IEP Goal Bank for Illinois: Writing Measurable Goals for Autism, ADHD, and Transition

Bad IEP goals are one of the most common and most consequential problems in special education. Vague goals that can't be measured allow districts to claim progress that isn't happening, make it harder to hold schools accountable, and give you nothing to point to when you disagree with a progress report. Illinois IEPs must include measurable annual goals — here's what that means in practice and what well-written goals look like across common areas.

What Makes an IEP Goal Measurable

Under IDEA and 23 IAC Part 226, annual goals must be measurable. A goal is measurable when it includes:

• A specific skill or behavior — what the student will do
• Conditions — under what circumstances (given a graphic organizer, when presented with a passage at grade level, in a small group setting)
• Criterion — the performance level that constitutes mastery (80% accuracy, 4 out of 5 trials, across 3 consecutive data collection periods)
• Timeframe — by when (annual goals are typically by the next annual review date)

Goals that say "Johnny will improve his reading skills" or "Maria will make progress in math" are not measurable. If you can't tell whether the goal was met without argument, it's not measurable enough.

Illinois requires that goals be directly linked to the Present Levels of Academic Achievement and Functional Performance (PLAAFP) — meaning the baseline should be stated and the goal should represent realistic growth from that baseline.

Reading and Academic Goals

Decoding/fluency: Given a 2nd-grade-level reading passage, [Student] will read aloud with at least 90 correct words per minute and fewer than 5 errors per minute, as measured by curriculum-based oral reading fluency probes, across 3 consecutive weekly probes by [annual review date].

Reading comprehension: When presented with a grade-level informational text, [Student] will answer literal and inferential comprehension questions with 80% accuracy across 4 out of 5 data collection sessions by [annual review date].

Written expression: Given a writing prompt, [Student] will produce a 3-paragraph response that includes a topic sentence, at least 2 supporting details, and a concluding sentence, with 80% accuracy on a scored writing rubric across 4 out of 5 scored writing samples by [annual review date].

Math: Given 20 single-digit multiplication facts, [Student] will complete the problem set with 90% accuracy within 3 minutes, across 3 consecutive weekly math facts probes by [annual review date].

IEP Goals for Autism

Autism IEP goals typically span multiple domains — communication, social skills, adaptive behavior, and (for some students) academic skills. Goals should match the student's actual functioning level, not assumed IQ.

Joint attention: During structured play activities with a peer, [Student] will initiate joint attention (pointing to or showing an object to share interest) at least 2 times per 10-minute observation across 4 out of 5 sessions by [annual review date].

Communication — requesting: When presented with a desired item that is out of reach, [Student] will use a functional communication system (AAC device, PECS, or verbal request) to request the item independently, without prompting, in 8 out of 10 opportunities across 3 consecutive data collection sessions by [annual review date].

Social interaction: When given a structured opportunity to interact with a peer during a cooperative activity, [Student] will initiate a conversation (greet, ask a question, or respond to a peer's comment) in 4 out of 5 opportunities, as measured by direct observation data across 3 consecutive weeks by [annual review date].

Adaptive behavior — self-management: Given a visual schedule, [Student] will independently complete the steps of a morning routine (arrival, unpacking, going to assigned area) in correct sequence without adult prompting in 4 out of 5 school days across 3 consecutive weeks by [annual review date].

Reduction of self-injurious behavior: [Student] will reduce the frequency of hand-biting behavior from a baseline of X occurrences per hour to 1 or fewer occurrences per hour, as measured by frequency data collected across 3 consecutive weeks of observation by [annual review date].

Note: reduction goals should always be paired with a replacement behavior goal and a BIP.

IEP Goals for ADHD and Executive Function

Sustained attention: During independent work periods of 20 minutes, [Student] will remain on task for at least 15 of 20 minutes (75%), as measured by interval recording data collected by the classroom teacher across 3 consecutive weeks by [annual review date].

Task initiation: When given a multi-step assignment, [Student] will begin the first step within 3 minutes of the direction without adult prompting in 4 out of 5 opportunities, as measured by teacher observation data across 3 consecutive weeks by [annual review date].

Organization: [Student] will use a planner to record all homework assignments at the end of each class period, with accuracy verified by the teacher, on 4 out of 5 school days across 3 consecutive weeks by [annual review date].

Impulse control: During whole-class instruction, [Student] will raise their hand and wait to be called on before speaking out, with 80% accuracy across 3 consecutive weekly teacher observation probes by [annual review date].

Transition IEP Goals: Illinois Age 14.5 Requirement

Illinois requires transition planning to begin by age 14.5 — more than a year earlier than the federal minimum of 16. This means students' IEPs must include transition goals related to postsecondary education, vocational training, employment, and independent living well before high school.

Illinois also allows students to remain eligible for special education services through the end of the school year in which they turn 22 ("Brittany's Law"), which creates an extended window for transition goal work for students who need it.

Postsecondary education: By the end of the school year, [Student] will independently research at least 3 postsecondary programs (community college, vocational training, or 4-year university) aligned with stated career interests, complete a comparison chart, and present findings to their IEP team, as measured by completed work product by [annual review date].

Employment: By the end of the school year, [Student] will complete a job application independently (including work history and references sections) with no more than 2 prompts from an adult, as measured by completion accuracy on 3 separate job applications by [annual review date].

Independent living: Given a monthly budget scenario, [Student] will allocate income across fixed and variable expenses (rent, food, transportation, utilities, savings) within a 10% margin of accuracy, in 4 out of 5 practice sessions by [annual review date].

Self-advocacy: [Student] will articulate their disability-related strengths, challenges, and needed accommodations to a simulated employer, instructor, or disability services coordinator in a role-play scenario, meeting 4 out of 5 rubric criteria across 3 consecutive opportunities by [annual review date].

PUNS List: Planning for What Comes After School

For Illinois students with significant disabilities, transition planning should also address the PUNS list — Prioritization for Urgency of Need for Services — administered by the Illinois Department of Human Services. PUNS is how adult service providers know your child will eventually need support. Wait times are long. Registration should happen years before your child exits school.

Ask the IEP team whether your child has been registered on PUNS, and if not, get connected with your local DHS office or The Arc of Illinois for guidance.

The Illinois IEP & 504 Blueprint includes a complete goal-writing framework aligned to Illinois requirements, goal templates across 12 skill areas, and a progress monitoring guide so you can evaluate whether the goals in your child's IEP are actually measurable — or whether they need to be rewritten.

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