IEP goals are the path to jumpstart a student's learning or the pathway to help a student close a learning gap. As such, their IEP goals are extremely important to their education. This year, since I teach only math intervention my goals look fairly similar.
Goal 1:
Here is an example of my most common goal and objectives for students who are in 5th to 6th grade and are more than 3 grade levels behind, which require a broad range of instruction in basic mathematics. They focus on learning conceptual knowledge, computational skills, problem solving skills, reasoning skills, word problem comprehension, and calculator skills.
Goal:
Given 5-10 multistep word problems at her instructional level, Sarah will identify the steps needed, the operation needed for each step, and solve the problems to 80% accuracy.
Objectives:
Given 5-10 single step word problems with either addition, subtraction, multiplication, or division, Sarah will identify the operation needed and solve to 80% accuracy.
Given 5-10 two step word problems with, Sarah will identify the steps needed, the operation needed to solve each step, and solve the problems to 80% accuracy.
Given 5-10 multistep word problems with, Sarah will identify the steps needed, the operation needed to solve each step, and solve the problems to 80% accuracy.
Goal 2:
Here is another goal that I would give 5th-6th graders who are further along in their mathematics education. They have mastered their operations (addition, subtraction, multiplication, and division) and are working on multistep equations. However, they struggle with comprehending multistep problems and working with non-whole numbers.
Goal:
Given 5-10 multistep word problems with multidigit numbers (whole and non-whole) at his instructional level, Bob will identify the steps needed, the operation needed for each step, and solve the problems to 80% accuracy.
Objectives:
Given 5-10 one step word problems with multidigit whole and non-whole numbers, Bob will identify the operation needed and solve the problems to 80% accuracy.
Given 5-10 two step word problems with multidigit whole and non-whole numbers, Bob identify the steps needed, the operation needed for each step, and solve the problems to 80% accuracy.
Given 5-10 multistep word problems with multidigit whole and non-whole numbers, Bob will identify the steps needed, the operation needed for each step, and solve the problems to 80% accuracy.
Goal 3:
This is a goal I would give a 4th grade student who is more than 2 grade levels behind and struggles with basic computation, word problem comprehension, and operation identification.
Goal: Given 5-10 one step word problems with multidigit whole numbers, Taylor will be able to identify the operation needed (addition, subtraction, multiplication, or division) and solve to 80% accuracy using a model or standard algorithm.
Objectives:
Given 5-10 one step word problems with addition and subtraction with multidigit whole numbers, Taylor will be able to identify the operation needed and solve to 80% accuracy using a model or standard algorithm.
Given 5-10 one step word problems with multiplication and division with multidigit whole numbers, Taylor will be able to identify the operation needed and solve to 80% accuracy using a model or standard algorithm.
Given 5-10 one step word problems with all four operations using multidigit whole numbers, Taylor will be able to identify the operation needed and solve to 80% accuracy using a model or standard algorithm.
Goal 4 (Phonics):
This is an ELA goal I would give to a student with emerging phonemic awareness who needs to work on their letter-sound correspondence. This goal is also aimed at a student with developing verbal communication, so the assessment is adapted to suit those needs.
Goal: Given a field of 3 letter cards, Grace will be able to listen to a verbal prompt (e. g. which letter says /b/?) and select the correct letter for all 26 letters to 90% accuracy in 3 out of 8 trials by the end of the IEP period.
Objectives:
Given a field of 3 letter cards A-M, Grace will be able to listen to a verbal prompt (e. g. which letter says /b/?) and select the correct letter to 80% accuracy.
Given a field of 3 letter cards N-Z, Grace will be able to listen to a verbal prompt (e. g. which letter says /z/?) and select the correct letter to 80% accuracy.
Given a field of 3 letter cards A-Z, Grace will be able to listen to a verbal prompt (e. g. which letter says /b/?) and select the correct letter to 90% accuracy.
Goal 5 (Comprehension):
This goal is intended for students who have limited language or developing language. This goal is for a young student or a student who struggles significantly with comprehension.
Goal: Given 5 sentences read aloud, James will be able to answer a WH question about the details, actions, or characters in the sentence using picture cards in a field of 3 to 80% accuracy in 3 out of 8 trials by the end of the IEP period.
Objectives:
Given 5 sentences read aloud, James will be able to answer who, what, and when questions about the sentences using picture cards in a field of 3 to 80% accuracy.
Given 5 sentences read aloud, James will be able to answer why and how questions about the sentences using picture cards in a field of 3 to 80% accuracy.
Given 5 sentences read aloud, James will be able to answer who, what, when, why, and how questions about the sentences using picture cards in a field of 3 to 80% accuracy.
Goal 6 (Writing):
This goal is intended for a younger student or a student with sensory issues related to holding writing implements.
Goal: When asked to write her name, Harper will transcribe her first name in the designated space with 4 out of 6 letters being legible in 3 out of 8 trials by the end of the IEP period.
Objectives:
When asked to write her name, Harper will use her Velcro name tiles to arrange her name correctly in 2 out of 4 trials.
When asked to do a tracing activity containing either pre-writing activities or her first name, Harper will trace with less than 1/2 inch deviation from the tracing line in 2 out of 4 trials.
When asked to write her name, Harper will transcribe her first name in the designated space with 4 out of 6 letters being legible.
Goal 7 (Math):
This goal is designed for a student who is beginning to develop one-to-one correspondence and with limited verbal skills.
Goal: Given visual representations of groups containing items 1-20, Grayson will be able to count the items and then pick the correct number out of a field of 3 number cards to 80% accuracy in 3 out of 8 trials by the end of the IEP period.
Objectives:
Given visual representations of groups containing items 1-10, Grayson will be able to count the items and then pick the correct number out of a field of 3 number cards to 80% accuracy.
Given visual representations of groups containing items 11-20, Grayson will be able to count the items and then pick the correct number out of a field of 3 number cards to 80% accuracy.
Given visual representations of groups containing items 1-20, Grayson will be able to count the items then pick the correct number out of a field of 3 number cards to 80% accuracy.
Goal 8 (Behavior):
This is a goal that I would give to a young student in a specialized unit who struggles to transition between activities appropriately, especially when those transitions are from preferred activity to nonpreferred activity.
Goal: Given a transition, Amelia will demonstrate learned coping skills: first-then binder, visual schedule, deep breathing, utilizing transition item, self-isolating, etc. to increase her successful transitions to 80% of the time using a checklist in 3 out of 8 trials.
Objectives:
Given a transition, Amelia will demonstrate her ability to use her visual schedule and first-then binder to transition successfully in 2 out of 4 trials.
Given a transition, Amelia will demonstrate her ability to use calming strategies such as deep breathing, self isolation, appropriately directed behaviors, requesting assistance or affection, and using a transition item to transition successfully in 2 out of 4 trials.
Given a transition, Amelia will demonstrate her ability to use learned coping strategies to transition successfully 80% of the time using a checklist in 3 out of 8 trails.
Goal 9 (Independent Functioning):
This is a goal that I would give to a student who struggles to do life tasks independently. These students may be nonverbal or may have a cognitive impairment.
Goal: After supervised/assisted toileting, Daniel will use a visual task analysis to wash his hands with no more than 3 verbal prompts to 90% of step accuracy in 3 out of 8 trials by the end of the IEP period.
Objectives:
After supervised/assisted toileting, Daniel use his visual task analysis to turn on the water, wet hands, and place hands under water to 66% accuracy in 4 out of 5 trials using faded physical and verbal prompting.
After supervised/assisted toileting, Daniel use his visual task analysis to turn on the water, wet hands, place hands under water, retrieve soap, scrub hands, and rinse hands to 83% accuracy using faded physical and verbal prompting in 4 out of 5 trials.
After supervised/assisted toileting, Daniel will use his visual task analysis to turn on the water, wet hands, place hands under water, retrieve soap, scrub hands, rinse hands, turn off water, retrieve a paper towel, dry hands, and throw paper towel away to 90% accuracy using faded physical and verbal prompting in 4 out of 5 trials.
After supervised/assisted toileting, Daniel will use a visual task analysis to wash his hands with no more than 3 verbal prompts to 90% of step accuracy in 3 out of 8 trials.