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Writing IEP Goals
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Instructions for Using This ReportChanging the Meeting to Change the Outcomes
IEP Planning ReportStrengths Needs
Annual GoalsWriting IEP GoalsShort Term Objectives
Writing Short Term ObjectivesRelated ServicesCharacteristics of Services

Writing IEP Goals


From the Schools Project, Specialized Training Program, University of Oregon.

A goal is an activity.

  •   Ben will go to the library with the third graders twice a week with a support person in the room.

  •   Valerie will work in the school office three times a week doing sorting, collating, and filing.

The goal is not an activity if it designates performance  of isolated skills or behaviors. The following are not appropriate

  •   Sue will read at a 3.5 grade level.

  •   Bill will learn the value of coins.

o o o o o o o

A goal describes change in the student's competence.

Phil will prepare three different uncooked snacks following picture recipe cards
without any help in home economics twice a week.

A goal does not describe a student's competence if it describes staff behavior rather than student behavior. The following are not appropriate goals:

  •   Monica will maintain adequate dental hygiene.

  •   Dianne will have more opportunities to be integrated.

IEP goals should describe answers to these three questions:
1. How will the student's competence change as a result of instruction?
2. When, where, or with whom will the student do the activity?
3. What kind of help or support will the student need?

Make sure the goals include the following critical features:
1. The goal is an activity.
2. The goal says what the student will do.
3. The goal describes the natural conditions under which the student will do the

Prepared by Kathy Snow (with lots of help from others)
250 Sunnywood Lane, Woodland Park, CO 80863-9434
719-687-8194, Fax 719-687-8114, e-mail:
You may copy and distribute this report in its entirety Revised 8/97

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