitions.
  • Modelling self-regulation strategies to the students, like deep breaths, or imagery for a few minutes
  • Students would be taught to be accommodating towards mistakes and look at the learning after failure.

10. Sustaining Effort

 Sustaining Effort

Sustaining effort or perseverance is the most important IEP goal. Individuals need to know that sustained effort is what keeps the ball rolling. One might likely get frustrated with goals or solving problems; however, sustaining effort is tied to one’s resilience and sense of achievement. Through sustenance of effort, one knows one will reach the finish line. As per IEP goals, sustaining effort would require effective goal setting, emotional control and focus. Positive self-talk and creating a listicle of strategies can better help with effort sustenance. 

IEP Goals for Sustaining Effort

  • The student will self-identify their most common task avoidance behaviors.
  • The students will create hierarchical rewards they would want to get after completing daily, weekly or monthly targets.
  • The student will identify their motivators and come up with 5 ways they can use them.
  • The students would be paired with high-achievers to learn about their daily motivators and routine.
  • The student will learn that task completions aren’t daily or weekly goals but life goals.

Individualized education program goals aim to make individuals’ lives more disciplined, goal-oriented, and independent. Hence, the underlying training emphasizes strengthening executive functions like emotional control, time management, and task initiation. Often IEP is a collaborative effort of a speech therapist, special educator, occupational therapist, and clinical psychologist. Individuals can function better in schools and alone through their joint help and proper training through IEP in executive functioning. Furthermore, books , online games , and worksheets can also be advantageous for students and individuals who wish to boost these skills. 

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

Leave a Comment Cancel reply

You must be logged in to post a comment.

Lisa Lightner

39 Behavior Goals for an IEP including Work/Task Completion

Behavior iep goals.

I can’t believe I haven’t tackled this topic before. Well, ok, I can. It’s an IEP subject area that is incredibly complex. It also is one that affects our kids day-to-day the most, and in my opinion, is usually handled the worst.

I see horrible FBAs completed by well-intended staff who have no business doing one, and the results show it.

But, goals can be a starting point. If you’re having trouble defining what it is that your child is struggling with, sometimes reading over goals describing desirable behavior can help get you there.

Please note: There’s a lot of overlap when it comes to various areas of need that a child has. If you are looking for Social Emotional goals , I have a list of those too. If you don’t find what you need here, you made find it there. Or, check the IEP Goal Bank .

Note:  Before adding a Behavior Plan or Behavior Goals to your IEP, please read:

The Many Flaws of School FBAs and Behavior Plans

This post has a lot of lists. So grab a cup of something and poke around for a while. Behavior is a complex topic, and you cannot talk about behavior goals without also talking about FBA s, discipline, manifestation hearings , and so on. As I say, “knowledge base I wish I didn’t have to have” but I do.

But let’s not put the cart before the horse.

Can you have Behavior Goals without an FBA?

The short answer is yes. However, doing an FBA first is the best practice. And, how do you know that you need behavior goals if you have not done any evaluations regarding behavior?

You would need the FBA to drive the Behavior Plan within the IEP.

That being said, if my child’s behaviors were minimal, and adequately addressed in the IEP without an FBA, I’m not sure that would be a battle I would fight. Every situation is different.

The main thing to remember is: All behavior tells you something. What is your child trying to say?

Can you have a Behavior Plan without an IEP?

Again, the short answer is yes. I have seen it done (though I did not question the validity of doing it this way as it was not my client). For some kids, their only area of need might be behavior. Therefore it kinda sorta makes sense that they only need a behavior plan and not a full-blown IEP.

However, I think this is a horrible practice. If a child has behaviors significant enough to warrant a behavior plan , then they should have an IEP. And therefore the procedural protections it offers as far as discipline and manifestation hearings. You can read more about that below too. Again, this is a complex topic with lots of tangents.

Teach the skill or accommodate the deficit.

In behavior, there’s a whole lot of talk about “making good choices.” Just make sure that the child has the skill set before the expectation is set .

It’s very easy to lay out expectations of what you wish a child to do. Classroom behavior goals are never going to happen if the foundation isn’t there.

If a child lacks a skill, it is never going to happen. This goes back to your FBA. Make sure that as behaviors are listed, they are defined as either “will of the child” or “lack of skill set.”

There is a huge difference, but both can result in being expelled from school.

Two of my favorite experts for behavior are Ross Greene and Peter Gerhardt. Both address teaching skills, not just reward and punish.

Behavior Goals for an IEP

I didn’t need to reinvent the wheel. There are lots of great sites to pull from. I have included some goals that I wasn’t that crazy about. If the IEP goal you need isn’t on this list, make sure you check out the IEP Goal Bank .

Some had wording like “will act mad the right way.” You know what’s wrong with that one, right? Who says what is the right way to be mad? Does the child even know this? And how to do it?

For numbers, use the figure that is in the child’s baselines and work up from there. I have removed wording such as “calm body” and “quiet hands.” If a child needs to stim, script, flap, or rock while doing a task, what is the harm in that?

List of Behavior Goals for an IEP

This is just part of a giant list. I like that some of these behavior goals include work completion goals.

  • By the expiration date of this IEP, _______ will manage conflicts, independent of teacher support in 4 of 5 observed occurrences over a 2-month period as measured by observations and performance assessments.
  • By the expiration date of this IEP, given a self-monitoring checklist, _______ will demonstrate self-regulation during 90% of weekly sessions as measured by observations across 2 months.
  • By the expiration of this IEP, given a writing assignment, _______ will initiate his work as evidenced by beginning to write letters on his paper within 1 minute of the assignment being presented in 80% of a minimum of 20 recorded opportunities over a period of 2 months, as measured by observation and performance assessments.
  • Throughout the school environment while using a five-piece token board with a visual of his rules ( follow directions and have a safe body) listed at the top, _______ will follow both of his rules (follow directions and have a safe body) to earn all five of his tokens for each half-hour period, in group and 1:1 academic sessions, in 80% of trials probed in 4/5 observations for at least a 2 month period before the expiration of this IEP, as measured by observations and performance assessments.
  • _______ will request (using his/her communication method) and take a break when he needs one, and return back to a task after a break independently in 8 out 10 opportunities over a minimum of two months, as measured by observations and performance assessment by the expiration date of this IEP.

IEP Behavior Goals by category

Thank you to a reader for emailing me this list that was shared with her at school. Some of them, as written, are not really measurable. Remember you can always insert the desired behavior into the IEP goal formula to make it concrete and measurable.

On-Task/ Work Completion Goals

  • When given a task or direction ______ will begin the task within 1 minute and remain on task for a minimum of 10 minutes independently with no more than 2 prompts on 8 out of 10 independent tasks, as measured by staff data.
  • Given a maximum of one verbal cue, _______will attend to a non-preferred, small-group activity and/or independent assignment, without protest, and remain on task with no task avoidance (bathroom, getting a jacket, tying shoes, sharpening a pencil, etc.) for 20 minutes, in 3 out of 4 trials, as measured by observations and staff documentation.
  • _______ will demonstrate on task-behavior in the general education setting for 75% of intervals during a 10-minute period, with the use of an appropriate fidget and one adult reminder, in 4/5 trials, as measured by observation and data.
  • ________ will attend to a task during large and small group instruction across settings for a 10-minute period with no more than 1 teacher prompt in 4 out of 5 trials as measured by teacher charted data.
  • With movement breaks and the use of self-regulation strategies, _____ will demonstrate the ability to attend to a task for an average 75% of intervals in a 20-minute class period.
  • With the use of taught self-regulation strategies and self-monitoring checklists, ______ will independently begin a task (including non-preferred tasks) within 2 minutes of direction for an average of 80% of opportunities, across environments.
  • With the use of taught self-regulation strategies and self-monitoring checklists, once ______ has begun an independent task, he will then remain focused on the task for at least 10 (use baseline number) minutes, free from adult prompts, for an average of 80% of opportunities, across environments.
  • When given an assigned task, ____ will independently complete an assignment/task, and ask for assistance, if needed, with 80% accuracy in 5 out of 5 consecutive trials, in a small group setting, as measured by teacher-charted observations.
  • When given a non-preferred task paired with the use of self-regulation strategies and rewards systems, ______ will begin the task within 1 minute and complete the appropriately modified version of the task within a predesignated appropriate amount of time (with the use of a timer) on 8 out of 10 opportunities, as measured by staff data.

 Class Participation Goals

  • _______ will demonstrate raising her hand to participate in whole class and/or small group instruction, 80% of the time in 5 out of 5 intervals, as measured by teacher observations.

Coping Skills IEP Goals

  • In the classroom environment, ______ will utilize positive self-talk and coping strategies to handle stressful situations or work demands in which he/she manifests anxious or withdrawn behavior (i.e. putting head down, saying he/she can’t do something), demonstrating by engaging in the 30-minute activity or situation in a calm and positive manner with one prompt on 2/3 occasions.
  • In counseling sessions, _______ will accurately identify feelings and appropriate coping strategies when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.
  • When _____ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in unexpected behavior, with one reminder, on 4 out of 5 opportunities, as measured by observations and documentation.
  • __________ will improve his self-regulation skills as demonstrated through utilizing a tool (e.g. inner coach, sensory support, calming break) to aid in regulating to an expected emotional state (e.g. green zone – which is when we feel calm, happy, content, and focused) with one adult reminder on 8 out of 10 instances in a small group setting, as measured over two week period
  • ______ will improve insight on regulation as demonstrated by identifying the instances where he/she could have benefited from utilizing a tool to aid in regulation and determine what tool would have been beneficial for each instance with 80% accuracy.
  • When presented with a problem (non-preferred task, frustrating situation, criticism/correction), ______ will accurately determine the size of the problem (big problem, little problem) and determine the appropriate emotional response (take a break, talk with a teacher, take a deep breath, replace frustration with good thoughts, etc.) and return to the task at hand in 4 out of 5 trials as measured by teacher charted data.
  • When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior), with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and return to and remain on task for a minimum of 10 (use baseline number + improvement) minutes with an average of 95% over 8 consecutive school weeks, across all classroom environments.
  • When presented with a situation known by ______ to be anxiety or frustration-producing for him (i.e. non-preferred task, an unexpected obstacle such as ______, tasks perceived as too difficult, unfamiliar adult, and non-preferred adult), he will independently demonstrate an appropriate emotional response through finding a solution to his problem or using a strategy to regulate back to an expected emotional state (take a break, talk with a teacher, etc.) and return to the task at hand within 2 minutes, for an average of 80% of instances both throughout all environments and within each environment.

Self-Control IEP Goals

  • _______ will show self-control of his/her body and voice (good personal space, keeping hands/arms/legs near the body, and appropriate voice level) in relation to the expected levels of the classroom and peers around him for 80% of a 20-minute period.
  • ________ will demonstrate self-control in the classroom by raising his/her hand and waiting to be called on by the teacher when he/she has a question in class, with 80% accuracy in 5 out of 5 trials, as measured by teacher observation and data collection. 

Self-Monitoring IEP Goals

  • _______ will demonstrate the ability to recognize expected and unexpected behaviors as well as rate his own behavior as part of his self-monitoring system with 80% accuracy as compared to teacher ratings of behavior.
  • ______ will demonstrate the ability to accurately recognize her level of anxiety through the use of a visual self-rating system (e.g. feelings thermometer) with 80% accuracy, as compared to teacher observations and data.

IEP Goals for addressing Aggression

  • _________ will refrain from physical aggression (i.e. kicking, hitting, pushing, tripping) across all environments in school, for 4 consecutive weeks, with all adults and children as measured by event data.
  • _________ will refrain from aggression (i.e. hitting, kicking, pushing) 100% of the day, across all environments, with all adults and children as measured by special education event data, over 8 consecutive weeks.

Anxiety IEP Goals

  • In counseling sessions, _____ will accurately identify situations that can be anxiety-producing and appropriate coping strategies or relaxation techniques when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.

Negative Comments and Gestures-Goals

With the use of Cognitive Behavioral Intervention (strategy of learning to regulate thoughts and beliefs in counseling paired with daily reinforcement as tools are utilized), _____ will reduce instances of negative comments and gestures to an average of 1 instance per hour, across all classroom settings, as measured over 6 trial days. 

Non-Compliance/ Following Directions

  • When given a frustrating situation (i.e. non-preferred task, not being able to choose a preferred activity such as computers, etc) _______ will engage in no more than 20 minutes of non-compliance over a week period as measured through time sampling data.
  • Given a three-step functional direction from an adult, _____ will complete all three steps with a maximum of 1 additional prompt in 4 out of 5 trials as measured by teacher observation and data.
  • Through the use of Self-Monitoring checklists, _______ will reduce instances of Passive Non-Compliance (becomes purposely and increasingly distracted through ignoring tasks, demands, or staff directives) to an average of 20% of intervals or less, both across all educational environments and within each educational environment, as measured across a one week period.
  • During a 20 academic task, ____ will respond to staff directives in an expected manner within 1 minute and with one reminder on 4 out of 5 trials, as measured by teacher observation and data.

Social/Emotional Problem-Solving Goals 

When given scenarios of social conflicts, ______ will demonstrate problem-solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

Printable List of Behavior Goals

If your child has negative behaviors at school, they should receive an FBA and a Behavior Plan. Here are behavior goal ideas for your IEP.

problem solving skills iep goals

Home » Blog » General » Effective IEP Goals for Enhancing Conflict Resolution Skills in PreK Students

Post Image

Effective IEP Goals for Enhancing Conflict Resolution Skills in PreK Students

Effective IEP Goals for Enhancing Conflict Resolution Skills in PreK Students

In special education, understanding and addressing the unique needs of students is essential for their success. One important aspect of this is teaching them effective conflict resolution and problem-solving skills. In this blog post, we will discuss the significance of these skills and their impact on students’ learning, social interactions, and wellbeing.

Understanding Conflict Resolution and Problem-Solving Skills

Conflict resolution and problem-solving skills allow students to navigate through disagreements or arguments with friends, called conflicts. These skills help them identify the cause of the conflict, decide whether they need help from adults, come up with solutions, and ultimately resolve the issue. By developing these skills, students can maintain healthy relationships, improve their social interactions, and enhance their overall wellbeing.

The Role of Specialists

Several specialists can support the development of conflict resolution and problem-solving skills in students:

  • Speech-Language Pathologists: They can help students improve communication skills, enabling them to express their feelings and thoughts effectively during conflicts.
  • Social Workers: They can teach students strategies to manage emotions and promote healthy social interactions, which are essential for resolving conflicts.
  • Psychologists: They can help students develop coping mechanisms and emotional regulation techniques, which can be crucial in conflict situations.
  • School Counselors: They can provide guidance and support in building positive relationships and navigating social situations, including conflicts.

IEP Goals for Conflict Resolution and Problem-Solving Skills

Here are some specific SMART IEP goals to enhance conflict resolution and problem-solving skills in PreK students:

  • Strategies/Activities: Role-playing, storytelling, and group discussions about conflicts.
  • Strategies/Activities: Social stories, decision-making practice, and self-reflection exercises.
  • Strategies/Activities: Brainstorming sessions, cooperative games, and conflict resolution worksheets.

Implementing and Measuring Progress

To implement these IEP goals, educators can use a variety of strategies such as modeling, role-playing, and guided practice. Progress can be measured through observations, checklists, and student self-assessments. Regular communication with parents and other specialists can also help track progress and adjust goals as needed.

Teaching conflict resolution and problem-solving skills to PreK students is crucial for their social and emotional development. By implementing effective IEP goals, educators can help students navigate conflicts and build healthy relationships. We encourage you to apply these goals in your classroom and invite you to explore more resources at Everyday Speech Sample Materials .

Related Blog Posts:

Effective iep goals for improving students’ point of view skills.

Introduction In special education, it is essential to address various skills that contribute to the overall development of students. One such significant skill is understanding others' perspectives, which plays a crucial role in fostering healthy social interactions...

Effective IEP Goals for PreK Students: Developing the Target Skill

In special education, it is crucial to identify and address target skills that can significantly impact a student's learning, social interactions, and overall wellbeing. One such essential skill is controlling strong emotions, which enables students to make better...

Effective IEP Goals for Developing Problem-Solving Skills

Special education plays a crucial role in helping students develop essential life skills. One such skill is problem-solving, which has a significant impact on students' learning, social interactions, and overall wellbeing. In this blog post, we will explore...

Share on facebook

FREE MATERIALS

Better doesn’t have to be harder, social skills lessons students actually enjoy.

Be the best educator you can be with no extra prep time needed. Sign up to get access to free samples from the best Social Skills and Social-Emotional educational platform.

Get Started Instantly for Free

Complete guided therapy.

The subscription associated with this email has been cancelled and is no longer active. To reactivate your subscription, please log in.

If you would like to make changes to your account, please log in using the button below and navigate to the settings page. If you’ve forgotten your password, you can reset it using the button below.

Unfortunately it looks like we’re not able to create your subscription at this time. Please contact support to have the issue resolved. We apologize for the inconvenience. Error: Web signup - customer email already exists

Welcome back! The subscription associated with this email was previously cancelled, but don’t fret! We make it easy to reactivate your subscription and pick up right where you left off. Note that subscription reactivations aren't eligible for free trials, but your purchase is protected by a 30 day money back guarantee. Let us know anytime within 30 days if you aren’t satisfied and we'll send you a full refund, no questions asked. Please press ‘Continue’ to enter your payment details and reactivate your subscription

Notice About Our SEL Curriculum

Our SEL Curriculum is currently in a soft product launch stage and is only available by Site License. A Site License is currently defined as a school-building minimum or a minimum cost of $3,000 for the first year of use. Individual SEL Curriculum licenses are not currently available based on the current version of this product.

By clicking continue below, you understand that access to our SEL curriculum is currently limited to the terms above.

problem solving skills iep goals

IMAGES

  1. problem solving skills iep goals

    problem solving skills iep goals

  2. executive functioning problem solving iep goals

    problem solving skills iep goals

  3. 2nd grade math problem solving iep goals

    problem solving skills iep goals

  4. executive functioning problem solving iep goals

    problem solving skills iep goals

  5. 50 Behavior IEP Goals (simple list)

    problem solving skills iep goals

  6. problem solving skills iep goals

    problem solving skills iep goals

VIDEO

  1. Justin Bieber

  2. Sahara refund portal under processing

COMMENTS

  1. 10 Problem Solving IEP Goals For Real Life

    1. What is Problem Solving? 2. Sample IEP Goals for Problem Solving 3. Tips on Setting Goals for Problem Solving 4. How to Address Each Goal 5. Problem Solved! Here's How to Write the Best Problem-Solving IEP Goals 6. Looking For More Executive Functioning IEP Goal Ideas? 7. Further Reading What is Problem Solving?

  2. PDF IEP Goals and Objectives Bank (Redmond, Oregon)

    SE15 Problem Solving Skills SE16 Transportation And Public Conduct Speech and Language SL1 Articulation - Intelligibility SL2 Articulation - Oral Motor Skills SL3 Articulation - Phonemic Awareness SL4 Articulation - Phonological Processes SL5 Articulation - Traditional SL6 Fluency SL7 Fluency SL8 Fluency SL9 Morphology/Syntax (Words/Sentence For...

  3. Effective IEP Goals for Enhancing Problem-Solving and Cooperation Skills

    Here are some specific SMART IEP goals to enhance problem-solving and cooperation skills in students: Goal: The student will demonstrate the ability to cooperate with peers in group activities by actively participating and sharing responsibilities in 80% of opportunities.

  4. 76 IEP Goals Every Educator Should Have in Their Goal Bank

    The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student's ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.) Finally, the goals should include the level of support the student needs.

  5. Effective IEP Goals for Developing Problem-Solving Skills

    Goal 1: The student will identify and classify problems as big or small in 90% of situations within six months. Strategy: Teach students the criteria for differentiating between big and small problems and provide opportunities for practice. Activity: Role-play scenarios involving various problems and have students classify them as big or small.

  6. Creating Effective IEP Goals for Problem-Solving Skills Development

    To improve problem-solving skills in students, consider incorporating the following SMART IEP goals and accompanying strategies: Goal: The student will identify problems in various situations with 80% accuracy over three consecutive trials. Strategy: Teach students to recognize common problems using role-playing scenarios and group discussions.

  7. 100+ Free Executive Functioning IEP Goals

    Problem-Solving Cognitive Flexibility Working Memory Emotional Control Impulse Control Attentional Control Self-Monitoring Browse Our Executive Functioning IEP Goal Resource Hub by Skill Area & Area of Specially-Designed Instruction Below.

  8. 15 "Planning" IEP Goals For Real Life

    Planning and basic organizational skills require a person to be able to manage both current and future-oriented demands. They'll not only need the skills to initiate those activities or tasks, but also be able to come up with responses, solutions, ideas, or problem-solving strategies to help them get things done.

  9. 9 Math Problem Solving IEP Goals

    68 Math question solvent is a critical skill for students with learning disabilities that requires individualized support and attention. Effective math problem solving IEP goals are specific, measurable, and achievable, and are made through concert with parents, teachers, and other stakeholders.

  10. Setting annual IEP goals: What you need to know

    IEP goals are set using present level of performance. Your child's present level of performance (PLOP) is key in setting annual goals. (You may also hear this referred to as a PLAAFP, PLP or PLEP.) The PLOP describes how your child is doing now. It looks at current skills and specific areas of weakness — not just in academic subjects, but ...

  11. PDF IEP Behavioral Goal Menu

    Anxiety In counseling sessions, _____ will accurately identify situations that can be anxiety producing and appropriate coping strategies or relaxation techniques when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.

  12. Effective IEP Goals for High School Students' Problem-Solving Skills

    Conclusion Developing problem-solving skills in high school students is essential for their academic and social success. By understanding the target skill, collaborating with specialists, and setting SMART IEP goals, educators can effectively support students in enhancing their problem-solving abilities.

  13. Creating IEP Goals for Decision Making Skills and Goal Setting

    Self-determination, choice-making, problem-solving, self-awareness, communication, self-regulation, goal-setting, self-advocacy and leadership all comprise the formation of decision-making skills that lead to the promotion of effective well-being.

  14. Self Regulation IEP Goals

    The Importance of Self-Regulation IEP Goals. As stated, self-regulation is an especially important skill for students with disabilities that affect executive functions like ADHD or ASD. Executive functions are important mental skills that help your child manage their attention, memory, language comprehension, and problem solving skills.

  15. Problem Solving

    IEP Goals: Given a game or puzzle in which a sequence of pictures must be completed (pictures cannot be repeated in any row or column), STUDENT will apply problem solving skills to complete the task on ____(# of) game boards, within three opportunities, by MONTH, YEAR.

  16. Pre Vocational IEP Goals (Life Skills Goal Bank and Ideas)

    Include goals related to telephone use, task initiation, and effective job skills. We also have a focus on academics, so when the two align, we're golden. In lieu of that, loof for opportunities to draft a goal statement that supports academic progress but also reinforces life skills or pre vocational IEP goals.

  17. 100+ Social-Emotional Skills IEP Goals [The Complete List]

    SEL Articles Social-emotional IEP goals make it possible for educators to support the mental health of high-risk learners. Social-emotional skills form the foundation of how students interact with their peers, respond to stressors, and process their thoughts and feelings both in and out of the classroom.

  18. 7 Cognitive Flexibility IEP Goals

    8 Self-Monitoring IEP Goals; 10 Problem Solving IEP Goals; 10 Working Memory IEP Goals; 9 Emotional Control IEP Goals; 7 Cognitive Flexibility IEP Goals; ... Executive Functioning Skills 101: Problem-Solving. Every Parent's Guide To Decision Fatigue (part 1) How To Create A Bedtime Routine That Improves Sleep and Executive Function.

  19. Sample IEP Goals for Focus: 6 ATTENTION Boosters

    The second ATTENTION Booster in IEP goals emphasizes the development of Problem-Solving Skills, a key factor in enhancing a student's focus and attention. Problem-solving is not just about finding solutions to academic challenges; it's about developing a mindset that enables students to approach obstacles methodically and with confidence.

  20. Effective IEP Goals for Enhancing Problem-Solving Skills in Elementary

    Goal: The student will identify and define problems in 4 out of 5 situations. Strategies/Activities: Role-playing, group discussions, and problem-solving worksheets. Goal: The student will generate at least two possible solutions to a problem in 4 out of 5 opportunities.

  21. Measurable IEP Goals For Executive Functioning Skills

    According to IEP, problem-solving behavior can be tackled by increasing motivation and using role plays, which permit exposure to various scenarios. Below are the IEP goals that indicate efficient problem-solving skills. IEP Goals for Problem Solving. The student will use the self-regulatory script without adult supervision in unexpected ...

  22. Developing Smart Decision-Making Skills: Effective IEP Goals for

    This blog post will guide educators in creating effective IEP goals to enhance these skills in elementary students. Understanding Smart Decision-Making Skills. ... Goal 1: Improve problem-solving abilities. Strategies and Activities: Teach students the steps of problem-solving (identify the problem, brainstorm solutions, evaluate options ...

  23. 39 Behavior Goals for an IEP including Work/Task Completion

    Coping Skills IEP Goals. ... _____ will demonstrate problem-solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data ...

  24. Effective IEP Goals for Enhancing Conflict Resolution Skills in PreK

    Here are some specific SMART IEP goals to enhance conflict resolution and problem-solving skills in PreK students: Goal: The student will identify the cause of a conflict in 4 out of 5 situations by the end of the school year. Strategies/Activities: Role-playing, storytelling, and group discussions about conflicts.