problem solving math iep goals

Math IEP Goals For Special Education

$Math IEP Goals$

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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3rd Grade Math IEP Goal Bank Based On The Common Core Standards

Goal banks! Wahoo! This goal bank provides IEP goal examples based on the common core standards. If you are looking for more general “plug and chug” IEP goal formula’s check my other post out . These goals are only examples based on specific mathematical concept. You may need to modify how often they are measured, when they are tested, or simplify the related goal. Also keep in mind that sometimes students will be in a different grade level, but be working on a 3rd grade level skill. Your job as the teacher is to pick the goal type that fits with the student’s data driven needs.

I changed the way I measured goals frequently throughout. It is worth it to skim through each section and receive more ideas for wording and measuring goals!

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7 . CCSS.MATH.CONTENT.3.OA.A.1

Goal Example #1: Student will be able to independently describe one math scenario for a given multiplication problem on 10 individual trials, with 100% accuracy, through out the IEP year.

Goal Example #2 : Using a picture, student will be able to identify three math scenarios that would require a specific multiplication problem. Mastery of this skill will be completing an average accuracy rate of 90%, on a given test with 6 choices, across 3 consecutive trials

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8 . CCSS.MATH.CONTENT.3.OA.A.2

Goal Example #1: Student will be able to create a visual representation of a specific division problem (up to multiples of 5), with 80% accuracy across 8 out of 10 trials across one quarter.

Goal Example #2: Student will be able to read and identify a correct written scenario for a specific division problem. On a test with 3 trials, student will score an average of 80% accuracy, across 40 weekly trials.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS.MATH.CONTENT.3.OA.A.3

Goal Example: Using a graphic organizer, student will be able to break down the three steps to solve a division word problem, with 80% accuracy across 10 weekly trials.

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? CCSS.MATH.CONTENT.3.OA.A.4

Goal Example: Using a multiplication chart, student will be able to read a word problem about multiplication and write the mathematical sentence needed to solve the problem. Mastery will occur when student completes 3 out of 5 test questions, with an average of 80% accuracy across 40 trials.

Understand properties of multiplication and the relationship between multiplication and division.

Apply properties of operations as strategies to multiply and divide. 2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) CCSS.MATH.CONTENT.3.OA.B.5

Goal Example #1: Student will be able to match three examples of the commutative property with 4 out of 5 trials on with 80% accuracy, across 3 quarters.

Goal Example #2: When given a key, student will be able to identify commutative, associative, and distributive properties with 75% accuracy on 3 consecutive trials.

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8 . CCSS.MATH.CONTENT.3.OA.B.6

Goal Example #1: Given a multiplication table/graph, Student will be able to solve a division problem using multiplication skills with 80% accuracy across 3 out of 3 trials.

Goal Example #2: Student will be able to add multiples to find the answer to two digit by one digit division problems. This is mastered when student can do this independently with 90% accuracy on 3 consecutive trials.

Multiply and divide within 100

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. CCSS.MATH.CONTENT.3.OA.C.7

Goal Example #1: Using a multiplication chart, student will be able to solve division problems up to 12 with 95% accuracy on 5 consecutive trials.

Goal Example #2: Student will be able to multiply double digit by double digit numbers with an average 70% accuracy on 3 trials each quarter this IEP year.

Solve problems involving the four operations, and identify and explain patterns in arithmetic

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3 CCSS.MATH.CONTENT.3.OA.D.8

Goal Example #1: Using a graphic organizer, solve two step addition word problems within numbers 1-100. Student will show mastery by solving these with 70% accuracy across 10 trials this IEP year.

Goal Example #2: Student will be able to identify which operation is being used (multiplication, division, addition, subtraction) with 80% accuracy averaged between their 10 most recent trials.

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends . CCSS.MATH.CONTENT.3.OA.D.9

Goal Example #1: When given a set of numbers from the teacher, student will be able to identify if there is a pattern or not. Student will do this with 90% accuracy on 3 out of 5 trials.

Goal Example #2: Student will be able to create a picture to explain patterns with multiplication up to 100 with an average of 70% accuracy across 10 trials.

Check out these other third grade goal banks:

3rd Grade Reading

3rd Grade Writing

Thanks for your support! Let me know if there’s a way I can make these more accessible for you. I also take requests if you would like a certain set of goals published quicker. Keep up all the great work!

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Math Goals for IEPs

Browse free ccs-aligned, math goals & objectives for word problems, number sense, computation, geometry, life skills mathematics, and graphing, number sense goals, addition & subtraction goals, multiplication & division goals, word problem goals, geometry goals, life skills math goals, graphing & data goals, algebra goals, need teaching resources or case management tools check out the store.

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IEP Math Goals

Navigating the world of Individualized Education Programs (IEPs) can feel overwhelming, especially when it comes to setting effective math goals for your child. You want to ensure these goals are not only attainable but also tailored to your child’s unique learning needs. Understanding how to create and implement these goals is crucial for fostering academic growth and confidence.

In this article, you’ll discover essential strategies for developing IEP math goals that are specific, measurable, and aligned with your child’s abilities. By focusing on clear objectives and practical steps, you can help your child make meaningful progress in their math skills, setting a strong foundation for future success.

Key Takeaways

Understanding IEP Math Goals is Crucial: Effective IEP math goals are essential for supporting academic growth tailored to a child’s unique learning needs.
Core Components of Effective Goals: Goals should be specific, measurable, achievable, relevant, and time-bound to ensure structured and observable progress.
Key Focus Areas: Concentrate on number sense and operations, problem-solving and reasoning, and measurement and data to build a comprehensive skill set.
Developing Measurable Targets: Create clear, attainable, and specific targets in accordance with the student’s current skill level and academic requirements.
Compliance with Standards: Ensure IEP math goals align with state and national educational standards, including regular monitoring, evidence-based practices, and stakeholder collaboration.
Custom Goals by Education Level: Tailor goals to the child’s educational stage, from elementary to middle school, to address their developmental needs and promote advanced skills.

Understanding IEP Math Goals

IEP math goals are critical for supporting your child’s academic development. Well-crafted goals ensure that the educational plan meets their unique needs and fosters progress in math skills.

Importance of Math Goals in IEPs

Math goals in IEPs drive targeted interventions for your child’s learning needs. They provide a clear roadmap of expected achievements, enhancing motivation and guiding teachers’ instructional strategies. Setting precise goals improves communication between educators and guardians, ensuring everyone’s aligned in supporting the child’s progress. For example, targeting specific areas like basic arithmetic or problem-solving helps measure growth effectively.

Components of Effective Math IEP Goals

Effective math IEP goals are specific and measurable. They should align with your child’s current abilities and potential. Key components include:

Specificity : Goals should pinpoint exact skills, such as addition or subtraction within 20.
Measurability : Define how progress will be tracked, like achieving 80% accuracy in solving multiplication problems.
Achievability : Ensure goals reflect the child’s realistic potential.
Relevance : Align goals with core curriculum standards and the child’s long-term academic needs.
Time-bound : Set a clear timeframe, such as achieving a goal by the end of the semester.

By incorporating these elements, you create a structured path for your child’s math skill development, making the progress both observable and attainable.

Creating effective IEP math goals is crucial for helping students achieve measurable progress in their math skills. To develop comprehensive goals, it’s beneficial to include specific performance indicators and ensure the goals are realistic and achievable. For example, setting a goal for a student to improve their proficiency in solving multi-step word problems with 80% accuracy can provide a clear target to work towards ( We Are Teachers ). Additionally, using SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) ensures the goals are tailored to the student’s needs and capabilities ( TeachTastic ).

Key Areas of Focus for IEP Math Goals

Setting clear goals in various key areas helps tailor the math curriculum to each child’s needs. These focus areas ensure comprehensive skill development critical for future academic success.

Number Sense and Operations

Your child benefits from strong foundational skills in number sense and operations. Number sense includes understanding quantities and their relationships while operations involve adding, subtracting, multiplying, and dividing. Clear IEP goals in this area might include recognizing numbers 1-100, performing addition up to 20, or understanding the concept of place value. These targets improve mathematical fluency and confidence.

Problem Solving and Reasoning

Developing problem-solving and reasoning skills allows children to tackle real-world math challenges. IEP math goals here might include solving word problems using addition and subtraction, employing strategies to reason logically, and explaining their thought processes. Strengthening problem-solving abilities helps in interpreting and resolving various mathematical scenarios.

Measurement and Data

Measurement and data skills form an essential part of math education. Goals related to this area focus on understanding units of measure, calculating perimeter and area, and interpreting data from charts and graphs. For instance, you might aim for your child to measure objects using a ruler or gather and analyze data to create a simple bar graph. Mastery of these skills aids in real-world applications and advanced math topics.

Developing Measurable IEP Math Goals

Establishing measurable IEP math goals requires precision and strategic planning. These goals must be clear, attainable, and tailored to the child’s individual needs.

Setting Specific Targets

Identifying specific targets provides direction for math instruction. Tailoring these targets to the student involves understanding their current skill level and areas of need. For example:

Number Sense : Set goals for identifying numbers up to 100 or counting by twos, fives, and tens.
Operations : Focus on simple addition and subtraction problems within 20.
Problem Solving : Develop goals involving real-world scenarios, such as calculating change or planning a simple budget.
Measurement : Include goals related to measuring objects using standard units like inches and centimeters.
Data Interpretation : Target skills such as reading bar graphs or comparing data points.

Each target should be explicit and measurable, ensuring progress can be tracked and adjusted as needed.

Meeting Standards and Regulations

IEP math goals must comply with educational standards and regulations. Aligning these goals with state and national benchmarks ensures consistency and accountability. Additionally, compliance means:

Documenting Progress : Use data collection and regular monitoring to track student advancement.
Using Evidence-Based Practices : Incorporate instructional strategies proven effective through research.
Collaborating with Stakeholders : Regularly update parents and educators on student progress and adjust goals as needed.
Ensuring Accessibility : Tailor goals to be achievable for students with various levels of needs and abilities.

Adhering to these standards guarantees that the educational plan not only meets legal obligations but also provides the student with the best opportunity for success.

Examples of IEP Math Goals

IEP math goals help structure a student’s learning process, ensuring tailored and measurable milestones.

Elementary School Goals

You can set specific goals for elementary students to enhance their foundational math skills.

Number Sense: Count to 100 by ones and tens. Identify odd and even numbers up to 20.
Operations: Solve addition and subtraction problems within 20. Use objects to represent addition problems.
Problem Solving: Apply strategies to solve simple word problems involving addition and subtraction. Explain how you reached the solution.
Measurement: Measure objects using standard units like inches and centimeters. Compare lengths of two objects.
Data Interpretation: Interpret simple graphs like bar graphs and pictographs. Answer questions based on graph data.

Middle School Goals

Middle school students have diverse needs, requiring more advanced and specific math goals.

Number Sense: Convert between fractions, decimals, and percentages. Compare and order rational numbers.
Operations: Solve multi-step problems involving all four operations. Apply properties of operations to generate equivalent expressions.
Problem Solving: Tackle real-world problems involving ratios and proportions. Use algebraic representations to solve problems.
Measurement: Calculate area, volume, and surface area of geometric shapes. Apply formulas in practical contexts.
Data Interpretation: Analyze data sets to determine measures of central tendency (mean, median, mode). Interpret box-and-whisker plots.

Goals in these areas guide teachers to provide appropriate instruction, ensuring students’ math skills develop effectively. Using evidence-based practices and regular progress documentation is crucial to achieving these goals.

Setting tailored and measurable math goals within IEPs is crucial for fostering academic growth and confidence in children. By focusing on specific areas like Number Sense Operations Problem Solving Measurement and Data Interpretation you can create effective and individualized goals. Utilizing evidence-based practices and maintaining open communication with educators and parents ensures that your child has the best chance for success. Collaborating with stakeholders and documenting progress will help you track achievements and make necessary adjustments.

Frequently Asked Questions

What are some examples of effective math iep goals.

Effective math IEP goals are specific, measurable, achievable, relevant, and time-bound. For example, a goal for an elementary student could be: “By the end of the semester, the student will correctly solve two-digit addition problems with regrouping in 8 out of 10 trials.”

How are math IEP goals tailored for individual students?

Math IEP goals are tailored based on the student’s current skill level, needs, and academic targets. Goals should address specific areas such as Number Sense, Operations, Problem Solving, Measurement, or Data Interpretation, and be designed to help the student progress incrementally.

Why is specificity important in math IEP goals?

Specificity ensures that goals are clear and unambiguous, making it easier to track progress and pinpoint areas needing improvement. For instance, rather than saying “improve in math,” a specific goal would be “solve multiplication problems up to 12×12 with 90% accuracy in 10 consecutive trials.”

How does measurability enhance the effectiveness of math IEP goals?

Measurability allows educators and parents to track the student’s progress quantitatively, ensuring the goal is being met. For example, “improve problem-solving skills by solving 5 word problems correctly out of 7 in 3 consecutive sessions” is measurable and provides clear criteria for success.

What kind of goals are set for middle school students in their IEP?

Middle school IEP math goals often focus on more complex skills such as algebraic thinking, fractions, and data analysis. For example: “By the end of the quarter, the student will solve linear equations with one variable with 85% accuracy in 5 out of 6 quizzes.”

How do educators use evidence-based practices in setting math IEP goals?

Educators use evidence-based practices by incorporating strategies that are proven to be effective through research. For example, using manipulatives for hands-on learning or integrating technology to reinforce concepts can support the achievement of IEP math goals.

What role do parents play in setting and achieving math IEP goals?

Parents are crucial in the IEP process as they provide insights into the child’s strengths and challenges. They help set realistic goals and support learning at home. Effective communication between educators and parents ensures that strategies are consistently applied.

How is progress documented for math IEP goals?

Progress is documented through regular assessments, observations, and data collection. Educators may use charts, logs, and reports to track improvements, helping adjust goals and strategies as needed to ensure the student’s continued growth in math skills.

A Comprehensive Guide to Behavior Intervention Plans (BIP) in Special Education

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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. ADVERTISEMENT

[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).

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

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.

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 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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Achieving Math Success: Understanding IEP Goals and Strategies

Key takeaways.

Mathematics is essential for academic and everyday life, but students with math difficulties can find success challenging.
Individualized Education Programs (IEPs) play a crucial role in supporting students with math difficulties through tailored goals and strategies.
IEP goals should be specific, measurable, attainable, relevant, and time-bound (SMART) and aligned with the math curriculum.
Common IEP goals for math include developing numeracy skills, enhancing problem-solving skills, and improving math fluency.
Strategies for achieving math success through IEP goals involve individualized instruction, multi-sensory approaches, explicit instruction, and regular progress monitoring.
Collaboration between educators, parents, and students is vital for effective implementation of IEP goals and strategies.

Introduction: Achieving Math Success: Understanding IEP Goals and Strategies

Mathematics is a fundamental skill that plays a crucial role in both academic and everyday life. From calculating expenses to solving complex problems, math is a skill that we rely on throughout our lives. However, for students with math difficulties, achieving math success can be a challenging journey. This is where Individualized Education Programs (IEPs) come into play. In this blog post, we will explore the importance of IEP goals and strategies in supporting students with math difficulties.

What are IEP goals?

IEP goals are specific objectives that are designed to address the unique needs of students with disabilities. These goals are created collaboratively by a team of educators, parents, and other professionals, and they serve as a roadmap for the student’s educational journey. In the context of math, IEP goals are tailored to address the specific math difficulties that a student may be facing.

It is important to align IEP goals with the math curriculum to ensure that students are receiving the necessary support to succeed in their math education. By aligning IEP goals with the curriculum, educators can ensure that students are working towards the same standards as their peers, while also receiving the additional support they need.

Well-defined IEP goals for math should be specific, measurable, attainable, relevant, and time-bound (SMART). This means that the goals should clearly state what the student is expected to achieve, how progress will be measured, and when the goal is expected to be achieved. By setting SMART goals, educators can track the student’s progress and make necessary adjustments to their instruction and support.

Common IEP goals for math

IEP goals for math can vary depending on the individual needs of the student. However, there are some common areas that are often targeted in IEP goals for math:

Numeracy skills

Developing strong numeracy skills is essential for math success. IEP goals in this area may focus on:

Counting and number recognition
Addition and subtraction
Multiplication and division

Problem-solving skills

Problem-solving is a critical skill in math. IEP goals in this area may include:

Understanding and solving word problems
Applying mathematical concepts to real-life situations

Math fluency

Math fluency refers to the ability to quickly and accurately perform basic math operations. IEP goals in this area may focus on:

Speed and accuracy in basic math operations
Mental math strategies

Strategies for achieving math success through IEP goals

Now that we understand the importance of IEP goals in supporting math success, let’s explore some strategies that can help students achieve these goals:

Individualized instruction and accommodations

Modifying instructional materials, providing visual aids and manipulatives, and using assistive technology can help students with math difficulties access the curriculum and understand mathematical concepts.

Multi-sensory approaches

Incorporating hands-on activities, utilizing auditory and visual cues, and engaging in kinesthetic learning can enhance students’ understanding and retention of math concepts.

Explicit instruction and guided practice

Breaking down complex concepts into smaller steps, providing clear explanations and demonstrations, and offering guided practice opportunities can support students in mastering math skills.

Regular progress monitoring and feedback

Assessing students’ understanding and progress, providing constructive feedback and reinforcement, and adjusting strategies and goals as needed can ensure that students are making continuous progress towards their math goals.

Collaboration between educators, parents, and students

Collaboration between educators, parents, and students is essential in supporting math success. Open communication and teamwork can help ensure that everyone is working towards the same goals and that the student’s needs are being met.

Involving parents in goal-setting and progress monitoring can provide valuable insights and support at home. Encouraging student self-advocacy and active participation in their own education can empower them to take ownership of their learning and seek help when needed.

Achieving math success is possible for students with math difficulties through the support of well-defined IEP goals and effective strategies. By aligning IEP goals with the math curriculum, utilizing individualized instruction and accommodations, and fostering collaboration between educators, parents, and students, we can create a supportive environment where students can thrive in math.

Looking for More Information on How to Achieve Math Success? Discover Resources on Understanding IEP Goals and Strategies Here

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Remember, with the right support and strategies, every student can achieve math success!

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Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

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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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Developing Mathematics IEP Goals and Objectives that Work!

How do you address the needs of struggling learners and students with Individualized Education Plans (IEP) in your math classroom? By leveraging the Standards for Mathematical Practice (NGA and CCSSP, 2010) during the IEP goal setting and objective writing process, we were able to help all of our students in the Howard County Public School System (HCPSS) make meaningful gains in mathematics learning. In this blog, we want to briefly share the essential elements of an IEP goal-setting tool that is transforming instruction for our students receiving special education services.

Traditionally, IEP goals and objectives have focused only on developing student fluency with operations. The prevailing thought, now described as a myth, was that students could not engage in mathematical problem solving if they did not understand their basic facts. A collaborative team, led by Joyce Agness and Kym Craig, set out to shift the conventional thinking from a focus on fluency with basic facts to a focus on fluency with the learning behaviors defined by the Standards for Mathematical Practice. The team wanted to strengthen a student’s capacity to solve any mathematics problem they encountered.

The result of the collaboration was a tool that guides special educators through the development of student goals and objective that focus on a student’s long-term mathematics learning. The focus on learning behaviors is shifting our special educator’s thoughts about supporting mathematics instruction. Instead of mathematics viewed as a disconnected set of skills to be memorized, our teachers are viewing problems as puzzles with multiple solution paths and high levels of critical thinking. Additionally, teachers are reporting that the scaffolding of the behaviors helps determine exactly where student skill levels lie and how to adjust instruction to advance their mathematical abilities. So, for the first time, IEP goals and objectives are aligned to the everyday instruction meaning that our students are pulled out of first instruction far less frequently.

In regards to monitoring, the tool is designed to help teachers easily collect both quarterly and longitudinal data for each student in grade 3-8. One teacher stated, “I feel like we are finally focused on working on our student’s thinking and reasoning skills. This focus will serve our students better, not just in math class, but in every class.”

The innovative work of a few educators working collaboratively to benefit our students receiving special education services, has the potential of improving the learning of all students.

References:

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.” (NGA and CCSSO, 2010)

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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.

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Eighth Grade Math IEP Goals Standards-Aligned

This IEP goal bank is on eighth-grade math prerequisite skills, including progress monitoring, data collection tools, worksheets, and lesson packs for all top nationally used IEP goals.

Best Eighth Grade Math IEP Goals

Free IEP goals and objectives for eighth-grade math that are focused on a learning progression for most Common Core clusters to build strong math foundational skills for future grades. Many math skills included are one-variable inequalities, linear equations, word problems skills, and functions.

You're an eighth-grade special education teacher, and you have to write IEP goals for math. It's hard enough to come up with good IEP goals, but it's even harder when they have to be aligned with Common Core or State Standards (CCSS).

We've got you covered. Our 8th grade math IEP goal bank is filled with standards-aligned goals that will help your students make progress in math. Plus, we offer data collection tools, worksheets, and lesson packs to help you track student progress and meet IEP requirements.

Eighth Grade Math IEP Goals

8.ns: the number system.

8.NS.A.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., ?2). For example, by truncating the decimal expansion of ?2, show that ?2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

8.EE: Expressions & Equations

This goal covers the following objectives
Identify equivalent expressions involving exponents I
Evaluate expressions using properties of exponents
Multiplication and division with exponents
Understanding negative exponents
Solve equations using cube roots
Solve equations using square roots
Positive and negative square roots
Square roots of perfect squares
Compare numbers written in scientific notation
Convert between standard and scientific notation
Least common denominator
Write fractions in lowest terms
Divide numbers written in scientific notation
Multiply numbers written in scientific notation
Add and subtract numbers written in scientific notation
Graph proportional relationships
Find the constant of proportionality from a graph
Find the constant of proportionality from a table
Write a linear equation from a graph
Graph a line from an equation in slope-intercept form
Graph a line using slope
Correctly apply slope-intercept form to find the slope and y-intercept
8.EE.C.7: Solve linear equations in one variable.
Create equations with no solutions or infinitely many solutions
Find the number of solutions
Solve two-step equations
Solve one-step equations
Solve multi-step equations with exponents
Solve multi-step equations
8.EE.C.8: Analyze and solve pairs of simultaneous linear equations.
Find the number of solutions to a system of equations by graphing
Solve a system of equations by graphing
Determine if (x, y) is a solution to the system of equations?
Determine if (x, y) satisfies the linear function
Solve a system of equations using any method
Solve a system of equations using elimination
Solve a system of equations using substitution
Find the number of solutions to a system of equations
Solve a system of equations using any method: word problems
Solve a system of equations using elimination: word problems
Solve a system of equations using substitution: word problems
Solve a system of equations by graphing: word problems

8.F: Functions

Complete a table for a function graph
Find values using function graphs
Complete a table and graph a linear function
Complete a table for a linear function
Compare linear functions: tables, graphs, and equations
Compare linear functions: graphs and equations
Identify terms and coefficients
Identify linear and nonlinear functions: tables
Identify linear and nonlinear functions: graphs and equations
8.F.B.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
8.F.B.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

8.G: Geometry

8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
8.G.A.1.A: Lines are taken to lines, and line segments to line segments of the same length.
8.G.A.1.B: Angles are taken to angles of the same measure.
8.G.A.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.A.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
8.G.A.1.C: Parallel lines are taken to parallel lines.
8.G.A.1.B: Parallel lines are taken to parallel lines.
8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse.
8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

8.SP: Statistics & Probability

8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
8.SP.A.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
8.SP.A.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
8.SP.A.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

8.SUP: Supporting Skills

8.SUP.MATH.1: Although this skill cluster is not associated with a state standard it is still given emphasis at the cluster level. Supporting work at grade level and, where appropriate would be acceptable for many students' grade-level iep goals.

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Math Problem Solving Iep Goals 1st Grade
29 Math Problem Solving IEP Goals (Including Math Reasoning)
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Iep Goals For Multi Step Math Problems
50 Math IEP Goals and Objectives (Printable List PDF)
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IEP Goals and Objectives Measurable With Data Tracking

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COMMENTS

50 Math IEP Goals and Objectives, including Calculation and Computation
Goal: Multiplication and Division Proficiency. Objective: Over the course of the IEP period, the student will develop fluency in multiplication and division facts up to 10, accurately solving multiplication and division problems in written and mental calculations with at least 80% accuracy across multiple assessments.
29 Math Problem Solving IEP Goals (Including Math Reasoning)
Math problem solving is a critical skill for students with learning disabilities that requires individualized support and attention. Effective math problem solving IEP goals are specific, measurable, and achievable, and are developed through collaboration with parents, teachers, and other stakeholders.; By setting realistic goals, monitoring progress, and adjusting goals as needed, educators ...
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. ... Goal: Student will independently solve two step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials measured quarterly.
Word Problem & Problem Solving IEP Goals
2nd grade goal 1: Given four problems, _____ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1 2nd grade goal 2: Given four problems, _____ will use ...
Math Word Problem IEP Goals: 12 Examples and Objectives
Here are 10 more examples of Math Word Problem IEP Goals. Objective: Student will accurately identify key information in math word problems. Goal: By the end of the IEP period, student will correctly identify relevant data in 9 out of 10 math word problems. Objective: Student will apply appropriate mathematical operations to solve word problems ...
IEP Goals for Math: A Comprehensive Guide
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 ...
3rd Grade Math IEP Goal Bank Based On The Common Core Standards
Goal Example #1: Student will be able to independently describe one math scenario for a given multiplication problem on 10 individual trials, with 100% accuracy, through out the IEP year. Goal Example #2: Using a picture, student will be able to identify three math scenarios that would require a specific multiplication problem.
Math IEP Goals & Objectives
Browse free CCS-aligned, math goals & objectives for word problems, number sense, computation, geometry, life skills mathematics, and graphing. Number Sense Goals ... High School IEP Goal Book & Creator $ 29.99. Add to cart; Elementary School IEP Goal Book & Creator $ 29.99. Add to cart; Socio-Emotional Goal Bank $ 14.99.
IEP Math Goals: Strategies for Success
Elementary School Goals. You can set specific goals for elementary students to enhance their foundational math skills. Number Sense: Count to 100 by ones and tens. Identify odd and even numbers up to 20. Operations: Solve addition and subtraction problems within 20. Use objects to represent addition problems.
Free IEP Goal Bank With 110+ Goals and Free Tracking Sheets
Math IEP Goal Bank. Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress. ... 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 ...
7 Proven Word Problem IEP Goals to Boost Math Skills in ...
Key Takeaways. Create SMART goals with measurable criteria to boost math skills in special ed. Use visual supports, breaking down problems into smaller steps & reinforcing keywords/vocabulary for effective teaching of word problems. Monitor progress and adjust IEP goals regularly for best support of student growth.
Achieving Math Success: Understanding IEP Goals and Strategies
IEP goals should be specific, measurable, attainable, relevant, and time-bound (SMART) and aligned with the math curriculum. Common IEP goals for math include developing numeracy skills, enhancing problem-solving skills, and improving math fluency. Strategies for achieving math success through IEP goals involve individualized instruction, multi ...
IEP Goal and Objective Bank Grades K-8
IEP goal examples that are standard aligned with math, reading, and writing goals. Including social-emotional and behavioral skills. ... Early Elementary Grades IEP Goal Catagories: Word Problems, Time: Hour and Half Hour, Single Digit Numbers ... enhancing mathematical problem-solving skills, or fostering positive social interactions, these ...
How to Write SMART IEP Goals
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.
Math IEP Goals for Second Grade Skills
Math IEP goals for second grade: Focusing on IEP goals for two-digit addition, two-digit subtraction, place value, fractions, and word problems, our tailored objectives drive student progress. ... Solve Two-step Word Problems (addition and subtraction, up to 20) Understand Fact Families. Understand Related Addition Facts. Use Making Tens to Add.
10 Problem Solving IEP Goals for Real Life
Here are a few sample IEP goals for problem-solving to give you some inspiration. Adaptive Goals. ... Math Goals. By the end of the IEP term, when given a word problem, the student will independently determine which operation is to be used with 100% accuracy on 4 out of 5 trials, measured quarterly by teacher observation. ...
Developing Mathematics IEP Goals and Objectives that Work!
Traditionally, IEP goals and objectives have focused only on developing student fluency with operations. The prevailing thought, now described as a myth, was that students could not engage in mathematical problem solving if they did not understand their basic facts. A collaborative team, led by Joyce Agness and Kym Craig, set out to shift the ...
PDF Math-Related Goals and Objectives
relationship in problem solving situations and communicate the reasoning used in solving these problems. Goal: The student will develop functional math skills as supported by the following objectives: 1. The student will be able to read and write ___ (choose from one or more of the following) by using the Nemeth Code. a. negation (e.g. not ...
IEP Goals For Math Problem Solving
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 ...
Math IEP Goals for Fifth Grade Skills
Special Education Community. At TeachTastic, we believe that teaching special education should be more manageable and rewarding. We understand the challenges faced by overburdened teachers and strive to alleviate these pressures with practical, effective tools. Our IEP goal ban k and scaffolded special education lesson plans are designed to ...
5 Math Word Problem IEP Goals and How to Teach Them in ...
3rd Grade. Conventions of Standard English. Phonics and Spelling. Vocabulary. Language and writing. Decoding and Spelling. Writing. Sight Words. We are thrilled to see that more than 55,000 special education teachers use our website every month to find IEP goals and aligned teaching materials.
High School Math IEP Goal Bank: Essential Elements Curriculum
Enhance your high school math instruction with this targeted IEP Goal Bank for grades 9-12, aligned with the Essential Elements Curriculum. This resource provides clear, measurable goals covering number sense, geometry, measurement, algebraic thinking, problem-solving, and mathematical communication.
Math IEP Goals for Fourth Grade Skills
Break Down Fractions Into Unit Fractions Using Models. Estimate Sums. Estimate Sums In Word Problems. Recognize Fraction Expressions with Specific Sums (denominators 10 and 100) Select Numbers with Specific Sum. Solve Multi-Digit Addition Word Problems. Use Properties of Addition. Use Strip Models to Add Fractions With Like Denominators.
8th Grade IEP Goals
Our 8th grade math IEP goal bank is filled with standards-aligned goals that will help your students make progress in math. Plus, we offer data collection tools, worksheets, and lesson packs to help you track student progress and meet IEP requirements. ... 8.SP.A.3: Use the equation of a linear model to solve problems in the context of ...