This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.
This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.
Famed Greek philosopher Plutarch once wrote, “The mind is not a vessel to be filled but a fire to be ignited.”
As teachers, our role is to ignite that fire, but sometimes the strategies we use don’t always spark the enthusiasm we hope for. Sometimes it feels challenging to spark that enthusiasm.
This is especially true when it comes to teaching students the study skills they need to be successful as independent learners, both in their high school years as well as beyond.
And for neurodivergent students, such as those with learning disabilities, autism, or ADHD, may experience different ways of learning.
Writing study skills IEP goals that are tailored to your students’ unique challenges, aspirations, and strengths is the best way to ignite a love for learning and get your students on strong footing as they press forward in their academic careers.
But how, exactly, do you do that?
In this post, we’ll show you how to write IEP goals that drive, inspire, and, yes, ignite, a passion for learning. We’ll also give you some sample IEP goals for study skills to use as inspiration while you get started with this process in your own classroom.
Click here to jump down the the IEP goals.
What Are Study Skills?
Teaching study skills is an essential, though often overlooked, part of supporting your students, but it’s absolutely one of the most impactful.
These are the foundational tools that help students manage their learning and grow into independent, capable individuals. Study skills blend technique, discipline, and strategy, creating habits that stick well beyond the classroom.
Think of them as the toolbox each student needs to succeed academically, as well as in life. They’re not subject-specific, but instead, are the habits, techniques, and strategies that cut across disciplines, and even across grade levels. They help students with everything from how to manage their time efficiently to how to absorb and retain information.
For students with IEPs, study skills may also include accommodations or specialized strategies that are specifically tailored to their unique learning needs. The goal is to foster skills that boost confidence and independence, enabling them to engage more meaningfully with their own education and learning goals.
Research backs this up, demonstrating that “study skills strategies are highly effective for middle and high school students with disabilities (i.e., LD, emotional and behavioral disorders, and mild intellectual disabilities, or a combination of these) in the content-areas of science, social studies, and English.”
What Are Examples of Study Skills?
Study skills are more than just reading textbooks. They include different skills that your students might need extra practice with:
Time Management
For many students, the simple act of organizing and prioritizing tasks can feel overwhelming. Time management strategies might include creating visual schedules, using timers for task chunks, or breaking assignments into smaller, manageable steps. When your students develop this skill, they learn to set realistic goals and avoid the last-minute chaos of incomplete work.
Planning
Similar, yet distinct, from time management, planning focuses on strategizing for specific tasks or projects. For example, helping students break down a research paper into steps—like brainstorming topics, gathering sources, outlining, drafting, and editing—can make the process feel less daunting.
Active Reading
Ask any student, “Do you know how to study a textbook?” and you might get a lot of blank stares. Active reading transforms passive skimming into meaningful engagement.
Train your students in strategies like highlighting key ideas, jotting down annotations, summarizing sections in their own words, or using margin notes to connect concepts.
Working Memory
Many students find managing multiple pieces of information challenging. Strengthening working memory can involve techniques like memory games, visualization strategies, or using mnemonic devices. For example, students can be taught to repeat sets of numbers in reverse or practice grouping related ideas into chunks to make them easier to recall.
Problem-Solving
Think of problem-solving as a process rather than a solution, something that’s all about equipping students with approaches to tackle challenges independently. Teach them to outline the problem, brainstorm solutions, evaluate options, and make decisions step by step.
Communication
Whether your student is writing a reflective essay or giving a group presentation, communication is a fundamental study skill. You will need to encourage clear, concise expression of ideas, whether spoken or written. Similarly, you should reinforce the importance of asking questions when concepts are unclear and encourage your students to articulate their thought processes during classroom discussions.
Collaboration
More than just about dividing tasks, working in groups to study requires students to share ideas, listen actively, and respect a wide variety of perspectives. To help teach this study skill, you can assign collaborative projects where students must rely on each other for success, as well as how to negotiate a variety of roles and responsibilities.
Self-Reflection
Metacognition means thinking about how you learn. It helps students understand their experiences. Build in regular reflection opportunities, both formal and informal, and encourage questions like, “What worked well for me in this project?” and “What can I do differently next time?” to help build self-awareness and adaptability.
Test-Taking
If your students don’t have strong test-taking skills, it won’t matter how strong their study skills are. They need to be able to translate those skills to a test-taking environment.
Therefore, you should teach them how to analyze test questions, manage test anxiety, and pace themselves during exams. Practice active recall, like reviewing flashcards or teaching back information, and help students understand the format of various tests to reduce surprises.
Why Are Study Skills Important?
Now that you know what study skills include, it’s time to tackle the bigger question—why do these skills hold such unique importance?
First, study skills provide students with practical tools to navigate barriers to traditional instruction. These may include tools for coping with cognitive or organizational challenges that others take for granted. Study skills serve as supportive tools, giving these students a stronger sense of control and autonomy. Once you’ve shown a student, “I can do this!” in the classroom setting, they’ll be more confident to take on those challenges independently later on.
Second, the benefits reach far beyond academics. Time management, planning, and problem-solving all translate directly into life skills. These skills help students succeed at work, improve relationships, and make better choices. When taught well, study skills build confidence and growth that extend beyond measurable outcomes like grades.
Finally, and perhaps most importantly, study skills encourage independence. By teaching students processes instead of just solutions, you empower them to tackle challenges on their own. They gain problem-solving resilience—the ability to handle setbacks, self-correct, and continue pushing forward despite obstacles.
36 Study Skills IEP Goals
Time Management
- By the end of the IEP period, when given a weekly schedule template, [Student Name] will independently organize and prioritize at least 6 academic or personal tasks with 90% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided with a long-term assignment, [Student Name] will break the task into smaller deadlines and create a timeline for completion with 80% accuracy in 4 out of 5 assignments in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a set time to complete a multi-step task, [Student Name] will stay focused and complete the task within the allotted time with 85% success in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when using a visual time-management tool (e.g., timer or app), [Student Name] will track time use and adjust the schedule as needed with 90% accuracy across 4 of 5 tasks in classroom settings as measured by teacher data collection.
Be sure to also check out these time management IEP goals.
Planning
- By the end of the IEP period, when provided with an academic project or activity, [Student Name] will develop a step-by-step action plan that includes required materials with 85% accuracy in 3 out of 4 projects in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a weekly self-monitoring planner, [Student Name] will outline daily and weekly goals and track completion with 90% consistency in 4 out of 5 weeks in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when assigned a group project, [Student Name] will plan their individual role and responsibilities to contribute successfully with 85% accuracy in 3 out of 4 group tasks in classroom settings as measured by teacher data collection.
- By the end of the IEP period, after discussing academic or personal goals with a teacher, [Student Name] will create actionable steps and review progress monthly with 90% active participation in classroom settings as measured by teacher data collection.
Need more planning IEP goals to complement these organization study skills IEP goals? We’ve got you covered!
Active Reading
- By the end of the IEP period, when given a reading passage, [Student Name] will use active-reading strategies (e.g., highlighting, summarizing, rephrasing key ideas) with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when tasked with reading an academic text, [Student Name] will identify the main idea and supporting details independently with 90% accuracy in 4 out of 5 attempts in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided with structured note-taking templates, [Student Name] will take organized, relevant notes in 4 out of 5 lessons with 85% completion in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading multi-paragraph material, [Student Name] will generate 3–5 questions about the content with 90% accuracy in 4 out of 5 reading activities in classroom settings as measured by teacher data collection.
Don’t skip reading these reading comprehension goals!
Working Memory
- By the end of the IEP period, when given multi-step verbal instructions, [Student Name] will repeat and execute tasks in order with 85% accuracy across 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, after reading or listening to an academic article, [Student Name] will recall and retell 3–4 key points with 80% accuracy in 4 out of 5 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided with a visual or written checklist, [Student Name] will recall and complete at least 90% of assigned tasks in 4 out of 5 school days in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when collaboratively solving problems, [Student Name] will recall relevant information shared during discussions with 85% accuracy in 3 out of 4 tasks in classroom settings as measured by teacher data collection.
If you want your students to build independence, be sure to check out these IEP goals.
Problem-Solving
- By the end of the IEP period, when presented with an academic challenge, [Student Name] will identify the problem, brainstorm 2–3 possible solutions, and select the best option with 85% completion across 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when guided by a teacher or peer and given a graphic organizer, [Student Name] will outline potential solutions to complex problems with 90% accuracy in 3 out of 4 tasks in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when encountering difficulty during a classroom activity, [Student Name] will describe the challenge and seek appropriate help from peers or a teacher in 4 out of 5 instances with 85% success in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a problem-solving scenario, [Student Name] will explain their reasoning for choosing a solution with 80% detail across 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
These IEP goals for low-functioning students are also worth a glance.
Communication
- By the end of the IEP period, when participating in group discussions, [Student Name] will demonstrate active listening by paraphrasing or asking clarification questions with 85% consistency in 3 out of 4 group meetings in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when speaking during class, [Student Name] will present ideas clearly using grade-level vocabulary and structured sentences in 85% of graded assignments in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when writing an academic response, [Student Name] will communicate the main idea and supporting details effectively with at least 85% clarity in 4 out of 5 writing assignments in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when communicating with peers or teachers, [Student Name] will use polite and professional language 90% of the time in 4 out of 5 interactions in classroom settings as measured by teacher data collection.
Does your student struggle with asking for help? These IEP goals may be of interest.
Collaboration
- By the end of the IEP period, when participating in group projects, [Student Name] will take on a defined role and contribute to the group goal in 4 out of 5 assignments with 85% accuracy in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when working in a team setting, [Student Name] will acknowledge others’ ideas respectfully and provide constructive feedback in 3 out of 4 instances with 90% participation in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when resolving conflicts, [Student Name] will use mediation techniques such as “I” statements and listening without interrupting with 85% success in 4 out of 5 scenarios in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when brainstorming in a collaborative setting, [Student Name] will generate at least 2 relevant ideas to contribute to the team goal in 3 out of 4 discussions in classroom settings as measured by teacher data collection.
Is your student struggling with study-group dynamics? Check out these social skills IEP goals.
Self-Reflection
- By the end of the IEP period, after completing an academic task, [Student Name] will use a teacher-provided rubric to assess performance and identify 1–2 areas for improvement with 85% accuracy in 3 out of 4 tasks in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided with a journal or reflection template, [Student Name] will write at least 3 sentences summarizing strengths and challenges in 4 out of 5 entries in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given feedback on an assignment, [Student Name] will implement at least 2 suggestions to improve work in 3 out of 4 revised submissions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reflecting on personal goals, [Student Name] will describe progress and identify new strategies for growth in 4 out of 5 conferences with 90% participation in classroom settings as measured by teacher data collection.
You can find more self-monitoring IEP goals here.
Test-Taking
- By the end of the IEP period, when preparing for tests or quizzes, [Student Name] will independently use study materials such as notes, flashcards, or review sheets for at least 20 minutes in 4 out of 5 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when taking a timed test, [Student Name] will manage time effectively by completing at least 90% of the assessment within the allotted time in 4 out of 5 tests in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a multiple-choice test, [Student Name] will use test-taking strategies such as eliminating incorrect answers with 80% accuracy in 4 out of 5 tests in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when taking written-response or essay-based exams, [Student Name] will organize answers clearly and provide relevant examples or evidence with 85% accuracy in 3 out of 4 attempts in classroom settings as measured by teacher data collection.
Still need help coming up with IEP goals? Check out these work completion IEP goal examples.
How Do You Write an IEP Goal for Study Skills?
The ideal formula for writing IEP goals is relatively simple and straightforward, but when done correctly, it covers all the key details you need to track a student’s progress.
Here’s what you should include:
When given [instruction or task, etc.], the student will [demonstrate skill or behavior, etc.] with __% accuracy in __ out of __ trials [within a given time period].
To put things into perspective, that goal might look as follows once it’s fully fleshed out with the individual details of your student:
Again, writing a goal like this breaks down each aspect into specific, measurable, and actionable steps. It shifts vague objectives into clear ones so you can better support your students’ progress.
7 Evidence-Based Tips for Teaching Study Skills
Every teacher dreams of helping their students thrive, but equipping them with solid study habits is often easier said than done. Here are a few teaching strategies you can use to help put the development of strong study skills at the heart of your classroom’s instruction:
1. Put Retrieval Practice at the Heart of Your Study Skills Instruction
One of the strongest tools you can give your students is the ability to recall information actively—something that’s formally called retrieval practice. This isn’t just reading notes over and over or highlighting key points (though those feel nice and easy).
Retrieval practice is asking students to recall and explain what they’ve learned. Doing this often helps them remember more clearly.
So how do you teach this?
For starters, you can ask your students to write down everything they remember about a lesson before they consult their notes.
You can also provide a study guide that prompts them to test their recall for each key concept. They can check their answers and revise as needed. Finally, you can use class time to teach students how to use answer keys effectively. Have them solve problems and verify their answers on their own.
Retrieval practice can feel hard and isn’t always as satisfying as just breezing through flashcards, but it’s that difficulty that makes the difference. It will prove to your students that their brains are working harder to store knowledge in long-term memory, and even though it can be frustrating, it will pay off in the long run.
2. Create (and Show Students How to Create Their Own) Study Calendar
We’ve all seen it before—students with textbooks and notes piled up the night before a test, trying to cram it all in. This approach not only stresses them out, but it’s also an inefficient way to learn.
Prevent this by introducing the concept of a study calendar. Teaching your students to recognize and leverage manageable learning chunks builds confidence and autonomy. Dedicate time in class to help your students break their course material up into smaller sections to review over time, and schedule consistent, focused study sessions (even just 20 to 30 minutes a day works wonders).
You can also add in reminders for particularly tough topics to make sure your students are revisiting the material multiple times.
3. Use Spaced Practice
Spaced practice takes retrieval one step further by incorporating breaks between study sessions. Instead of reviewing material all at once, students revisit topics over several days or weeks. This method forces them to recall knowledge that has started to fade, which strengthens their ability to retain it over the long term.
Here are a few ways you can introduce spaced practice:
- Integrate it into homework or in-class assignments by revisiting earlier lessons.
- Use frequent, low-stakes quizzes to get students actively recalling past material.
- Encourage them to review notes daily, focusing on sections they find most challenging.
Spaced practice prevents last-minute panic and is an easy habit to build with the help of study calendars. Over time, this strategy acts as a scaffold that students can use independently without even having to think twice about it.
4. Avoid Multitasking
We all know teens live for their phones, particularly when they’re supposed to be paying attention. Many students believe they can juggle texting, gaming, or scrolling while studying. But it doesn’t. Instead, iit tanks their focus.
Teach students that multitasking isn’t helpful. It divides their attention and makes their work less effective.
Show them how to study distraction-free by using apps to block distracting websites or social media during study time. You can also simply have them turn off notifications to minimize unnecessary interruptions or create a reward system where they earn phone time after focused study sessions.
5. Explain the Difference Between Reading and Studying
Reading isn’t studying. Copying notes doesn’t count either. Help your students understand that genuine studying involves internalizing and applying material, not just passively absorbing it.
As your students read through their material, they should be asking themselves:
- What are the big ideas from this lesson?
- Can I contrast, explain, or re-evaluate these ideas on my own?
- For technical subjects, can I work through problems and explain every step?
6. Directly Teach Active Studying Strategies
Minds wander. That’s one reason why passive studying—like underlining, rereading, or rote memorization—often doesn’t stick. Instead, teach your students what active studying looks like and why it matters.
First, what active studying is not: it’s not highlighting every sentence of a textbook or re-reading notes without a real focus. Instead, it might look like one of the following:
- Creating a study guide complete with personalized questions and answers.
- Sounding out information as if they’re teaching it to a class.
- Drawing diagrams, concept maps, or symbols to explain lessons.
- Coming up with examples from their own life to connect to the material.
- Explaining the steps to work out a math problem and why those steps matter.
Once your students grasp these methods, they’ll understand how to make studying more effective and less intimidating.
7. Teach Note-Taking
Note-taking is another underestimated skill that can revolutionize how students learn. Many students don’t realize how to make their notes a foundation for deeper understanding. Start by teaching them strategies like the Cornell Note-Taking Method or how to craft clear headings and key questions.
Make sure your students don’t view notes as “set it and forget it” kinds of fixtures, either. Have them revisit their notes often, engaging in active studying practices like turning notes into mock quizzes, summarizing the day’s lesson in a few sentences, or even highlighting connections between concepts to deepen their comprehension.
Once your students learn how to document and review their material effectively, they’ll set themselves up for successful long-term learning.
Data Tracking Methods for Study Skills IEP Goals
It’s easy to find yourself feeling overwhelmed when it comes to tracking data for the study skills IEP goals you’ve written, but remember: data tracking is a non-negotiable part of teaching.
And it doesn’t have to be stressful, nor do you have to rely solely on guesswork. There are practical, accessible ways you can monitor your students’ progress, regardless of the goal.
First, consider creating a simple checklist that breaks the skills into actionable steps you can actually observe. For example, if the goal is “learn how to effectively take notes during lectures,” create a list of components such as using headers, jotting down key points, or summarizing sections. Each time students perform these actions, jot down a note.
Using rubrics is another effective method for consistency in tracking. Design a scoring rubric focused on specifics like how often a student uses a planner, prepares materials, or completes study reviews on time. It’s a structured way to capture not just whether the goal is met, but the quality of its execution.
Don’t forget about self-assessments, either. Students are often aware of their own learning habits and struggles, generally, with more detail than what we give them credit for. Check in with them, at least weekly or biweekly, and have them rate themselves on how well they are using specific skills. It’s a great way to foster accountability while giving you more insights into their perception of their progress.
Last but not least, digital tools can also be used to simplify tracking. Even basic free apps like Google Sheets allow you to enter real-time data and generate reports to share with parents or IEP teams. Remember, the better your data, the more valuable insights you’ll have to tweak goals or strategies as needed.
Measuring Progress for Study Skills IEP Goals
Once you’ve got your tracking methods in place, you need to think next about how to measure progress most effectively. Remember, progress isn’t always linear, so while you’ll want to record every up and down, you should only take serious stock in long-term trends.
Plan on conducting frequent check-ins so you can track whether your students are on target. You can assess their progress through observation, graded tasks, or even quizzes that evaluate how effectively they’re applying their skills. Whenever possible, make it a collaborative process by involving your students, so they feel invested in their goals instead of overwhelmed by them.
If a goal isn’t being met, dedicate the time to figuring out why. Is the student not understanding the strategy? Is there emotional resistance, like frustration or anxiety? Addressing the root cause will allow you to readjust the goal in a way that feels more achievable for the student.
Final Thoughts
The key takeaway from all of this? Writing study skills IEP goals, like any other IEP goals, needs to be highly individualized and customized to each student’s unique needs. Keep it simple, achievable, and personalized, and remember: every student is different. Their goals, as such, should reflect their unique strengths and challenges.
Use data tracking to guide your strategies and measures of progress, and don’t shy away from adjusting goals based on what works. Flexibility is truly a gift in the IEP process. Make sure you’re using it.
Most importantly, take things one day, one step at a time. Rome wasn’t built in a day, and neither were picture-perfect study skills. Ultimately, the effort you put into creating and evaluating these goals will pay off in countless ways. Your students will thank you one day, whether it’s next month, when they ace that Biology exam, or years down the line, when they apply these skills in college.
FAQ
What are examples of academic IEP goals?
Academic IEP goals tend to focus on subject-specific achievements. An example might be a reading comprehension goal like “identify the main idea in 3 or 4 short passages” or a math-related goal such as “solve 80% of multi-step word problems with accuracy.”
What are some examples of study skills?
Study skills cover a range of strategies that help students learn and retain information effectively. Examples include creating and following a homework schedule, using mnemonic devices to memorize facts, or reviewing notes consistently instead of cramming before assessment.
Why are study skills important?
Study skills empower students to learn in the ways that work best for them. They build independence and confidence, both of which are vital for academic and real-world success. Without strong study habits, even the smartest students can find themselves struggling to stay organized, manage time, or complete work effectively.
How to improve study habits?
Start by challenging your students to identify what works best for them personally. Encourage them to create quiet, organized spaces for studying, and to set specific goals for each study session. Beyond that, creating tailored study skills IEP goals is another great way to set them up for success.
Further Reading
- Pierce, Rebekah: How To Make Studying Executive Function Friendly
- Scruggs et al: Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis
- Pierce, Rebekah: 13 Practical Time Management Skills To Teach Teens
- Kelleher, Ian: Teaching Students to Use Evidence-Based Studying Strategies
- University of North Carolina at Chapel Hill: Studying 101: Study Smarter Not Harder
- Cornell University: The Cornell Note-Taking System