​Remember/Knowledge Action Verbs 

This level focuses on the student’s ability to recall, recognize, or retrieve previously learned facts, terms, concepts, or procedures. Goals and objectives written at this level emphasize memory, basic recognition, and foundational understanding. These verbs help ensure the behavior is observable and measurable, which is essential for clear IEP goal writing.
  • ​Suggested Action Verbs: count, define, identify, label, list, match, name, quote, recall, recite, recognize, record, relate, repeat, sequence, tell, underline, write

Understand/Comprehension Action Verbs

​This level focuses on the student’s ability to demonstrate understanding by explaining concepts, summarizing information, interpreting meaning, or making connections. Students go beyond simple recall and begin to show that they grasp the meaning behind what they have learned. These verbs promote observable, measurable behaviors and support IEP goals that reflect genuine comprehension rather than memorization.
  • Suggested Action Verbs: choose, cite examples, conclude, demonstrate, describe, determine, differentiate, discuss, explain, express, identify, interpret, locate, paraphrase, predict, report, restate, review, select, summarize, tell, translate, respond ​​

Apply/Application Action Verbs

At this level, the student uses learned skills or knowledge in new, practical, or real-life situations. Application demonstrates that the student can take what they know and independently apply it to tasks, problem-solving, or functional routines. These verbs support goals that emphasize doing showing that the student can independently carry out a skill or strategy in meaningful contexts.
  • Suggested Action Verbs: apply, calculate, change, compute, demonstrate, employ, generalize, illustrate, initiate, interpret, operate, practice, prepare, produce, relate, role-play, schedule, show, transfer, use, utilize​​

Analyze/Analysis Action Verbs

​This level involves the ability to break information into meaningful parts, examine relationships, identify patterns, and understand how components contribute to a larger structure or purpose. Students at this stage demonstrate deeper thinking and the ability to question, compare, and interpret information. These verbs encourage higher-level thinking and support goals that focus on problem-solving, interpretation, and synthesis of information.
  • Suggested Action Verbs: analyze, appraise, calculate, categorize, classify, compare, conclude, contrast, correlate, deduce, debate, detect, determine, diagram, differentiate, discriminate, distinguish, draw conclusions, estimate, evaluate, examine, identify, infer, inspect, outline, predict, question, relate, research, separate, test​​

Evaluate Action Verbs

​At this level, the student demonstrates the ability to make informed judgments about the value, quality, or effectiveness of information, ideas, solutions, or methods. Evaluation requires applying criteria, standards, or evidence to support a conclusion. These verbs support goals that ask students to defend decisions, weigh options, or determine the best course of action based on evidence or criteria.
  • Suggested Action Verbs: appraise, argue, assess, choose, compare, conclude, critique, decide, estimate, evaluate, judge, justify, measure, predict, prioritize, prove, rank, rate, revise, score, select, validate, value, test​​

Create/Synthesis Action Verbs

At this highest level of Bloom’s Taxonomy, the student is able to combine ideas, concepts, or skills to form something new. This may involve designing original products, proposing solutions, generating new approaches, or constructing meaningful and creative work. These verbs support goals that require innovation, strategic thinking, and the ability to bring together multiple skills or concepts in a purposeful way.
  • Suggested Action Verbs: arrange, assemble, collect, compose, construct, create, design, develop, devise, formulate, integrate, invent, make, modify, organize, perform, plan, prepare, produce, propose, predict, reconstruct, rewrite, set up, synthesize, systematize​​

​Tip for IEP Goal Writing

Use this taxonomy to ensure your IEP goals and objectives are aligned with the appropriate level of learning—from recalling information to creating new solutions. Select action verbs intentionally to describe observable, measurable behaviors that clearly communicate what the student will do. Choosing precise verbs helps the IEP team monitor progress accurately and ensures goals reflect meaningful skill development.

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ECC Instructional Planning Guide
ECC Instructional Planning Guide
ECC Annual Needs skill Bands
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