Shifting from Outcome-Only to Skill-Based IEP Goals
Many IEPs set targets like turning in assignments on time or earning passing grades. But, too often, these goals focus only on outcomes, not on the skills students need to achieve them.
Many IEPs set targets like turning in assignments on time or earning passing grades. But, too often, these goals focus only on outcomes, not on the skills students need to achieve them. Shifting to skill-based goals leads to more effective IEPs
Outcome-Only Goals Are Not Enough
Take this common IEP goal for a student with ADHD who struggles with organization and time management:
"Given classroom assignments, Student will complete and submit assignments (homework, classwork, tests, and retakes) on time, or within her accommodation timeframe, with no more than four late assignments per class measured quarterly."
At first glance, it’s measurable. But, it’s also outcome focused. It expects timely work without addressing the student’s core needs—executive functioning challenges that lead to disorganization, procrastination, and late work.
Imagine applying the same structure to a student with dyslexia:
"Given books or reading passages, Student will read on time, or within her accommodation timeframe, with no more than four late readings per class measured quarterly."
This makes no sense. A student who has dyslexia needs to first learn how to read fluently. The same applies to a student with ADHD. She needs to learn how to plan, organize, and manage time before she can consistently turn in work on time.
Outcome-only goals do not identify the skill deficit (e.g., disorganization), provide instruction in how to build that skill, or guide educators in how to support the student.
Without those pieces, students may not progress—even if the goal is technically “met.”
The Problem with Outcome Goals
A goal like “no more than four late assignments” may unintentionally set a low bar. A student could routinely turn in three late assignments per class per quarter, yet still meet the goal. That doesn’t build skills or push for improvement—it just limits failure.
These goals also give educators little direction. They don’t explain what should be taught, what supports should be in place, or how to help the student improve. Superficial fixes—like deducting points for late work—might reduce the symptom, but don’t teach the student how to succeed.
And when progress monitoring shows a missed goal (e.g., five late assignments instead of four), the data doesn’t tell us why. Was the student attempting a new strategy? Did the plan fall apart mid-quarter? Without a skill focus, the IEP team is left guessing.