Behavior IEP Goals: 50 Examples by Grade

1. 1By the first progress review, given a one-step classroom direction, with a visual cue, [Student] will follow a one-step direction within 90 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a one-step classroom direction, during an unscheduled class period, [Student] will follow a one-step direction within 60 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a visual timer and a posted next activity, with a visual countdown, [Student] will move to the next activity when the timer ends within 100 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a visual timer and a posted next activity, in a setting the student does not choose, [Student] will move to the next activity when the timer ends within 70 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a 10-minute carpet activity and a posted stop signal, with the routine explained once, [Student] will keep hands and feet to self during a carpet activity on all opportunities across 2 consecutive drills.
2. 2By the second progress review, given a 10-minute carpet activity and a posted stop signal, with a different adult and no visual cue, [Student] will keep hands and feet to self during a carpet activity on all opportunities across 4 consecutive drills.

Measurement
safety drill checklist

1. 1By the first progress review, given a whole-group lesson, with a visual cue, [Student] will raise a hand and wait to be called on before speaking during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a whole-group lesson, with a new adult and a moved seating location, [Student] will raise a hand and wait to be called on before speaking during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a hallway transition and a posted voice cue, with one verbal prompt, [Student] will walk in the hallway with a quiet voice during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a hallway transition and a posted voice cue, in a setting the student does not choose, [Student] will walk in the hallway with a quiet voice during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a turn-taking game and a wait card, with a visual cue, [Student] will wait for a turn during a game within 90 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a turn-taking game and a wait card, with a new adult in another room, [Student] will wait for a turn during a game within 60 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a clean-up direction and labeled bins, with a check of the first step, [Student] will put materials away when given the clean-up direction during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a clean-up direction and labeled bins, with the same adult in an unscheduled setting, [Student] will put materials away when given the clean-up direction during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given the class start routine and a warm-up on the board, with one verbal prompt, [Student] will enter class, sit, and start the warm-up within 70 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given the class start routine and a warm-up on the board, during an unscheduled class period, [Student] will enter class, sit, and start the warm-up within 40 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given one workplace-style direction, with one verbal prompt, [Student] will follow a workplace-style direction the first time it is given during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given one workplace-style direction, on a second day at the same work site, [Student] will follow a workplace-style direction the first time it is given during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a posted phone rule, with the task modeled once, [Student] will use a phone only during an approved time during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a posted phone rule, in a setting the student does not choose, [Student] will use a phone only during an approved time during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a posted route and a passing period, with a visual route posted, [Student] will use the expected route between classes on 100% of opportunities across 2 consecutive drills.
2. 2By the second progress review, given a posted route and a passing period, with a different person at the counter, [Student] will use the expected route between classes on 100% of opportunities across 3 consecutive drills.

Measurement
safety drill checklist

1. 1By the first progress review, given a line-up direction, with a check of the first step, [Student] will line up and leave a safe space from peers during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a line-up direction, with a new adult and a moved seating location, [Student] will line up and leave a safe space from peers during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a quiet signal taught to the class, with one verbal prompt, [Student] will use a quiet signal to gain attention during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a quiet signal taught to the class, with a different adult in a second setting, [Student] will use a quiet signal to gain attention during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given the class stop signal, with the routine explained once, [Student] will stop a hands-on behavior when given the class stop signal on all opportunities across 2 consecutive drills.
2. 2By the second progress review, given the class stop signal, with a different adult and no visual cue, [Student] will stop a hands-on behavior when given the class stop signal on all opportunities across 4 consecutive drills.

Measurement
safety drill checklist

1. 1By the first progress review, given a classroom routine and one visual cue, with a visual cue, [Student] will begin a teacher-assigned task after the direction within 90 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a classroom routine and one visual cue, with a new adult and a moved seating location, [Student] will begin a teacher-assigned task after the direction within 60 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a posted class expectation, with a visual cue, [Student] will remain in the assigned seat during independent work except for an approved break during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a posted class expectation, with a different adult in a second setting, [Student] will remain in the assigned seat during independent work except for an approved break during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a 5-item task and a finished bin, with a reminder card, [Student] will finish the assigned items before asking for a new task during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a 5-item task and a finished bin, with a different adult in a second setting, [Student] will finish the assigned items before asking for a new task during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a redirection and the original task, with a timer visible, [Student] will return to work after a redirection within 80 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a redirection and the original task, during an unscheduled class period, [Student] will return to work after a redirection within 50 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given independent work and a nearby peer conversation, with a reminder card, [Student] will keep working when a peer talks nearby during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given independent work and a nearby peer conversation, with a new adult and a moved seating location, [Student] will keep working when a peer talks nearby during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a self-monitoring card during independent work, with a visual cue, [Student] will mark on-task behavior on a card that matches the observer during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a self-monitoring card during independent work, in a setting the student does not choose, [Student] will mark on-task behavior on a card that matches the observer during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a planner and an assignment posted on the board, with a reminder card, [Student] will write the assignment and the due date in a planner during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a planner and an assignment posted on the board, with a different adult and no visual cue, [Student] will write the assignment and the due date in a planner during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a class period and a turn-in bin, with the task modeled once, [Student] will submit the assigned work by the end of the period during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a class period and a turn-in bin, with a new adult and a moved seating location, [Student] will submit the assigned work by the end of the period during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a posted materials list, with a visual cue, [Student] will arrive before the bell with the required materials during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a posted materials list, during an unscheduled class period, [Student] will arrive before the bell with the required materials during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a 4-step task list, with the task modeled once, [Student] will check off each step of a multi-step task during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a 4-step task list, with a different adult and no visual cue, [Student] will check off each step of a multi-step task during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a job task and a posted expectation, with a timer visible, [Student] will stay on a job task within 80 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a job task and a posted expectation, with a supervisor present, [Student] will stay on a job task within 50 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a finished bin and a completed paper, with a visual cue, [Student] will place completed work in the finished bin during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a finished bin and a completed paper, with a new adult in another room, [Student] will place completed work in the finished bin during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a daily point card, with one gestural prompt, [Student] will meet a daily point goal on a behavior card during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a daily point card, in a setting the student does not choose, [Student] will meet a daily point goal on a behavior card during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a labeled binder, with one verbal prompt, [Student] will store a paper in the named binder section during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a labeled binder, with a different person at the counter, [Student] will store a paper in the named binder section during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given study hall and a homework list, with a timer visible, [Student] will begin homework during study hall within 80 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given study hall and a homework list, with a different adult in a second setting, [Student] will begin homework during study hall within 50 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a clock-in routine and a station card, with the task modeled once, [Student] will start the assigned station after clock-in during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a clock-in routine and a station card, during a supervised break, [Student] will start the assigned station after clock-in during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given the day's behavior data and a staff conference, with a visual cue, [Student] will name one next step while reviewing the day's behavior data during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given the day's behavior data and a staff conference, with a new adult and a moved seating location, [Student] will name one next step while reviewing the day's behavior data during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a denial of a preferred item and a calm-voice card, with a reminder card, [Student] will use a calm voice when denied a preferred item during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a denial of a preferred item and a calm-voice card, with a new adult in another room, [Student] will use a calm voice when denied a preferred item during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given independent work and a break card on the desk, with the task modeled once, [Student] will request a break with a break card instead of leaving the area during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given independent work and a break card on the desk, with the same adult in an unscheduled setting, [Student] will request a break with a break card instead of leaving the area during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a coping card and an anger cue from staff, with the task modeled once, [Student] will use a taught coping strategy when shown an anger cue during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a coping card and an anger cue from staff, with a new adult in another room, [Student] will use a taught coping strategy when shown an anger cue during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a private correction, with one gestural prompt, [Student] will restate the expected behavior after a correction during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a private correction, with the same adult in an unscheduled setting, [Student] will restate the expected behavior after a correction during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given independent work and a help card, with a visual cue, [Student] will ask for help with a help card instead of refusing the task during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given independent work and a help card, with a different adult and no visual cue, [Student] will ask for help with a help card instead of refusing the task during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a shared material and a want card, with the task modeled once, [Student] will use words to state a want instead of grabbing materials during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a shared material and a want card, with a different adult in a second setting, [Student] will use words to state a want instead of grabbing materials during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a peer disagreement and a script card, with one gestural prompt, [Student] will disagree with a peer using a taught script during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a peer disagreement and a script card, with a different adult in a second setting, [Student] will disagree with a peer using a taught script during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a break timer, with a timer visible, [Student] will return from a teacher-offered break when the timer sounds within 80 seconds on 4 of 5 opportunities across 3 consecutive school days.
2. 2By the second progress review, given a break timer, with a new adult in another room, [Student] will return from a teacher-offered break when the timer sounds within 50 seconds on 4 of 5 opportunities across 3 consecutive school days.

Measurement
latency recording

1. 1By the first progress review, given a denial and a response card, with one verbal prompt, [Student] will reply to a denial without an insult or a raised voice during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a denial and a response card, with the same adult in an unscheduled setting, [Student] will reply to a denial without an insult or a raised voice during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a listed support and a private check-in, with a reminder card, [Student] will ask the teacher in private for a needed support during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a listed support and a private check-in, in a setting the student does not choose, [Student] will ask the teacher in private for a needed support during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a frustration cue and a strategy card, with one gestural prompt, [Student] will use a planned strategy when frustrated instead of leaving class during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a frustration cue and a strategy card, with a new adult and a moved seating location, [Student] will use a planned strategy when frustrated instead of leaving class during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a conflict and a repair card, with a check of the first step, [Student] will state what happened and a next step after a peer conflict during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a conflict and a repair card, with a different adult in a second setting, [Student] will state what happened and a next step after a peer conflict during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a work problem and a supervisor nearby, with a reminder card, [Student] will tell a supervisor about a problem instead of stopping work during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a work problem and a supervisor nearby, with a coworker within earshot, [Student] will tell a supervisor about a problem instead of stopping work during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a 5-point scale and a staff prompt after a conflict, with a reminder card, [Student] will point to a feeling on a 5-point scale after a conflict during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a 5-point scale and a staff prompt after a conflict, with the same adult in an unscheduled setting, [Student] will point to a feeling on a 5-point scale after a conflict during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a role-play and then the real class activity, with the task modeled once, [Student] will use a replacement behavior in class after practicing it in a role-play during 40% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a role-play and then the real class activity, during an unscheduled class period, [Student] will use a replacement behavior in class after practicing it in a role-play during 55% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a problem the student caused and a repair menu, with a check of the first step, [Student] will name a repair action after causing a problem during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a problem the student caused and a repair menu, with a different adult and no visual cue, [Student] will name a repair action after causing a problem during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a task due date and an accommodation list, with a reminder card, [Student] will ask for a listed accommodation before the task is overdue during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a task due date and an accommodation list, with a new adult in another room, [Student] will ask for a listed accommodation before the task is overdue during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a schedule change shown on a visual, with one gestural prompt, [Student] will use a taught phrase when the schedule changes during 45% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a schedule change shown on a visual, during an unscheduled class period, [Student] will use a taught phrase when the schedule changes during 60% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording

1. 1By the first progress review, given a peer request for a material, with a check of the first step, [Student] will share a material when a peer asks during 50% of observed opportunities across 3 consecutive school days.
2. 2By the second progress review, given a peer request for a material, in a setting the student does not choose, [Student] will share a material when a peer asks during 65% of observed opportunities across 3 consecutive school days.

Measurement
opportunity recording