IEP Goals

Example Individualized Educational Plan (IEP) Goals

All students are unique and a student’s goals should be tailored to their individual strengths and weaknesses and the needs at their grade level and level of learning.  All IEP goals should be specific, time bound, and measurable. The IEP team should be able to collect data (ideally on multiple attempts) to assess the student’s progress. The following are a few examples of the types of goals that could be considered for an IEP of someone with a Specific Learning Disability of Written Expression. This is what dysgraphia is referred to in most school contexts.

  • [Student] will spell [percentage] of sight words from [specify grade level and list, such as 2nd grade Dolch site words] correctly, 4 out 5 times when tested quarterly. [Note this list may be from a grade level below the student’s actual grade]

 

  • When writing, [student] will implement taught spelling strategies for 80% of unknown words on 3 out of 4 writing samples collected quarterly.

 

  • With appropriate prompt, student will write [number of sentences or paragraphs] utilizing appropriate spacing, capitalization, and punctuation, 3 out of 4 times.

 

  • Given assignments that require sentence writing, [student’s name] will capitalize the first word of the sentence with [XX]% accuracy on 10 randomly selected sentences each quarter.

 

  • Given assignments that require sentence writing, [student’s name] will write complete sentences (vs. fragments) with [XX]% accuracy on 10 randomly selected sentences each quarter.

  • Given topics or pictures, [student] will create a graphic pre-write (e.g. sandwich) to plan and organize ideas in logical order (beginning, middle, and end), scoring XX% or higher on two consecutive probes for two consecutive quarters using a teacher-made checklist/rubric.

 

  • [Student] will use taught strategies to construct a multi-paragraph writing piece that includes topic sentences, proper mechanics, and details related or explaining his thoughts within each paragraph, scoring at least a 3 out of 4 on a teacher-generated rubric, on 2 samples quarterly.

 

  • Given probes containing [number] grade level sentences or paragraphs with errors, [student’s name] will correct the errors with [XX]% accuracy on three probes each quarter for two consecutive quarters.

 

  • [Student] will write and edit a five-sentence paragraph that addresses a given subject in the general curriculum. Each paragraph will include a topic sentence, at least [number of] details and a conclusion. [student] will earn a score of [desired score goal] or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.

 

  • [Student] will use taught strategies to construct a multi-paragraph writing piece that includes topic sentences, proper mechanics, and details related or explaining his thoughts within each paragraph, scoring at least a 3 out of 4 on a teacher-generated rubric, on 2 samples quarterly.

 

  • Given probes containing [number] grade level sentences or paragraphs with errors, [student’s name] will correct the errors with [XX]% accuracy on three probes each quarter for two consecutive quarters.

 

  • [Student] will touch-type a passage of text at a speed of [XX] words per minute, with no more than 10 errors, with progress measured on a five-minute timed test, on 3 out of 4 occasions.

 

(Thank you and credit to Wrightslaw.com,  weaverlearn.com and A Day in Our Shoes for some of these examples.)