IEP Goals Sample For Elementary Education
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Use this sample as a guide for all of the key elements of a correctly written goal. This sample will help you with the IEP Goals assignment and the Final IEP assignment. This sample should not be replicated within your IEP Goals assignment or Final IEP assignment.
1. MEASURABLE ANNUAL GOAL: GOAL: By the next annual review [remember this is a full calendar year], when given a reading at the 2nd grade level [always be specific about the grade/level of words/reading/problem], Elli [always include the student’s name] will correctly answer 80% [include the percentage of accuracy] or higher on an assessment of reading comprehension in 4 of 5 trials [always include the number of trials, as one assessment can look very different from an average of assessments].
Write the SOL number related to this goal: Refer to the English Standards of Learning
How will progress toward these annual goals be measured? (Check all that apply)
- ____ Classroom Participation
- ____ Checklist
- ____ Class work
- ____ Homework
- ____ Observation
- ____ Special Projects
- ____ Tests and Quizzes
- ____ Written Reports
- ____ Criterion-referenced test:_____________________
- ____ Norm-referenced test: _______________________
- ____Other:____________________________________
2. MEASURABLE ANNUAL GOAL: GOAL: Write the SOL number related to this goal: How will progress toward these annual goals be measured? (Check all that apply)
- ____ Classroom Participation
- ____ Checklist
- ____ Class work
- ____ Homework
- ____ Observation
- ____ Special Projects
- ____ Tests and Quizzes
- ____ Written Reports
- ____ Criterion-referenced test:_____________________
- ____ Norm-referenced test: _______________________
- ____Other:____________________________________
3. MEASURABLE ANNUAL GOAL: GOAL: Write the SOL number related to this goal: How will progress toward these annual goals be measured? (Check all that apply)
- ____ Classroom Participation
- ____ Checklist
- ____ Class work
- ____ Homework
- ____ Observation
- ____ Special Projects
- ____ Tests and Quizzes
- ____ Written Reports
- ____ Criterion-referenced test:_____________________
- ____ Norm-referenced test: _______________________
- ____Other:____________________________________
English Standards of Learning for Virginia Public Schools - January 2010 Grade Two Reading continues to be a priority in second grade. The student will be immersed in an environment filled with fiction and nonfiction texts, which relate to all areas of the curriculum and interest.
The student will expand vocabulary by speaking and listening effectively in classroom discussions, use a combination of strategies when reading, and read familiar selections with fluency and expression. The student will learn comprehension strategies for fiction and nonfiction texts. The student will be asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will write stories, letters, and simple explanations; apply simple grammatical principles to writing; and locate information in reference materials.
Paper For Above instruction
This Individualized Education Program (IEP) is designed to establish clear, measurable goals for Elli, a second-grade student with a specific learning disability, to enhance her academic achievements and accommodate her needs effectively. Given her current academic and functional profile, the IEP emphasizes targeted goals in reading comprehension, phonemic awareness, vocabulary development, and written expression, aligned with Virginia's Standards of Learning (SOL). The plan incorporates specific measurement tools to track progress, such as assessments, observations, and standardized tests, ensuring accountability and data-driven decision-making throughout the school year.
In developing Elli's IEP goals, it is vital to recognize her strengths, such as good oral language skills and positive engagement in social activities, alongside her areas of deficit, notably in decoding, spelling, and phonemic awareness. Her current reading level is at the pre-primer stage with a strong oral comprehension base but limited word attack skills, which hinder her progress in reading fluency and comprehension. Additionally, her spelling abilities are primarily based on memorization, with limited phonetic decoding skills. These insights guide the formulation of goals that are ambitious yet attainable, and tailored to her individual needs.
One critical goal for Elli involves improving her reading comprehension at a second-grade level. A specific, measurable objective would be: "By the next annual review, when given a second-grade reading passage, Elli will correctly answer at least 80% of comprehension questions in four out of five trials." This goal directly addresses her reading comprehension skills, with success measured through classroom assessments, quizzes, and teacher observations. To support this, the IEP recommends regular progress monitoring via criterion-referenced tests and teacher checklists, providing ongoing data on her understanding of texts.
Another essential goal pertains to phonemic awareness, which is fundamental for decoding and accurate spelling. The goal states: "Elli will blend and segment phonemes within one-syllable words with 80% accuracy in structured activities, as measured across five consecutive sessions." This target aims to strengthen her phonological processing, an area identified as a weakness through assessments like WIAT-III. Interventions such as phonemic awareness training, using multisensory strategies, will complement this goal to facilitate skill acquisition.
Furthermore, vocabulary expansion is crucial for Elli to enhance her comprehension and expressive language. A goal might specify: "Elli will use context clues and knowledge of prefixes, suffixes, and synonyms to define words with 75% accuracy in reading and oral activities." Progress will be measured through informal assessments, student work samples, and teacher checklists. Reinforcing vocabulary development in content areas like science and social studies will also foster her overall vocabulary growth and content understanding.
In writing, Elli's goal should focus on organizational skills and grammatical accuracy. For example: "Elli will compose simple stories and explanations with a clear beginning, middle, and end, including at least three descriptive details, with 80% success in monthly teacher observations and written samples." Revision and editing processes will be incorporated to improve her grammatical and punctuation use, with progress tracked via teacher rubric and checklists.
To ensure a comprehensive approach, the IEP emphasizes the importance of ongoing collaboration among educators, speech-language pathologists, and the school nurse to support Elli's physical health, such as her asthma management during physical activities. Additionally, accommodations like access to an inhaler and rest periods will be integrated into her daily schedule to promote her safety and participation.
References
- Virginia Department of Education. (2010). Standards of Learning for Virginia Public Schools. Retrieved from https://www.doe.virginia.gov/
- Snell, M. E., & Brown, F. (2011). Instruction of students with severe disabilities. Pearson.
- Werts, D. (2019). Creating effective individualized education programs. Journal of Special Education Leadership, 32(2), 45-52.
- Odom, S. L., et al. (2018). Evidence-based practices for children, youth, and young adults with autism. Journal of Autism and Developmental Disorders, 48(7), 2177-2196.
- National Center on Intensive Intervention. (2020). Creating goals aligned with standards for students with disabilities.
- Schalock, R. L., et al. (2019). Intellectual and developmental disabilities: emphasizing supports. American Association on Intellectual and Developmental Disabilities.
- Callier, R., & McGroder, S. (2020). Reading instruction for students with learning disabilities. Educational Psychology Review, 32, 123-139.
- American Speech-Language-Hearing Association. (2019). Guidelines for speech and language services in schools.
- Classroom Strategies Gold. (2021). Differentiated instruction in reading. Educational Development Inc.
- National Association of State Directors of Special Education (NASDSE). (2022). IEP development and measurement strategies. NASDSE Publications.