How to Write IEP Goals
What does the law say about IEP goals?
The Individuals with Disabilities Education Act, or IDEA, says that all IEPs must contain the following:
A statement of measurable annual goals, including academic and functional goals that are designed to meet the student’s needs resulting from their disability so they can be involved in the general curriculum and make progress in their studies, and meet each of the student’s other educational needs resulting from their disability. Students who take alternate assessments should also have a description of benchmarks or short-term objectives written into each goal.
A description of how a student’s progress toward meeting their annual goals will be measured, and when parents will be provided with periodic reports on the student’s progress toward meeting their annual goals. For example, this can be done through the use of quarterly reports in addition to report cards.
Before a student’s 16th birthday, IDEA also requires that an IEP include postsecondary goals as part of their Individual Transition Plan. You can read much more about that in our article, Individual Transition Plan (ITP) 101.
How are IEP goals determined?
How do I write an IEP goal?
Start by using a goal-planning template
Dr. Solone provided us with these academic and non-academic goal planner templates that you can use to help you write strong IEP goals for your child. These goal-planning templates separate various aspects of goal writing into different sections so that you can hone in on and personalize each part of a goal. They take you through each of the steps described below, from writing a vision statement to identifying the goal and the Common Core State Standard associated with it to identifying your child’s strengths and abilities and the types of supports and accommodations they will need.
Click the image to download the full template.
We’ll walk you through each of these steps below. Remember:
- When you’re lost, circle back to what your child can do.
- Start at the baseline for a targeted skill and build from there.
- Use your child’s strengths to carve a path for them.
- Focus on the supports/prompts/accommodations/modifications that can allow your child to access that goal.
Alter your perspective and mindset: We’re changing “My child can’t” into “How can we make this possible?”
Don’t let yourself become overwhelmed by state standards, goal framework, and other particulars. Instead, think back to your vision statement. What do you imagine for your child’s future? What are you working to include in your child’s IEP right now?
Create a vision statement & take a strength-based approach
Dr. Solone believes that the first step parents can take toward a strong IEP is to create a vision statement — in other words, write down what we want out of life for our child, and what our child wants out of life for themselves. Taking a little time to identify a vision for your child can help you — and the IEP team — consider each goal and objective as a stepping stone, and each service and support as a guidepost. Learn how here: Creating a Vision Statement for Your Child.
Beginning with a vision statement can help you make sure your child’s IEP goals are clear, specific, measurable, and appropriate for them. For IEP goals to be appropriate, Dr. Solone explains that IEP teams need to “presume competence” in a student — in other words, IEP goals should be written from a strength-based perspective. (Read more about strength-based IEPs here!)
- When IEP teams focus on the whole child, that child’s abilities and strengths are utilized to help the child master the goal, rather than assuming the child can’t master it because they have nontypical ways of communicating, moving, expressing, learning, or existing in the world.
- For example, if a student — say, Joshua — can’t comprehend grade-level text because a learning disability impacts his ability to read at grade level, Joshua’s comprehension goal can allow for text-to-speech software to read to him.
- In order to develop strength-based IEP goals, we have to think creatively about solutions that will allow our kids to meet an education goal.
Use the Common Core State Standards
Dr. Solone suggests focusing on these specific questions when you’re writing a standards-based goal using Common Core:
- What do you want your child to do? (And why do you want them to do it?)
- Answering this question helps you identify the skill you want your child to learn. To do this, consider your child’s Present Levels of Performance (PLOPs) — what skills have they learned or mastered already? What skills do they still need to learn?
- Look at CCSS for the specific subject — you can use these Element Cards to identify the skill you want to focus on. Which standards reflect skills that will help your child realize your/their vision for the future?
- First, look at the task or skill described in the Essential Understandings column. Ask yourself, can my child do this already?
- If the answer is yes, go to the task or skill described in the Core Content Connectors column. Ask yourself the same question: Can my child do this already?
- If the answer is yes, go to the task or skill described in the CCSS column.
- Once you discern which parts of a state standard your child can already do, then you can narrow down what skill they need to work on.
- What supports will enable your child to meet this goal?
Here is where you’ll specify the accommodations or modifications that will allow your child to complete these tasks — whether that’s asking for multiple choice assignments, prompts, an AAC device, the text-to-speech software mentioned in a previous example, etc.
How will you know if your child has met the goal?
This is all about finding ways to measure your child’s progress — whether that’s teacher-charted data, observation, specific assessment data, work samples, etc.
Keep in mind that an IEP cannot have goals that cover all grade-level standards — there are simply too many! Therefore, parents should think about which standards are essential and which skills will be the most beneficial for their student’s future.
- A student will typically have one to three IEP goals for each performance area with an indicated need.
- IEPs usually have anywhere from one to twenty goals, depending on the student’s needs and the number of services the student receives.
- To help you narrow it down, ask your child’s teacher for input — collaborating on which goals will be most meaningful and important for your child is ideal.
Work with your child’s teacher
Here’s an example of what a conversation about a particular goal might look like:
A teacher tells you that the following math standard will be addressed throughout the year:
Number & Operations in Base Ten: 3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
- You believe that your child would benefit greatly from learning to do this, but you recognize that the current standard is beyond your child’s abilities at this moment in time. You then look to the Core Content Connector, which states: 3.NO.2c1 Solve multi-step addition and subtraction problems up to 100.
- You also note the Essential Understanding (a.k.a., the most essential or fundamental skill that can be acquired in relation to this standard) in the Core Content Connector, which states: Combine (+) or decompose (-) with concrete objects; use counting to get the answers.
- From there, you consider your child’s capabilities and determine that your child has recently mastered addition or combining concrete objects, but you would really like them to learn how to decompose or subtract a particular number of objects to get an answer. You feel this would be helpful at home for various reasons, and you feel it is a skill your child will need throughout their life, so you decide you’d like to write an IEP goal to address this skill. Here’s how the IEP goal would be written:
When presented with up to 20 objects and asked to take away or subtract a number 1–20, [STUDENT] will remove the quantity requested and will count the remaining objects to determine the number of objects left with 80% accuracy (e.g., 4 out of 5 opportunities) in 4 out of 5 trials across 2 consecutive weeks as measured by teacher charted data and student work samples.