math problem solving iep goals for 8th grade

Math IEP Goals For Special Education

Drafting IEP goals can be difficult, so here are a few math IEP goals (across various ability levels) to get you started. Please adapt and modify to meet the specific needs of your students. Keep in mind a goal should be a skill you believe is achievable by the student in 1 school year. You can always do an addendum if a student has met all criteria for the goal/objectives.

Remember, when writing objectives, break down the goal into smaller steps. You can lessen the percentage of accuracy, the number of trials (3/5 vs 4/5), or amount of prompting. Just make sure the objectives build on each other and are working towards mastery.

The reason why I always list accuracy at 100% when writing Math goals is because the answer is either right or wrong, an answer to a math problem can’t be 50% correct. So feel free to play with the ## of trials for accuracy.

Number Identification:

Goal: Student will independently identify numbers 1-20 (verbally, written, or pointing) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When verbally prompted by teacher to “point to the number _________”, Student will independently select the correct number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count in rote order numbers 1-25 with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count by 2, 3, 5, 10 starting from 0-30 verbally or written, with 100% accuracy on 4 out of 5 trials measured quarterly.

One-to-one Correspondence:

Goal: When given up to 10 objects, Student will independently count and determine how many objects there are (verbally, written, or by pointing to a number) with 100% accuracy on 4 out of 5 trials measured quarterly/monthly.

Goal: When given up to 10 items/objects, Student will independently count and move the items to demonstrate 1:1 correspondence and identify how many there are with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 addition problems, Student will independently add single digit numbers with regrouping with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal:  Student will independently add a single digit number to a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add double digit numbers to double digit numbers with (or without) regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Adding with Number Line:

Goal: Given 10 addition problems and using a number line, Student will independently add single digit numbers with 100% accuracy on 4 out of 5 trials measured quarterly. 

Subtraction:

Goal: Student will independently subtract a single digit number form a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 subtraction problems, Student will independently subtract double digit numbers from double digit numbers with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently subtract money/price amounts from one another with and without regrouping, while carrying the decimal point with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Using a number line, Student will independently subtract numbers (20 or less) with 100% accuracy on 4 out of 5 trials measured quarterly.

Telling Time:

Goal: Student will independently tell time to the half hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly. 

Goal: Student will independently tell time to the hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly.

Elapsed Time:

Goal: Given a problem with a start time and end time, Student will independently determine how much time has elapsed with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a problem with a start time and duration of activity/event, Student will independently determine what the end time is with 100% accuracy on 4 out of 5 trials measured quarterly.

Dollar More:

Goal: Using the dollar more strategy, Student will independently identify the next dollar up when given a price amount with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the next dollar amount when given a price, determine how much is needed to make the purchase, and count out the necessary amount (using fake school money) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a price, student will identify which number is the dollar amount with 100% accuracy on 4 out of 5 trials measured quarterly.      

Money Identification/Counting Money:

Goal: When given a quarter, dime, nickel, and penny, Student will identify the coin and corresponding value with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a random amount of coins (all of one type), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mix of coins (to include quarter, dime, nickel, penny), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mixture of coins and dollar bills, Student will independently count the money with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When give 2, 3, and 4 digit numbers, Student will independently round to the nearest tens, hundreds, thousands independently with 100% accuracy on 4 out of 5 trials measured quarterly.

Greater than/Less than:

Goal: Given 2 numbers, pictures, or groups of items, Student will independently determine which number is greater than/less than/equal by selecting or drawing the appropriate symbol (<,>, =) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count objects or pictures of objects and tally the corresponding amount (up to 15) with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Given a number, up to 20, Student will independently tally the corresponding number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a bar graph template, Student will independently construct a bar graph to display the data and answer 3 questions about the data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a line, pie, or bar graph, Student will independently answer questions about each set of data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a blank graph template, Student will independently construct the graph to display the appropriate data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the numerator and denominator in a fraction with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a picture of a shape divided into parts, Student will independently color the correct sections in to represent the fraction given with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add fractions with like denominators with 100% accuracy on 4 out of 5 trials measured quarterly.

Word Problems:

Goal: Student will independently solve one step addition and subtraction word problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve two step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve one and two step multiplication world problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently read a one or two step word problem, identify which operation is to be used, and solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a word problem, Student will independently determine which operation is to be used (+,-,x, /) with 100% accuracy on 4 out of 5 trials measured quarterly.

Even/Odd Numbers:

Goal: When given a number, student will independently identify if the number is odd or even (written or verbally), with 100% accuracy on 4 out of 5 trials measured quarterly.

Measurement:

Goal: Given varying lines and objects, Student will independently estimate the length of the object/picture, measure it using a ruler, and identify how long the object/picture is with 100% accuracy on 4 out of 5 trials measured quarterly.

Multiplication:

Goal: Student will independently solve 10 multiplication facts (2, 3, and 5 facts) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve 20 multiplication facts (facts up to 9) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a division problem (where the divisor is _____), Student will independently solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Feel free to use and edit as necessary. It’s up to you how often you want to measure the goals, but remind parents that even if the goal says 5/5 times quarterly, it doesn’t mean you’re only working on it those 5 times. That is just the number of times you’ll take official data. Just make sure it’s a reasonable ## so you have time to take all the data you need. Especially if you have multiple goals/objectives to take data for!

Happy drafting!

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Math Goals for IEPs

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IEP Goals For Math

Welcome to our blog post on IEP goals for math! Setting goals for your child’s education is an essential step in their academic journey if you’re a teacher or the parent of a student with an Individualized Education Plan (IEP).

Many students find math difficult, so helping your child thrive in school by setting specific, measurable, achievable, relevant, and time-bound (SMART) goals might be helpful. This post will explore  what constitutes a strong IEP objective for math  and offer some starter  examples to get you going . Let’s get started, so grab a coffee and settle in.

What are IEP Goals for Math?

IEP goals for math are  specific, targeted objectives developed for students with an I ndividualized Education Plan (IEP) .  These objectives are intended to assist students with disabilities in improving their arithmetic skills and succeeding in the classroom. Each student’s IEP for math  should be customized to meet their specific requirements  and based on their existing knowledge and capabilities.

They should be  SMART objectives , which are specific, measurable, achievable, relevant, and time-bound. IEP objectives for math could center on several things, like  enhancing fundamental math abilities, problem-solving skills, or deepening comprehension of more complex arithmetic ideas . Parents and educators can assist students with disabilities in overcoming obstacles and succeeding in arithmetic by  creating clear and attainable goals .

For example, a measurable goal for a student may be “To develop basic math skills, such as addition and subtraction, by the end of the school year.” This goal is  measurable  because it has a time limit (by the end of the school year) and a particular objective (improvement). It is  relevant  because it directly relates to the student’s needs and academic pursuits. According to Understood.org , it is feasible since it is reasonable for the student to progress in this area within the allotted time frame. It is also time-bound because it specifies a deadline for completing the task.

It is  feasible  since it is reasonable for the student to progress in this area within the allotted time frame. It is also  time-bound  because it specifies a deadline for completing the task.

Teachers and parents can support students with disabilities to make progress and succeed in the classroom by establishing specific and attainable math IEP goals, as recommended by Great Schools .

It’s critical to frequently evaluate the student’s progress toward their IEP goals and revise them as necessary to keep them demanding yet doable. Read about the Special Education Math Curriculum to learn more.

IEP Goals for Math Problem Solving

IEP goals for math problem-solving are created to assist children with disabilities in acquiring the knowledge and methods required to comprehend and address mathematical problems. These objectives must be precise, catered to each student’s requirements and skills , and based on the student’s present performance levels and long-term goals.

Here are a few  additional points to consider when developing IEP goals for math  problem-solving:

• Focus on the student’s specific needs:  A thorough evaluation of the student’s present math ability should serve as the foundation for developing IEP goals particular to the student’s unique needs and abilities. For example, students who have trouble comprehending word problems can set a goal to enhance their capacity to read and understand mathematical word problems.
• Make the goals measurable:  IEP goals should specify specific performance indicators so that the student’s development may be monitored and assessed. To “increase the student’s accuracy in solving math problems from 75% to 90% within a six-month timeframe,” as an example.
• Make the goals achievable:  Given the student’s abilities and resources, the IEP goals should be achievable and realistic. For the learner to succeed and develop confidence, creating both demanding and challenging but not impossible goals is crucial.
• Make the goals relevant:  The student’s long-term goals and aspirations should be connected to the IEP goals to be meaningful, pertinent to the student’s needs and interests, and significant.
• Set a timeline:  A completion schedule for IEP goals should be included so that the student and their support team know the anticipated timetable for progress.

Functional Math IEP Goals Examples

Functional math IEP goals  focus on helping a student with a disability develop the math skills they need to function independently in their daily life .

Some examples of operational math IEP goals might include:

• “Within a three-month period, the student will be able to identify and make correct change when given a purchase amount and payment up to $5.00.”
• Within six months, the learner will be able to precisely measure and pour ingredients to follow a recipe with 90% accuracy.
• The student can arrange and keep track of appointments and activities within nine months with 80% accuracy using a calendar and telling time.
• Within nine months, “the learner will be able to compare prices and calculate sales tax and savings when shopping, with 80% accuracy.”
• “The student will be able to calculate and track a budget for a 12-month period, covering income and expenses.”

It is important to note that functional math goals  should be specific, measurable, achievable, relevant, and time-bound (SMART) and tailored to the individual student’s needs and abilities .

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Home » Blog » How to Set Math Fact Fluency IEP Goals (The Easy Way!)

How to Set Math Fact Fluency IEP Goals (The Easy Way!)

Setting IEP goals and short-term objectives is a snap when you measure growth in fluency. Not only are fluency growth goals easy to write and set, but they are also easy to measure and monitor. You can adjust the intensity of the intervention ensuring the student can achieve the goals and objectives. Finally, you’ll be able to demonstrate growth and improve student achievement.

What are Math fact fluency IEP goals?

Math fact fluency goals are specifically designed to help students master basic math facts so that they can move on to more advanced topics. These goals should be tailored to each individual student’s level of understanding. They should focus on mastering basic operations such as addition/subtraction or multiplication/division, as well as developing problem-solving skills. In addition, these goals should also focus on increasing the speed at which the student can answer questions correctly in order to improve their overall math performance. 

Why are math fact fluency IEP goals important?

In addition to targeting academic performance, math fact fluency goals can also help improve overall mathematical fluency, which is defined as being able to solve mathematical problems quickly and accurately without relying too heavily on counting strategies or written algorithms. Mathematical fluency is important because it allows students to think critically about numbers and apply strategies learned from one problem type (i.e., fractions) across different contexts (i.e., decimals). Thus, having an IEP goal related to increasing math fact fluency can help foster overall mathematical fluency by providing students with the necessary building blocks for success in more advanced topics.

How to set math fact fluency IEP goals

When setting math fact fluency IEP goals, it is imperative to consider the student’s current abilities when determining the target goal. Each student should have individualized goals based on their specific needs and abilities. A good starting point for setting these goals would be to identify the number of correct responses per minute (RPM) that the student currently achieves and then set incremental increases from there. For example, if a student achieves five correct responses per minute (RPM), this could be the baseline starting point for setting future IEP goals. 

In addition to increasing RPM, other possible goals include mastering certain operations or combinations of operations within a given timeframe or reducing errors in computation tasks. The ultimate goal should be for every student to reach mastery over all four operations by the end of their educational program—which would equate to correctly answering all four operations at 10 RPM without any errors. 

Step1: Test the student’s present level of performance (PLOP) on math fact fluency

Step2: Test the student’s writing speed

Step 3: Set the progress monitoring measure

If you’re going to test every week with 1-minute timings and you have a bunch of those available, you already have a 1-minute timing starting point.  If you’re using the Rocket Math Worksheet Program as your intervention, it uses 2-minute timings to measure progress weekly, so you’ll want to use one of those for your starting point. (You can’t double the 1-minute score because students don’t usually keep up at the same rate for two minutes.) So give one of the 2-minute timings in the operation you will focus on to set a starting point.

Step 4: Set the math fact fluency goal based on writing speed

Students who have successfully developed math fact fluency in an operation can write answers to math facts almost as fast as they can write. As fast as their fingers can carry them is the most you could expect. You could set a goal at 80% of their writing speed. It would still be rigorous enough. If they met that goal the student would be fluent in math facts.

You can do the math yourself from their writing speed test. The Rocket Math Worksheet Program has weekly progress monitoring 2-minute timings. In that case, your student’s goal for the 2-minute timing is on the handy goal sheet ** that you put into each student’s folder. You can see the student shown here filled in 36 boxes on the Writing Speed Test, so his or her goal for 2-minute timings would be 72 for the annual goal for the IEP.

Step 5: Create a graph with an aimline

Now the coolest thing about progress-monitoring a fluency goal is that it is easy to graphically see on a weekly basis if the student is on track to meet the goal. You simply create a graph, with enough spots at the bottom for all the weeks in the year. Next you put in the starting point performance in the first week of the graph (or whenever you tested). Then put in your goal performance at the end of the year. Then draw a line between those two points. That line is called the aimline and is shown in the example below .

The student, whose aimline is pictured above, began at 29 problems in 2-minutes. Their present level of performance, or PLOP , was 29 problems correct in 2 minutes.  The student had a writing speed of 40 problems in a minute. Therefore 80% of that is 32 problems in a minute or an Annual Goal of answering 64 problems in two minutes by the end of the year. The aimline is simply a straight line between those two. You can see that the first couple of two-minute tests did not meet the aimline , but by the third test the student was right on track for meeting the goal by the end of the year.

Step 6: Document the short term objectives (STOs)

What if the student fails to meet the IEP goals?

**The Rocket Math Goal Sheet was updated in 2021 to reflect the 80% expectation for IEP goals. The update shows that students who can fill in 15 boxes in a minute can go ahead and do Rocket Math, while those who can only fill in 14 boxes are candidates for help with writing numerals in the Rocket Writing for Numerals Learning Track .

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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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Home » Blog » General » Understanding IEP Goals for 8th Grade Students: A Guide for Parents and Educators

Understanding IEP Goals for 8th Grade Students: A Guide for Parents and Educators

As a parent or educator of an 8th grade student with an Individualized Education Program (IEP), you may have questions about the importance and purpose of IEP goals. In this blog post, we will explore what IEP goals are, how they are developed, and provide a comprehensive understanding of the specific goals for 8th grade students. By the end of this guide, you will have the knowledge and tools to effectively collaborate with parents and educators to support the success of 8th grade students with IEP goals.

What are IEP goals?

IEP goals are individualized objectives that are designed to address the unique needs of students with disabilities. These goals are developed collaboratively by a team of professionals, including parents, educators, and specialists, to ensure that the student receives the necessary support and accommodations to succeed academically, socially, and emotionally.

The purpose of IEP goals is to provide a roadmap for the student’s educational journey, outlining specific areas of focus and measurable outcomes. These goals are aligned with grade-level expectations, allowing students to make progress and achieve success alongside their peers.

Understanding IEP goals for 8th grade students

Now let’s dive into the specific IEP goals for 8th grade students. These goals can be categorized into three main areas: academic goals, communication goals, and social-emotional goals.

Academic goals

Academic goals for 8th grade students with IEPs may include:

• Reading and comprehension: Improving reading fluency, comprehension skills, and the ability to analyze and interpret texts.
• Writing skills: Enhancing written expression, grammar, and organization of ideas.
• Math skills: Developing mathematical reasoning, problem-solving abilities, and proficiency in key mathematical concepts.

Communication goals

Communication goals for 8th grade students with IEPs may include:

• Expressive language skills: Enhancing verbal and written communication, vocabulary development, and the ability to express thoughts and ideas clearly.
• Receptive language skills: Improving listening comprehension, following directions, and understanding complex language concepts.
• Social communication skills: Developing effective communication strategies, understanding nonverbal cues, and engaging in meaningful conversations.

Social-emotional goals

Social-emotional goals for 8th grade students with IEPs may include:

• Self-awareness and self-management: Enhancing self-regulation skills, emotional awareness, and coping strategies.
• Relationship skills: Developing positive peer relationships, conflict resolution abilities, and teamwork skills.
• Responsible decision-making: Encouraging critical thinking, problem-solving, and making responsible choices.

Collaborating with parents and educators

Collaboration between parents and educators is essential in setting meaningful and effective IEP goals for 8th grade students. By working together, you can ensure that the goals are tailored to the student’s unique needs and provide the necessary support for their success.

Effective communication strategies between parents and educators include:

• Active listening: Take the time to listen to each other’s perspectives and concerns.
• Regular meetings: Schedule regular meetings to discuss the student’s progress, challenges, and adjustments to the IEP goals if needed.
• Shared resources: Share resources, strategies, and tools that have been successful in supporting the student’s learning and development.

Regular progress monitoring and updates are crucial to ensure that the student is making progress towards their IEP goals. By regularly reviewing and assessing the student’s performance, you can make necessary adjustments and provide additional support as needed.

Tips for supporting 8th grade students with IEP goals

Here are some tips for supporting 8th grade students with IEP goals:

Creating a supportive learning environment

Creating a supportive learning environment involves:

• Clear expectations: Clearly communicate expectations and provide structure to help the student stay organized.
• Positive reinforcement: Recognize and celebrate the student’s achievements and efforts.
• Individualized instruction: Provide instruction that is tailored to the student’s learning style and needs.

Providing accommodations and modifications

Accommodations and modifications can include:

• Extended time: Allow the student additional time to complete assignments or assessments.
• Visual aids: Use visual supports, such as graphic organizers or visual schedules, to enhance understanding and organization.
• Assistive technology: Utilize technology tools and software to support the student’s learning and communication.

Encouraging self-advocacy skills

Empowering the student to advocate for themselves involves:

• Self-reflection: Encourage the student to reflect on their strengths, weaknesses, and goals.
• Self-advocacy strategies: Teach the student how to express their needs, ask for help, and seek accommodations when necessary.
• Building confidence: Foster a supportive and inclusive environment that encourages the student to take risks and believe in their abilities.

Understanding IEP goals for 8th grade students is crucial for parents and educators to support their success. By collaborating effectively, setting meaningful goals, and providing ongoing support, we can ensure that 8th grade students with IEPs have the necessary tools and resources to thrive academically, socially, and emotionally.

Start your EverydaySpeech Free trial today to access a wide range of resources and activities designed to support social-emotional learning and communication skills in 8th grade students with IEP goals.

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How to Write SMART IEP Goals

A major task for special education teachers is writing Individualized Education Programs, or IEPs.  A major part of the IEP is the statement of annual IEP goals and objectives. 

We can think of the goal as being the destination that you want your special education student to get to by the end of a year. The services that you put into place support the goals that have been set a student with a disability.

Creating a quality goal with scaffolded objectives can take a lot of time and effort. So I want to show you one way in which you can break down this process into a series of manageable steps.  

Start with IEP Law

Before we dive into how exactly to go about writing goals and objectives, first let’s look at how IEP goals are defined by the Individuals with Disabilities Education Act:

(II) a statement of measurable annual goals, including academic and functional goals, designed to–

(aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child’s other educational needs that result from the child’s disability

Examine Content Standards

When creating academic goals for students with disabilities, it is important to ground the goals in the grade level content standards. This provides students with access to grade level curriculum as stated above.  

For many districts who are working with the Common Core State Standards, it is important to base grade level goals on how students are functioning within relation to these grade level content standards. 

Now let’s go through the process of writing SMART IEP goals:

Step 1. Identify the Standards that Meet the Student’s Needs

The first step in this process involves identifying the standard(s) that should be addressed.  You can start by identifying the grade level standards for the student. Standards have already broken out by grade level and have been organized by domain within this document.

By reviewing the student’s Present Levels, you can determine which standards the student may have the most difficulty with. Additional data sources should be used to select standards for student goals.

Teachers should then prioritize the standards based on those that would have the greatest impact on the student’s progress towards grade level.   For math, one consideration could be around the mathematics content at the student’s current grade level.

Major content in mathematics is considered the major work for the grade level. These are the areas in which general and special education teachers will need to spend most of their time throughout the year.  

Special educators can choose to focus on these areas when creating IEP goals. These are areas that will come up a lot during day-to-day instruction. To learn more about major content in math visit Achieve the Core for information. 

Step 2. Set Performance Target

The next step would be to set the performance target. You can utilized the Present Levels of Academic Achievement and Functional Performance in order to determine the baseline performance, historical rate of growth/progress, accommodations, and necessary supports needed to make the grade level content accessible for the student.

By deconstructing the standard and determining which components will promote student success, an individualized performance target can then be set.  

For example, in math, you may want to see a student demonstrate success through completion of a teacher generated worksheet with 80% accuracy over the course of 4 to 5 trials.

Step 3. Develop a SMART IEP Goal.

Special education teachers should ensure that they are keeping in mind what the acronym SMART stands for when developing goals:

S – Specific: The goal is focused by content (i.e. the standards) and the learner’s individual needs.

M – Measurable: Performance target is clearly stated and an appropriate measure is selected to assess the goal.

A – Attainable: Based on the student profile, it is determined that they have the ability to meet the performance target.

R – Relevant: Relevant to the individual student’s needs.

T – Time-bound: The goal is achievable within the time frame of the IEP.

Step 4. Develop SMART Objectives aligned to the selected IEP Goal.

There are three ways in which you can develop scaffolded objectives:

• Sequential benchmarks that demonstrate increasing fluency, independence, or accuracy
• Components of the goal
• Prerequisite skills

I prefer to develop objectives utilizing specific skills or components of the grade level, standards-based goal.  I find that by breaking down the content into workable chunks, I can develop lessons over a period of time that builds up to a grade level standard.  

When reviewing general education curriculum, one can see that teachers are rarely tasked with tackling an entire standard within one lesson. To expect a special education student to tackle an entire standard in one goal or objective is also pretty unrealistic.   

At times, it may be necessary to create scaffolded objectives to provide students with prerequisite skills from the current or previous grade levels.  The data may indicate that many of your students need the standards deconstructed in this way. This helps the student meet the grade level goal that was developed.

When following the steps listed above, I created the following IEP goal for a third grade student:

By____ when given a teacher generated problem set, manipulatives, and a prompt, Student will interpret whole number quotients of whole numbers by drawing a picture and describing a context that indicates the partitioning of a total number objects into equal shares as measured by 80% accuracy on at least 4 out of 5 trials.

When really unpacking the standard and digging into the content, I decided that I would create four scaffolded objectives that would support the student in meeting their grade level goal:

By____, when given a teacher generated problem set and a prompt, Student will interpret whole-number quotients as the number of objects in each group when partitioned into equal groups by drawing a picture and providing an explanation with 80% accuracy on at least 4 out of 5 trials.

By_____, when given a teacher generated problem set, manipulatives, and a prompt, Student will represent a situation with a division expression with 80% accuracy on at least 4 out of 5 trials.

By ____, when given a teacher generated problem set, manipulatives, and a prompt, Student will represent a division expression with a situation by drawing a picture and providing an explanation with 80% accuracy on at least 4 out of 5 trials.

When I really think about the deconstructed standard and review student weaknesses,  I may find that instead of breaking this standard out by the grade level content covered, I may need to include another goal that supports prerequisite skills that I will address prior to going into this standard. 

When considering the example above, we ask, “is the student ready for division even with the supports included in the goals and objectives? Would it make more sense to attack addition, subtraction, and multiplication first?”  

This is where the individualization comes into play and where you really have to be strategic in how you write the annual goal.   Every IEP goal should be specific to the individual, but it helps to have a process to follow to make creating these goals a bit easier.

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IEP Goals For Math Problem Solving

Last Updated on October 8, 2022 by Editorial Team

Math problems may prove exceptionally difficult for students with learning disorders. Thankfully, the schools are now adopting a sincere approach to making education quite inclusive for children with special education needs. In addition to offering individualized education programs , they insist on working with parents/guardians as a team. So, if you are a parent or caretaker of a child with math learning difficulties, you must know about IEP goals approved under the special education program.

In this post, we intend to acquaint you with IEP goals for math problem-solving. By having knowledge of these IEP goals in hand, teachers and parents can ascertain the effectiveness of the program. Also, they can evaluate the program implementation procedure and include changes in a student-centric manner when required.

Measurable IEP goals for math problem-solving

IEP is the right of students with learning difficulties. It has got the backing of IDEA (Individuals with Disabilities Education Act), which is a law.

The law dictates that schools arrange for suitable interventions to help children with special needs meet their educational goals. Governed by these laws, the following is a list of measurable math problem-solving IEP goals:

• The goal for building number sense: By the end of the x period, child A will subitize n number of sets containing 10 or few items with 80% accuracy. This goal is suitable for the K2 level and may be repeated till the attainment of perfection.
• Pattern identification: A major part of math problem-solving is dependent on the ability to sequence numbers or identify patterns. It is part of math reasoning and the goal reads as, “The student will identify and explain the pattern at least twice with a minimum of 70% accuracy at the end of the academic session.”
• Find fractional values: Moving from whole numbers, a student must be familiar with certain parts of it. Hence, the IEP goal for learning fractions includes “the student will identify half, one-third, and one-fourth of a quantity by the end of the chosen period with 70-80% accuracy.”
• Attain Operational fluency: By the end of Grade 3, the teacher may strive to impart fluency in doing mathematical operations on whole numbers up to1000 using manipulatives . A suitable format of goal will be, “The student will recall all operational facts, interpret products of whole numbers, and write a verbal expression of mathematical equations with almost 100% accuracy in ‘n’ number of attempts.”
• Learn geometry problem-solving: Corresponding to the expectations from students of Grade 5 and Grade 6, the student with individualized education needs shall demonstrate fluency in calculating the perimeter, area , and volume of a given set of geometrical figures (mostly, square, rectangle and circle).
• Polynomial expressions’ expansion, combination, and simplification mastery with 80% accuracy
• Tabulate and solve graphs based on equations and inequalities
• One-step and multi-step linear equations are to be solved using correct strategies 8/10 times with 80% accuracy
• Determine slope with at least 80% accuracy from given ordered pairs or equations or graphs

More or less, the IEP goals for math problem-solving surround these classic branches of the subject. With the increase in grades, the level of difficulty changes.

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

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Motivating IEP Math Goals & Exercises for Primary Grades

• by Mike Radicone

Let’s face it – while math can be fun, it’s also one of the most challenging subjects. Things can get even more frustrating in an IEP classroom, where everyone’s math abilities are on different levels. That’s why it’s vital for you as a special-ed teacher to create a unique set of mathematical goals for each one of your special education students.

But where do you start? Luckily for you, we’ve created this IEP math goals blog post to get you going.

Basic Principles of IEP Math Goal Creation

When setting the math IEP goals for your students, make sure you identify SMART goals

The goals should be specific, measurable, achievable, realistic, and time-based. For example, a goal like “solve 8 out of 10 simple addition problems with two integers until the end of the semester” is a SMART goal. However, getting to that threshold might seem impossible and demotivating if the student is not good with numbers. Therefore, your goals should also be specific to each student’s unique abilities to keep them encouraged. Luckily for you, there are state-specific IEP goal sets available online. Here’s an example from Virginia:

VA Standardized IEP Math Goals

Helping Kids Understand Algebraic Operations

Primary grade students in a special-ed classroom should understand and solve simple addition and subtraction problems (up to the count of ten). With IEP students, the key to success in mathematics is to use visual aids to reinforce learning.

For instance, you can ask your students to show their answers to simple counting problems, using their fingers, drawings, or mental images.

Fun activities and visual aids will help students visualize mathematical equations Here’s an example of an activity you can run:

Q: Ela has 5 birds, but 2 of them just flew away! How many birds does Ela have left?

A: The classroom will have to raise three fingers to show the correct answer.

So, to sum up, the general approach towards math teaching in an IEP classroom is first to reinforce learning with visual aids and then set goals that are unique to each student’s learning abilities.

Curious to see some IEP-specific math problems and goals?

IEP Math Questions and Goals Bank

Basic Adding And Subtracting

If your students can count up to ten and perform simple subtraction/addition problems – then you are on a good path!

When it comes to the goal-setting itself, you should define a “SMART” goal for each of your students based on their abilities at the beginning of the semester, dependent on their abilities.

If a student is good with math, Meredith should solve 9 out of 10 algebraic problems with 3 integers correctly by the end of the year.

If a student struggles with math: Jacob should solve 7 out of 10 algebraic problems with 2 integers by the end of the year.

Curious to see what goals other teachers are setting for their students?

IEP Primary Grades Math Goals Bank

Exercises for Operations and Algebraic Thinking

Once your students get used to the basic logic behind subtraction and addition, you should teach them how to use algebraic thinking with more advanced problems. The first step here would be to teach them how to use number lines and worksheets. Number lines are visual graphs with all the numbers spread out at an equal distance away from each other. They look like this:

You should practice multiple-step algebraic expressions with your students to teach them algebraic thinking. For instance, ask your students to circle the number with the correct answer after completing 3 steps. For example:

• We are starting at 7
• Where did we end up? Circle the correct quadrant (1).

The number lines can visually help kids move forward with more complicated algebraic problems, opening the road for more complex problems.

Once your students get a hand with simple algebraic operations, you can also start working on some subtraction and addition worksheets with them. You can use simple one-step equations like the ones below for primary grades:

After your students complete a worksheet like this for the first time – you will understand their abilities better and devise a motivating set of SMART goals based on that. Use such worksheets weekly to practice simple arithmetic operations and assess your students’ relative progress.

Are you looking for some prepared math worksheets?

Subtraction question bank

Set Effective Math Goals for Your Students with Datability

When done manually, tracking each students’ goal progress in an IEP classroom can be challenging. Datability’s visual goal setting tool can help you automate each student’s goal tracking and help you assess their performance over time.

Additionally, you’ll have all the student’s data kept in one place, making it easier for you to understand their performance. If you want to find out more about Datability and how the platform works, you can schedule a call with us, and we’ll answer all of your questions.

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Meanwhile, head over to our blog page to stay tuned with the latest trends, news, and best practices in special ed.

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Grade 8 Common Core Math IEP Goal Bank

• Word Document File

Description

This IEP goal bank was created to assist special education teachers with the task of writing standards-based IEP goals in math. After spending countless hours developing IEP goals myself and really having to think through how to best individualize goals and objectives for my own students, I wanted to share this resource to help other teachers gain back some of their time.

This goal bank includes the following:

• An introduction and guide that explains how to use the document.
• Each grade level math standard for Grade 8.
• Grade level standards-based IEP Goal(s).
• Scaffolded objectives that are based on the deconstructed standard.
• A list of prerequisite standards that support the student in being successful in accessing the grade level standard.
• Highlighted content clusters (major, supporting, additional) which can help special educators in prioritizing content standards.

This document is formatted in Word so that you can easily modify the goals to meet the individual needs of your students.

Other documents from my store:

Grades PreK-5 ELA Common Core IEP Goal Bank

Grades PreK-2 ELA Common Core IEP Goal Bank

Grades 3-5 ELA Common Core IEP Goal Bank

Grades K-5 Math Common Core IEP Goal Bank

Grades K-2 Math Common Core IEP Goal Bank

Grades 3-5 Math Common Core IEP Goal Bank

Grades 6-8 Math Common Core IEP Goal Bank

Grades 6-8 ELA Common Core IEP Goal Bank

High School Math Common Core IEP Goal Bank

High School ELA Common Core IEP Goal Bank

Please note the following:

Purchase of this product allows for one license for one individual only. Sharing of this document is not permitted and if there is a need to multiple users, please plan for the purchase of multiple licenses.

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IEP Goal Bank: Goals for Students with Learning Disabilities

Introduction

Learning disabilities are common, affecting at least 1 in 59 children. In the U.S., 4 million children younger than 18 have learning disabilities, and 1 in 5 children have learning and thinking differences such as ADHD. Approximately 10% of the world's population has dyslexia.

If you are a teacher or school administrator, you may be working with students with learning disabilities. IEP goals are important for these students because they provide a roadmap for progress. IEP goals are written by a team of educators and parents, and they are tailored to the individual needs of the student.

This blog post will provide a list of IEP goals for students with learning disabilities, as well as examples of SMART (specific, measurable, achievable, relevant, and time-bound) goals.

IEP Goals for Specific Learning Disabilities

Dyslexia: iep goals for students with dyslexia could include:.

Increasing decoding accuracy by 10%

Improving reading fluency by 20 words per minute

Increasing comprehension of grade-level text by 80%

Improving spelling accuracy by 5%

Here are some examples of written out IEP goals for students with dyslexia :

• The student will correctly decode 90% of words on a list of 100 words, with 80% accuracy.
• The student will be able to read grade-level text with 90% decoding accuracy, as measured by a teacher-created reading comprehension assessment.
• The student will be able to read a list of 100 words with 90% decoding accuracy in 60 seconds.
• The student will read grade-level text at a rate of 80 words per minute, as measured by a teacher-created fluency assessment.
• The student will be able to read a passage of text with 90% fluency, as measured by a teacher-created fluency assessment.
• The student will be able to read a passage of text at a rate of 80 words per minute with 90% comprehension, as measured by a teacher-created fluency assessment.
• The student will answer 80% of comprehension questions accurately on a grade-level text, as measured by a teacher-created comprehension assessment.
• The student will be able to summarize the main points of a grade-level text with 80% accuracy, as measured by a teacher-created comprehension assessment.
• The student will be able to answer inferential questions about a grade-level text with 80% accuracy, as measured by a teacher-created comprehension assessment.
• The student will spell 95% of the words on a list of 100 words correctly, with 90% accuracy.
• The student will be able to spell grade-level words with 95% accuracy, as measured by a teacher-created spelling assessment.
• The student will be able to spell grade-level words in their writing with 95% accuracy, as measured by a teacher-created writing assessment.

These are just a few examples, and it is important to tailor the goals to the individual needs of each student. When developing IEP goals, it is important to consider the student's strengths and weaknesses, their grade level and academic expectations, their social-emotional and behavioral needs, and their interests and goals. For a more comprehensive list, visit our full Dyslexia IEP goal bank .

Dyscalculia: IEP goals for students with dyscalculia could include:

Increasing number recognition accuracy by 10%

Improving counting skills to 100

Increasing addition accuracy by 80%

Increasing subtraction accuracy by 70%

Increasing multiplication accuracy by 60%

Increasing division accuracy by 50%

Here are some examples of written out IEP goals for students with dyscalculia:

• Goal: The student will increase number recognition accuracy from 75% to 85% by the end of the school year.
• Objective: The student will correctly identify 85% of the numbers from 0 to 100, with 80% accuracy.
• Progress Monitoring: The student's number recognition accuracy will be monitored weekly using a teacher-created assessment.
• Goal: The student will be able to count to 100 accurately by the end of the school year.
• Objective: The student will count to 100 accurately, with 90% accuracy.
• Progress Monitoring: The student's counting skills will be monitored biweekly using a teacher-created assessment.
• Goal: The student will increase addition accuracy from 60% to 80% by the end of the school year.
• Objective: The student will solve addition problems with 80% accuracy, as measured by a teacher-created addition assessment.
• Progress Monitoring: The student's addition accuracy will be monitored monthly using a teacher-created assessment.
• Goal: The student will increase subtraction accuracy from 50% to 70% by the end of the school year.
• Objective: The student will solve subtraction problems with 70% accuracy, as measured by a teacher-created subtraction assessment.
• Progress Monitoring: The student's subtraction accuracy will be monitored bimonthly using a teacher-created assessment.
• Goal: The student will increase multiplication accuracy from 40% to 60% by the end of the school year.
• Objective: The student will solve multiplication problems with 60% accuracy, as measured by a teacher-created multiplication assessment.
• Progress Monitoring: The student's multiplication accuracy will be monitored quarterly using a teacher-created assessment.
• Goal: The student will increase division accuracy from 30% to 50% by the end of the school year.
• Objective: The student will solve division problems with 50% accuracy, as measured by a teacher-created division assessment.
• Progress Monitoring: The student's division accuracy will be monitored semiannually using a teacher-created assessment.

Dysgraphia: IEP goals for students with dysgraphia could include:

Improving handwriting legibility by 10%

Reducing grammar errors by 5%

Reducing punctuation errors by 5%

Here are some actual IEP examples for improving handwriting legibility, reducing grammar errors, reducing punctuation errors, and improving spelling accuracy:

• Goal: The student will improve handwriting legibility from 75% to 85% by the end of the school year.
• Objective: The student will write all letters and numbers legibly, with 80% accuracy.
• Progress Monitoring: The student's handwriting legibility will be monitored weekly using a teacher-created assessment.
• Goal: The student will reduce grammar errors from 10% to 5% by the end of the school year.
• Objective: The student will write a passage of text with 5% grammar errors, as measured by a teacher-created grammar assessment.
• Progress Monitoring: The student's grammar errors will be monitored biweekly using a teacher-created assessment.
• Goal: The student will reduce punctuation errors from 10% to 5% by the end of the school year.
• Objective: The student will write a passage of text with 5% punctuation errors, as measured by a teacher-created punctuation assessment.
• Progress Monitoring: The student's punctuation errors will be monitored monthly using a teacher-created assessment.
• Goal: The student will improve spelling accuracy from 85% to 90% by the end of the school year.
• Objective: The student will spell all words in a passage of text with 90% accuracy, as measured by a teacher-created spelling assessment.
• Progress Monitoring: The student's spelling accuracy will be monitored quarterly using a teacher-created assessment.

Nonverbal learning disabilities (NLD): IEP goals for students with NLD could include:

• Improving social-emotional skills by 10%
• Improving problem-solving skills by 80%
• Improving organization skills by 70%

Here are some specific IEP goals for improving social-emotional skills, problem-solving skills, and organization skills in students with NLD:

Social-emotional skills

• Goal: The student will improve social-emotional skills by 10% by the end of the school year.
• Objective: The student will be able to identify and express their emotions in a healthy way, with 80% accuracy.
• Progress Monitoring: The student's social-emotional skills will be monitored monthly using a teacher-created assessment.

Problem-solving skills

• Goal: The student will improve problem-solving skills by 80% by the end of the school year.
• Objective: The student will be able to solve multi-step problems accurately and efficiently, with 80% accuracy.
• Progress Monitoring: The student's problem-solving skills will be monitored bimonthly using a teacher-created assessment.

Organization skills

• Goal: The student will improve organization skills by 70% by the end of the school year.
• Objective: The student will be able to organize their materials and assignments effectively, with 70% accuracy.
• Progress Monitoring: The student's organization skills will be monitored quarterly using a teacher-created assessment.

These are just a few examples, and it is important to tailor the goals to the individual needs of each student. When developing IEP goals, it is important to consider the student's strengths and weaknesses, their grade level and academic expectations, their social-emotional and behavioral needs, and their interests and goals.

It is also important to involve the student and their parents in the IEP goal development process. The student and their parents should have a say in what goals are set and how the goals will be achieved.

Here are some examples of specific activities and interventions that can be used to help students with NLD achieve their IEP goals in these areas:

• Teach the student about social cues and body language.
• Help the student develop strategies for managing their emotions.
• Provide the student with opportunities to practice social skills in a safe and supportive environment.
• Break down complex problems into smaller, more manageable steps.
• Teach the student problem-solving strategies, such as brainstorming, generating hypotheses, and testing solutions.
• Provide the student with opportunities to practice problem-solving skills in real-world situations.
• Teach the student organizational skills, such as time management, planning, and prioritizing.
• Help the student develop a system for organizing their materials and assignments.
• Provide the student with visual reminders and supports to help them stay organized.

IEP goals for general areas of development:

IEP goals can also be written for general areas of development, such as academics, behavior, communication, social-emotional skills, and self-determination.

• Academics: Academic IEP goals could focus on reading, writing, math, science, and social studies. For example, an academic IEP goal for a student with dyslexia could be to increase reading comprehension of grade-level text by 80%.
• Behavior: Behavior IEP goals could focus on reducing disruptive behaviors, increasing compliance, and improving social skills. For example, a behavior IEP goal for a student with ADHD could be to reduce disruptive behaviors by 50%.
• Communication: Communication IEP goals could focus on improving verbal and nonverbal communication skills. For example, a communication IEP goal for a student with autism spectrum disorder could be to increase the number of verbal requests made per day.
• Social-emotional skills: Social-emotional IEP goals could focus on improving self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. For example, a social-emotional IEP goal for a student with emotional and behavioral disorders could be to improve self-awareness of triggers for anger.
• Self-determination: Self-determination IEP goals could focus on improving goal setting, problem-solving, decision-making, and self-advocacy skills. For example, a self-determination IEP goal for a student with intellectual disabilities could be to increase the number of independent choices made per day.

For more comprehensive goal banks, visit one or more of the blogs below:

Back to School IEP Goal Bank: Crafting Effective Individualized Education Plans for the New Academic Year

IEP Goal Bank: 100 SMART IEP Goals for Content Areas for Special Education Teams

Dyslexia IEP Goals: A Complete Guide and Goal Bank

ADHD IEP Goals: A Complete Guide and Goal Bank

Speech-Language Pathology: A Complete Guide and Goal Bank

How to Create SMART Goals for Effective IEPs

How to Use This IEP Goal Bank

This IEP goal bank is a resource for teachers and schools to use when developing IEP goals for students with learning disabilities. The goals in this bank are just a starting point, and it is important to tailor the goals to the individual needs of each student.

When developing IEP goals, it is important to consider the following:

• The student's strengths and weaknesses
• The student's grade level and academic expectations
• The student's social-emotional and behavioral needs
• The student's interests and goals

By following these tips, you can develop effective IEP goals for students with learning disabilities.

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Math IEP Goals for Fifth Grade Skills

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Add Decimal Numbers

Add Fractions

Add Fractions Using Models

Add Mixed Numbers

Add and Subtract Decimal Numbers

Add and Subtract Decimal Numbers in Word Problems

Add and Subtract Fractions in Word Problems

Add and Subtract Mixed Numbers in Word Problems

Add and Subtract Money

Add and Subtract Whole Numbers in Word Problems

Complete Addition and Subtraction Sentences for Fractions

Complete Mixed Number Addition and Subtraction Sentences

Describe Properties of Addition

Estimate Mixed Number Sums and Differences

Use Properties of Addition

Use Rounding to Estimate Decimal Sums and Differences