Kansas IEP Goal Bank: Examples for Reading, Math, Behavior, and Communication

IEP goals are the core of the document — they're what the school is legally accountable for. But vague goals are everywhere, and they give parents nothing to hold the school to. "Student will improve reading skills" is not a goal. It's a wish.

Kansas IEP goals must be measurable, tied to the student's current levels of performance, and meaningful for the child's educational progress. Here's a practical reference of goal examples across the most common areas, written to the standard that makes them actually enforceable.

What Makes an IEP Goal Measurable in Kansas

Under Kansas law and IDEA, annual goals must describe what the student can reasonably achieve in 12 months and include a way to measure progress. A complete goal contains:

• Who: the student by name
• What: the specific skill or behavior
• How well / how much: the performance criterion (80%, 4 out of 5, within 3 minutes)
• Under what conditions: the context, materials, or supports involved
• By when: tied to the annual IEP date
• How measured: the data collection method (teacher observation, curriculum-based probe, rubric score)

Goals should be directly derived from the PLAAFP — the Present Levels of Academic Achievement and Functional Performance section of the IEP, which establishes the current baseline. A goal that can't be connected to the PLAAFP is a red flag.

Reading Goals

Decoding / phonics:

"[Student] will decode two-syllable words with common patterns (VCCV, VCV) with 85% accuracy in three consecutive grade-level text passages as measured by weekly curriculum-based reading probes."

Reading fluency:

"By [IEP date], [student] will read third-grade level text at 90 words per minute with no more than 5 errors per 100 words, as measured by bi-weekly oral reading fluency probes across 4 of 5 consecutive assessments."

Reading comprehension:

"[Student] will identify the main idea and two supporting details from grade-level nonfiction text with 80% accuracy in 4 of 5 opportunities as measured by teacher-administered comprehension assessments."

For students with dyslexia (now formally recognized under Kansas's SLD category since June 2023):

"[Student] will accurately read 40 words containing the /ou/ and /ow/ vowel patterns from an Orton-Gillingham word list at 90% accuracy in 4 of 5 consecutive practice sessions, as measured by SLP or reading specialist data."

Writing Goals

Sentence construction:

"[Student] will write complete sentences with a subject and predicate, correct capitalization, and end punctuation with 90% accuracy across 4 of 5 writing samples evaluated with a teacher-created rubric."

Paragraph organization:

"By [IEP date], [student] will compose a 3-paragraph essay with an introduction, two body paragraphs each containing a topic sentence and at least two supporting details, and a conclusion, scoring 3 or higher on a 4-point district writing rubric in 4 of 5 assignments."

Written expression with assistive technology:

"[Student] will use a graphic organizer independently to plan and complete a 5-sentence paragraph with a topic sentence, 3 supporting details, and a concluding sentence in 80% of assigned writing tasks as measured by teacher evaluation."

Math Goals

Computation:

"[Student] will solve two-digit multiplication problems with 85% accuracy across 3 consecutive timed math assessments (5 minutes, 20 problems) using the standard algorithm."

Problem solving:

"By [IEP date], [student] will solve two-step word problems involving addition and subtraction of whole numbers with 80% accuracy in 4 of 5 probes, using a graphic problem-solving organizer with no adult prompts."

Number sense:

"[Student] will identify place value to the ten-thousands place and complete rounding tasks to the nearest hundred with 90% accuracy across 4 of 5 consecutive math curriculum-based measures."

Communication / Speech-Language Goals

Expressive language:

"[Student] will produce grammatically correct sentences of at least 6 words using correct verb tense in 80% of utterances during a 20-minute structured language sample as measured by SLP data collection, across 3 consecutive sessions."

Vocabulary:

"By [IEP date], [student] will demonstrate understanding of Tier 2 vocabulary words (10 target words per quarter) by providing accurate definitions and using each word correctly in a sentence in 8 of 10 probes."

Pragmatic / social communication:

"[Student] will maintain a 3-exchange conversational turn with a peer on a non-preferred topic, with appropriate body language and topic relevance, in 7 of 10 observed opportunities across 3 different settings."

Articulation:

"[Student] will produce the /r/ phoneme correctly in all word positions at the conversational level with 80% accuracy across 3 consecutive 20-minute articulation therapy sessions."

Executive Functioning / Attention Goals (Common for ADHD, Autism)

Task initiation:

"[Student] will independently begin an assigned written task within 2 minutes of receiving instructions, with no more than 1 verbal prompt from the supervising adult, in 4 of 5 observed opportunities."

Organization:

"By [IEP date], [student] will use a teacher-provided task-management system (planner, checklist) to record and complete assignments in 4 of 5 school days per week for 4 consecutive weeks, as measured by teacher and student planner review."

Self-regulation / behavior:

"[Student] will independently use a pre-agreed signal to request a sensory or movement break and return to task within 5 minutes in 8 of 10 opportunities as observed by the teacher or aide."

Behavior Goals

Reducing target behavior:

"[Student] will reduce instances of verbal disruption (calling out, interrupting) to no more than 2 occurrences per 60-minute class period, as measured by frequency data collected by the classroom teacher, across 4 of 5 consecutive school days."

Increasing replacement behavior:

"By [IEP date], [student] will raise their hand and wait to be called on before speaking in whole-group instruction in 9 of 10 opportunities, as measured by teacher frequency count during morning and afternoon observation sessions."

Social skills:

"[Student] will approach a peer to initiate a cooperative play activity during at least 3 of 5 observed recess or free-choice periods per week, as measured by teacher or aide observation log."

Transition Goals (Required for Kansas Students Age 14+)

Kansas law requires transition planning to begin at age 14 — two years earlier than the federal minimum. Goals must address postsecondary education/training, employment, and where appropriate, independent living.

Postsecondary education:

"By [IEP date], [student] will research at least 3 postsecondary education or vocational training programs aligned with their interest in [career area], completing a program comparison worksheet with support from the school counselor in 4 of 5 counseling sessions."

Employment:

"[Student] will demonstrate the ability to complete a basic job application (name, address, school, references) accurately and independently in 4 of 5 trials as measured by teacher evaluation."

Independent living:

"By [IEP date], [student] will independently complete a 5-step meal preparation task (e.g., making a sandwich) with no adult prompts, in 4 of 5 trials as measured by direct observation."

How to Use This at Your Next IEP Meeting

Bring this list as a reference point. When the school presents draft goals, compare them against the measurability criteria above. If a goal says "student will improve in reading," ask: "What is the current baseline, what's the target criterion, and how will progress be measured?" If the team can't answer those questions, the goal isn't written to the IDEA standard.

You can also propose your own goal language. Parents have the right to contribute to IEP development, not just react to the school's proposals.

The Kansas IEP & 504 Blueprint includes goal templates, a PLAAFP review checklist, and the Kansas-specific procedural protections that apply once the IEP is signed.

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