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IEP Goal Bank: Goals for Students with Learning Disabilities

Introduction

Learning disabilities are common, affecting at least 1 in 59 children. In the U.S., 4 million children younger than 18 have learning disabilities, and 1 in 5 children have learning and thinking differences such as ADHD. Approximately 10% of the world's population has dyslexia.

If you are a teacher or school administrator, you may be working with students with learning disabilities. IEP goals are important for these students because they provide a roadmap for progress. IEP goals are written by a team of educators and parents, and they are tailored to the individual needs of the student.

This blog post will provide a list of IEP goals for students with learning disabilities, as well as examples of SMART (specific, measurable, achievable, relevant, and time-bound) goals.

IEP Goals for Specific Learning Disabilities

Dyslexia: iep goals for students with dyslexia could include:.

Increasing decoding accuracy by 10%

Improving reading fluency by 20 words per minute

Increasing comprehension of grade-level text by 80%

Improving spelling accuracy by 5%

Here are some examples of written out IEP goals for students with dyslexia :

• The student will correctly decode 90% of words on a list of 100 words, with 80% accuracy.
• The student will be able to read grade-level text with 90% decoding accuracy, as measured by a teacher-created reading comprehension assessment.
• The student will be able to read a list of 100 words with 90% decoding accuracy in 60 seconds.
• The student will read grade-level text at a rate of 80 words per minute, as measured by a teacher-created fluency assessment.
• The student will be able to read a passage of text with 90% fluency, as measured by a teacher-created fluency assessment.
• The student will be able to read a passage of text at a rate of 80 words per minute with 90% comprehension, as measured by a teacher-created fluency assessment.
• The student will answer 80% of comprehension questions accurately on a grade-level text, as measured by a teacher-created comprehension assessment.
• The student will be able to summarize the main points of a grade-level text with 80% accuracy, as measured by a teacher-created comprehension assessment.
• The student will be able to answer inferential questions about a grade-level text with 80% accuracy, as measured by a teacher-created comprehension assessment.
• The student will spell 95% of the words on a list of 100 words correctly, with 90% accuracy.
• The student will be able to spell grade-level words with 95% accuracy, as measured by a teacher-created spelling assessment.
• The student will be able to spell grade-level words in their writing with 95% accuracy, as measured by a teacher-created writing assessment.

These are just a few examples, and it is important to tailor the goals to the individual needs of each student. When developing IEP goals, it is important to consider the student's strengths and weaknesses, their grade level and academic expectations, their social-emotional and behavioral needs, and their interests and goals. For a more comprehensive list, visit our full Dyslexia IEP goal bank .

Dyscalculia: IEP goals for students with dyscalculia could include:

Increasing number recognition accuracy by 10%

Improving counting skills to 100

Increasing addition accuracy by 80%

Increasing subtraction accuracy by 70%

Increasing multiplication accuracy by 60%

Increasing division accuracy by 50%

Here are some examples of written out IEP goals for students with dyscalculia:

• Goal: The student will increase number recognition accuracy from 75% to 85% by the end of the school year.
• Objective: The student will correctly identify 85% of the numbers from 0 to 100, with 80% accuracy.
• Progress Monitoring: The student's number recognition accuracy will be monitored weekly using a teacher-created assessment.
• Goal: The student will be able to count to 100 accurately by the end of the school year.
• Objective: The student will count to 100 accurately, with 90% accuracy.
• Progress Monitoring: The student's counting skills will be monitored biweekly using a teacher-created assessment.
• Goal: The student will increase addition accuracy from 60% to 80% by the end of the school year.
• Objective: The student will solve addition problems with 80% accuracy, as measured by a teacher-created addition assessment.
• Progress Monitoring: The student's addition accuracy will be monitored monthly using a teacher-created assessment.
• Goal: The student will increase subtraction accuracy from 50% to 70% by the end of the school year.
• Objective: The student will solve subtraction problems with 70% accuracy, as measured by a teacher-created subtraction assessment.
• Progress Monitoring: The student's subtraction accuracy will be monitored bimonthly using a teacher-created assessment.
• Goal: The student will increase multiplication accuracy from 40% to 60% by the end of the school year.
• Objective: The student will solve multiplication problems with 60% accuracy, as measured by a teacher-created multiplication assessment.
• Progress Monitoring: The student's multiplication accuracy will be monitored quarterly using a teacher-created assessment.
• Goal: The student will increase division accuracy from 30% to 50% by the end of the school year.
• Objective: The student will solve division problems with 50% accuracy, as measured by a teacher-created division assessment.
• Progress Monitoring: The student's division accuracy will be monitored semiannually using a teacher-created assessment.

Dysgraphia: IEP goals for students with dysgraphia could include:

Improving handwriting legibility by 10%

Reducing grammar errors by 5%

Reducing punctuation errors by 5%

Here are some actual IEP examples for improving handwriting legibility, reducing grammar errors, reducing punctuation errors, and improving spelling accuracy:

• Goal: The student will improve handwriting legibility from 75% to 85% by the end of the school year.
• Objective: The student will write all letters and numbers legibly, with 80% accuracy.
• Progress Monitoring: The student's handwriting legibility will be monitored weekly using a teacher-created assessment.
• Goal: The student will reduce grammar errors from 10% to 5% by the end of the school year.
• Objective: The student will write a passage of text with 5% grammar errors, as measured by a teacher-created grammar assessment.
• Progress Monitoring: The student's grammar errors will be monitored biweekly using a teacher-created assessment.
• Goal: The student will reduce punctuation errors from 10% to 5% by the end of the school year.
• Objective: The student will write a passage of text with 5% punctuation errors, as measured by a teacher-created punctuation assessment.
• Progress Monitoring: The student's punctuation errors will be monitored monthly using a teacher-created assessment.
• Goal: The student will improve spelling accuracy from 85% to 90% by the end of the school year.
• Objective: The student will spell all words in a passage of text with 90% accuracy, as measured by a teacher-created spelling assessment.
• Progress Monitoring: The student's spelling accuracy will be monitored quarterly using a teacher-created assessment.

Nonverbal learning disabilities (NLD): IEP goals for students with NLD could include:

• Improving social-emotional skills by 10%
• Improving problem-solving skills by 80%
• Improving organization skills by 70%

Here are some specific IEP goals for improving social-emotional skills, problem-solving skills, and organization skills in students with NLD:

Social-emotional skills

• Goal: The student will improve social-emotional skills by 10% by the end of the school year.
• Objective: The student will be able to identify and express their emotions in a healthy way, with 80% accuracy.
• Progress Monitoring: The student's social-emotional skills will be monitored monthly using a teacher-created assessment.

Problem-solving skills

• Goal: The student will improve problem-solving skills by 80% by the end of the school year.
• Objective: The student will be able to solve multi-step problems accurately and efficiently, with 80% accuracy.
• Progress Monitoring: The student's problem-solving skills will be monitored bimonthly using a teacher-created assessment.

Organization skills

• Goal: The student will improve organization skills by 70% by the end of the school year.
• Objective: The student will be able to organize their materials and assignments effectively, with 70% accuracy.
• Progress Monitoring: The student's organization skills will be monitored quarterly using a teacher-created assessment.

These are just a few examples, and it is important to tailor the goals to the individual needs of each student. When developing IEP goals, it is important to consider the student's strengths and weaknesses, their grade level and academic expectations, their social-emotional and behavioral needs, and their interests and goals.

It is also important to involve the student and their parents in the IEP goal development process. The student and their parents should have a say in what goals are set and how the goals will be achieved.

Here are some examples of specific activities and interventions that can be used to help students with NLD achieve their IEP goals in these areas:

• Teach the student about social cues and body language.
• Help the student develop strategies for managing their emotions.
• Provide the student with opportunities to practice social skills in a safe and supportive environment.
• Break down complex problems into smaller, more manageable steps.
• Teach the student problem-solving strategies, such as brainstorming, generating hypotheses, and testing solutions.
• Provide the student with opportunities to practice problem-solving skills in real-world situations.
• Teach the student organizational skills, such as time management, planning, and prioritizing.
• Help the student develop a system for organizing their materials and assignments.
• Provide the student with visual reminders and supports to help them stay organized.

IEP goals for general areas of development:

IEP goals can also be written for general areas of development, such as academics, behavior, communication, social-emotional skills, and self-determination.

• Academics: Academic IEP goals could focus on reading, writing, math, science, and social studies. For example, an academic IEP goal for a student with dyslexia could be to increase reading comprehension of grade-level text by 80%.
• Behavior: Behavior IEP goals could focus on reducing disruptive behaviors, increasing compliance, and improving social skills. For example, a behavior IEP goal for a student with ADHD could be to reduce disruptive behaviors by 50%.
• Communication: Communication IEP goals could focus on improving verbal and nonverbal communication skills. For example, a communication IEP goal for a student with autism spectrum disorder could be to increase the number of verbal requests made per day.
• Social-emotional skills: Social-emotional IEP goals could focus on improving self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. For example, a social-emotional IEP goal for a student with emotional and behavioral disorders could be to improve self-awareness of triggers for anger.
• Self-determination: Self-determination IEP goals could focus on improving goal setting, problem-solving, decision-making, and self-advocacy skills. For example, a self-determination IEP goal for a student with intellectual disabilities could be to increase the number of independent choices made per day.

For more comprehensive goal banks, visit one or more of the blogs below:

Back to School IEP Goal Bank: Crafting Effective Individualized Education Plans for the New Academic Year

IEP Goal Bank: 100 SMART IEP Goals for Content Areas for Special Education Teams

Dyslexia IEP Goals: A Complete Guide and Goal Bank

ADHD IEP Goals: A Complete Guide and Goal Bank

Speech-Language Pathology: A Complete Guide and Goal Bank

How to Create SMART Goals for Effective IEPs

How to Use This IEP Goal Bank

This IEP goal bank is a resource for teachers and schools to use when developing IEP goals for students with learning disabilities. The goals in this bank are just a starting point, and it is important to tailor the goals to the individual needs of each student.

When developing IEP goals, it is important to consider the following:

• The student's strengths and weaknesses
• The student's grade level and academic expectations
• The student's social-emotional and behavioral needs
• The student's interests and goals

By following these tips, you can develop effective IEP goals for students with learning disabilities.

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15 SMART Goals Examples for an IEP (Individualized Education Program)

Any parent, teacher, counselor, educator , or school aid that deals with special needs children on a regular basis knows what the IEP (Individualized Education Plan) is and the impact it has on children with learning and developmental delays and disabilities .

But what goes into the process of developing a tailored IEP for each individual student?

Writing IEP goals correctly is vital to a special education student's success in school and later in life. The goals set out in their IEP are often encompassed in a very large document that includes areas a student needs specialized help and guidance through.

It can include topics such as reading, math, communications, following directions, social interaction, behavioral goals, and much more. The IEP goals work as a roadmap for ensuring the unique educational needs of each special education student are met.

Children with a range of issues, such as autism, attention deficit hyperactivity disorder (ADHD), communication delays, physical disabilities, and other exceptional circumstances that cause them to have difficulty in school , may need extra support.  The IEP is something allowed and required by law for students who qualify.

As Healthline experts explain , “The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act are two federal regulations to help special-needs students get the support they need. Under IDEA, schools are required to develop an individualized education plan (IEP) for eligible students with disabilities.”

So, here is where SMART goals IEP considerations come into play. But what impact do they have on a special needs child's educational experience? Let's find out!

Table of Contents

What Are SMART Goals?

All IEP plans should follow the standard SMART goal format guidelines. This acronym stands for specific, measurable, achievable, results-oriented, and time-bound.

A SMART IEP goal needs to be specifically targeted for that individual student… something that can easily be measured and recorded, a goal that is realistically attainable, something that focuses on real demonstrated results, and finally, a goal that is given a specific time frame for completion.

They are used in combination with class instructions, learning aids, mind maps and other learning and memory guides to help special needs children learn and do better in school.

Here are some examples of how each of the SMART components might look on an IEP:

Specific: The goal needs to be very specific and focused. A good specific goal would be “John will master counting to 20 on his own with or without preferred tactile aids.” A goal that is not specific enough would be “Adam will get better at reading.” 

Measurable: Goals need to be something that can be tested and measured for progress. A measurable goal would be “Max will increase proficiency by at least 20% in reading.” An immeasurable goal would be “Sue will improve her counting skills.”

Attainable: A goal that is too lofty will only discourage the child. A good attainable goal is “Billy will inform teachers when he needs a bathroom break.” An unattainable goal is “Mary will memorize all current sight words by the next review period.”

Results-oriented: The IEP goal should note the expected result clearly. A good result goal could be “Kayden will improve pronunciation during reading time by 20%.” A poor result goal might be, “Margie will increase the frequency of eye contact.” 

Time-bound: All goals should give a clear expected timeline attached. A good time-bound goal would look like “Liz will have only one outburst a day by the end of the month.” A faulty goal might read, “Joe will explore new areas of interest.”

There is obviously a lot that must go into the development of an IEP goal list . Many factors have to be considered, and every aspect of the child's individual learning abilities, special needs, disabilities, study plans , and unique learning path has to be taken into account.  

What to Consider When Planning SMART Goals IEP Guidelines

To write SMART goals, it takes an entire team of excerpts working together with the child's best interests in mind. The IEP team needs to understand not only the current level of the student, but also what goals they need to focus on and how the child's individual learning plan compares to others in their grade.

It's important that goals set in the SMART IEP roadmap align with the abilities and deficiencies of the student. No two students are the same, and even within the IEP program, two children of the exact same age may have vastly different goals.

Billy and Suzan may both be six years old, but Billy could have a hearing disorder and a speech impediment that impacts his learning. Suzan could be dealing with ADHD or a behavioral disorder that affects her learning.

They may share a classroom and even have the same teacher, but their individual educational plans will be different, have different goals, and will be structured differently.

The IEP goals allow this to happen regardless of whether the child is dealing with a learning disability, physical condition, mental disorder, behavioral issues, or a combination of these. Appropriate SMART goals IEP are the foundation for successful educational experiences for kids of all ages and abilities.

Questions to Ask During IEP Goal Planning and Review

Due to the personal and individual nature of an IEP plan, they require careful consideration and planning. Here are some questions that teachers, staff members, counselors, and parents should consider during SMART goals IEP meetings and planning reviews: 

• Are the goals clearly defined and do they seem appropriate for the child’s current level of ability?
• Are the worded positively with a focus on what the student will learn to do rather than what they won’t do?
• Do the goals seem to consider specific skills and weaknesses within the student’s current level of ability?
• Are the goals set up to help strengthen known areas of difficulty that stem from documented learning, behavioral, or physical obstacles?
• Are the goals based on academic standards and aimed at academic milestones that will help the student perform better?
• Do the goals include learning opportunities and guidelines along with the end results that are being sought after?
• Can the goals realistically be achieved within the duration of the IEP or by the time of the next review?
• Do the goal judge progress according to classwork, tests, curriculum-based activities, teacher measurements, etc.?
• Is it clearly laid out what the next step will be if the current IEP goal is achieved before the IEP plan expires?
• Do the goals give expectations that are ambitious and challenging yet attainable for your child, given his or her current abilities?
• Are the goals focused on strengths as much as weaknesses to promote continued growth in all areas?
• Does your child, if he or she is able, have a chance to offer feedback and thoughts about the goals set out in their IEP?

The most important thing to remember about any IEP guide, regardless of the student, grade level, or specifics included, is that it is all subject to change . This is a good thing! 

The SMART goals IEP should be seen as a living document as such and will need to be reviewed and changed regularly to ensure it is appropriate for the student at any given point in their educational journey.

IEP Goal Examples for Real World Results

A good IEP will clearly present levels of performance for the student and offer insight into how to best use their strengths and interests to improve the areas they are weakest in. Then the focus will shift to problem areas that need to be addressed and the learning goals that the plan needs to cover.

This includes:

Academic skills: Any concerns regarding the student's skill and ability in math, science, logic, reading, response, oration, and writing will be noted here for review. Any deficiencies in these areas compared to grade-level peers will be noted and used to base IEP goals upon.

Communication development: This section deals with the written and verbal communication of the student when they interact with teachers and peers and perform in-class activities. Deficiencies in this area will also be noted and addressed.

Emotional/social skills: This part highlights the student's emotional level and social abilities, such as playing, talking, sharing, eye contact, mood regulation, and interacting. An issue here could interfere with a student's ability to learn so it is also included.

Ultimately, the IEP goals need to lay out a game plan of sorts that everyone involved in the child's education can follow. It will help ensure their needs are met and that they are given the best possible environment for learning.

By law, students must be given every opportunity to learn as much as they can. The goal is to write and set SMART goals that are appropriate for the individual needs of the child.

15 SMART Goal Examples for IEP

The following are some SMART goal examples and how they might look within the IEP of a special education child:

1. Improve Math Skills

“Penelope will complete two-digit addition problems at an accuracy rate of at least 75% when completing in-class work and standardized tests. This goal should be attained by the end of the current school term and routine measurements and checks will be made to ensure appropriate modifications are done if needed.”

S – This is a specific goal of improving proficiency with 2-digit math problems. M- Measured results come from class work and tests given within the timeframe. A- A goal is set with less than full mastery and given ample time to be achieved. R- The results of the goal relate to a core skill and academic standard for math. T- The time limit for this goal is stated to be by the end of the school term.

2. Increase Independence

“By the next scheduled IEP review meeting next month, Logan will navigate the car line drop off and pick up line independently with 100 percent accuracy and no issues or safety concerns, as measured by a teacher and staff observation, documentation, and intervention.”

S- For this goal, the specific focus is on learning careline safety and independence. M- Measured goal is that the student will be able to navigate carlines on their own. A- The achievability here is based on their current exposure to careline processes. R- Successful result achievement occurs when they are independent in the carline. T- For this goal, the time limit is set to be by the next review of the IEP plan goals.

3. Maintain Eye Contact

“Maggie will initiate and maintain eye contact during face-to-face conversations, for at least ten seconds, in four out of five daily opportunities. These encounters will be with teachers and classmates, and the progress towards the goal will be measured by data collected by teachers and aids for the next 4 weeks.”

S- This goal is specific in that it focuses on improving eye contact in class settings. M- Measurement of the progress is based on observation and class data collected. A- The goal remains attainable and does not require full mastery or perfection. R- The results being measured and documented will be when 90% mastery occurs. T- The student is given the next four weeks to work towards this goal of mastery.

4. Demonstrate Personal Awareness and Control

“Tay will demonstrate personal awareness and control when dealing with peer-related conflicts in the classroom. She will continue to practice and perfect taught processes by self-regulating over a 2-month period as documented by teachers and staff members with at least an 30% improvement over current result rates.”

S- A specific goal is for the student to improve personal regulation and self-control. M- This goal will be measured by documented observation during school activities. A- This is an attainable goal as the student is being taught skills and steps to follow. R- As a result-oriented goal, it has a set milestone for the student to achieve. T- A specific time limit of 2 months sets a fair timeline for this goal to be reached.

5. Demonstrate Self-Regulation

“By the expiration date of this IEP, Mina will use teacher instructions and checklist materials to demonstrate self-regulation during 90% of in-class and playground activities. Progress towards this goal will be recorded and documented over the next three months of teacher and staff observation.”

S- The goal here specifies that the student will improve self-regulation and control. M- The measurable component ensures progress is compared to past behaviors. A- As an attainable goal, Mina can accomplish this milestone with teacher support. R- Results for this goal are outlined and clearly defined for optimal clarity. T- The time constraints are limited to the next three months for this individual goal.

6. Complete Tasks Independently

“During the next month, when given a task to complete by a staff member or given instructions from the teacher, Sarah will begin the task within 1 minute, without any additional explanation or prompting. She will also remain on task for a minimum of 10 minutes independently in at least 8 out of 10 independent tasks, as documented and recorded by staff data.”

S- The specific goal is for the student to be mindful and prompt with classwork. M- Measurement for this goal will be based on staff observation and records. A- The attainability of the goal is set due to teacher incursion and guidance. R- Results are set to be at least 80% success in the majority of opportunities given. T- Time focus for achieving this goal is clearly defined to be within a month’s time.

7. Improve Pronunciation

“Before the next IEP update review, Llwyn shall correctly name and pronounce all upper- and lower-case letters. She will do this with at least 90% accuracy in 4 out of 5 times during a standard classroom setting or interactive session as highlighted by class tests and teacher-led activities and interactions.”

S- This goal specifies that the student will improve on letter use and recognition. M- This is a measurable goal to be tracked and recorded by in-class engagement. A- A goal like this is attainable because it follows natural proficiency improvement. R- The needed results are spelled out in terms of proficiency and repeatability T- A clearly defined deadline for the next IEP review is clearly highlighted as well.

8. Increase Proficiency in Counting

“Eve will show increased proficiency with orally counting to 50, with her preferred tactile guides if needed, and no more than 1 error or prompt from the instructor. She will demonstrate 90% proficiency when tested by teachers and aids over the course of the next two months.”

S- The focused goal emphasizes the perfection of oral counting in class settings. M- Overall mastery is likely due to assistance and building in current knowledge. A- The ability to attain the goal successfully is aided by instruction and aids. R- Clear results focus on error reduction and 90% proficiency rates in class. T- A defined deadline of two months is established for this specific student goal.

9. Identify and Define Photos

“Kayden, when presented with a picture/scene, with moderate prompting of no more than five verbal cues, will identify and define share attributes of the photos or identify specific things asked about each photo four out of five times, as observed in the classroom setting over the next month.”

S- A specific goal to correctly identify aspects of photos is noted in this IEP element. M- A measurable component of this goal is given that it’s based on 4 out of 5 times. A- As an attainable goal, the student will receive some help within set parameters. R- Clear results will be seen in the classroom as observed by classroom interactions. T- A clear deadline of one month has been set for this IEP goal.

10. Sit Upright and Erect

“With all appropriate support and aids, Reginald will sit at his desk doing classwork, sitting upright and erect, feet flat on floor or support, without leaning for support for at least ten minutes in 90% of observed interactions during normal classroom assignments and desk-work activities for the next two months.”

S- The specific aim of this goal is to improve posture and body control. M- Measurable parameters will be based on seat work done under teacher supervision. A- This is an attainable goal, as the student will receive appropriate aids as needed. R- Each result will be measured during class work as the teaching team observes. T- A two-month deadline has been clearly set for this goal to be achieved.

11. Turn in work on time.

“ ” Carly will complete and turn in at least four out of five assignments on time in her core classes by the end of this grading period. Progress will be measured based on participating teachers' grade book reports and documentation from teachers and aides. 

S- This goal focuses on dealing with turning in assignments on time in core classes. 

M- It is measurable because it includes a specific number of assignments to be turned in on time, and data will be taken from the participating teachers' grade books and documentation.

A- This is achievable for the student with room for error or improvement and does not require perfection.

R- The expected outcome is that the student's assignments will be turned in on time 80% of the time in the core classes. 

T- Time is bound for this goal by the end of the current grading period for all core classes. This is sufficient time for improvement.

12. Improve Reading Comprehension.

“ Jason will improve his reading comprehension by completing verbal summaries of provided reading passages with 80% accuracy on at least five occasions, measured by a teacher or aid, by the next reading evaluation in May. ”

S- The goal specifically evaluates the student's reading comprehension by focusing on accurate verbal summaries of reading passages.

M- Measurable results will be provided by the scores on the accuracy of the verbal summaries he provides on five occasions.  

A- This outcome is achievable because the accuracy percentage provides room for growth and sufficient time for development.

R- Results are determined through a series of scored assessments by a teacher or an aid on the accuracy of the summaries, which reflects comprehension of the reading material.

T- The goal is time bound by requiring the plan to be completed before the next reading evaluation in May. 

13. Keep Binder Organized

“ Lexi will improve her organization skills by keeping her History binder organized by keeping assignments, notes, and graded materials in their assigned sections to get an 8/10 or better on her next four binder checks assessed by her History teacher before the end of the grading term. ”

S- This goal specifically measures a student's improvement in organizational skills by evaluating a binder for one class.

M- The measurement will be provided by the scores provided by the History teacher over the course of 4 binder checks.

A- The goal is achievable because it allows multiple assessments with 80% accuracy, leaving room for error and improvement and with a reasonable margin for success. 

R- The outcome is determined by the cumulated scores over the four binder checks conducted by the History teacher. 

T- The goal is also time-bound because the checks will occur before the end of the school term.  

14. Develop Writing Skills 

“ Aiden will score at least 75% on his next three writing assignments by following the RACE paragraph structure to organize his writing. He will achieve this before the end of the grading period in his English class. ”

S- This goal is specific in that it identifies one area of writing (structure and organization) to measure improvement and a particular method to foster improvement.  

M- It is measurable because it provides a benchmark for the grade he is aiming for–75%.

A- The ability to achieve the goal is acceptable because it provides a reasonable grade based on prior performance. 

R- This goal is also results-based because it provides a specific score to reach over formal assignments based on academic standards.

T- The time restriction for this goal is the end of the current grading period, which allows a reasonable time for learning and development.  

15. Improve Reading Fluency

“ Traci will improve reading fluency by reading aloud short stories at or one level below her current reading level with 80% accuracy by the next reading assessment in December. Her progress will be monitored by documentation from the teacher and paraprofessional, as well as scores from two pre-assessments. ”

S- Traci's goal specifically measures reading fluency in reading short stories aloud. 

M- It is measurable in that she will be assessed for accuracy and scored by a teacher or paraprofessional.

A- This goal is achievable by restricting the materials to at or below her reading level, providing adequate time, and feasible growth.

R- The results will be collected and documented by a teacher and paraprofessional during class time reading sessions and assessments. 

T- The restriction of time for the goal is the next formal reading assessment in December. 

Moving on with the SMART Goals IEP

Once the IEP team has agreed on goal-setting metrics, whether that is for the year, term, month, or some other time-specific guideline… the work is not done. It's essential to monitor the student's progress and gauge how well he or she is progressing toward meeting those goals.

This is why specifics of monitoring, documenting, and recording the student's progress is a vital part of the IEP goals themselves. IEP goals are not a one-and-done, set-it-and-forget-it kind of thing . It is, in many ways, a living entity that will grow and morph along with the child.

Starting with SMART goals is the foundation needed for short-term and long-term growth and improvement in any student with special education needs.

Final Thoughts on SMART Goals IEP

All IEP plans should follow the standard SMART goal format guidelines for instruction, testing, and review. This acronym stands for specific, measurable, achievable, results-oriented, and time-bound.

Writing IEP goals correctly is vital to a special education student's success in school and life… and is vital to maintaining legal requirements for special education and schooling.

The goals set out in an Individual Education Plan encompass areas that a student needs specialized help and guidance in, as they progress through the public school system.

Appropriate SMART goals are the foundation for a successful IEP roadmap. To learn more about how SMART goals can help in other facets of your life, check out our article on SMART goals for students of all ages .

And if you want more SMART goal ideas and examples, be sure to check out these blog posts:

• 15 Teacher Professional Goals Examples
• 11 SMART Goals Examples for Special Education Teachers
• 10 SMART Goals Examples for Education and Educators

Finally, if you want to take your goal-setting efforts to the next level, check out this FREE printable worksheet and a step-by-step process that will help you set effective SMART goals .

Build self-advocacy skills that support lifelong independence.

Examples of Self-Advocacy IEP Goals for Special Needs Students

IEP Goals • 10/25/2024

Self-advocacy is a vital skill that allows students with special needs to express their thoughts, understand their strengths and weaknesses, and actively participate in decisions that affect their education.

Educators must promote self-advocacy skills through the Individualized Education Program ( IEP ) goals, which can enhance student independence, boost confidence, and lead to better long-term outcomes.

1. Communication Needs

Effective communication is necessary for developing self-advocacy skills in students with special needs.

Students can’t advocate for themselves when they have difficulty expressing their thoughts, asking for help, or explaining their accommodation.

Targeted self-advocacy IEP goals to address these communication challenges help students voice their needs confidently; eventually, they engage more fully in their education and build a foundation for lifelong self-advocacy.

Examples of Self Advocacy IEP Goals for Communication Needs

• By the end of the semester, the student will independently ask for help when they do not understand an assignment or directions in 80% of classroom activities, as measured by teacher observation and student self-report.
• Within three months, the student will raise their hand to request clarification on confusing instructions in at least 4 out of 5 instances, as measured by classroom participation logs.
• The student will verbally or in writing ask the teacher for additional examples or explanations when they encounter a difficult concept in class at least once per week, as measured by teacher-student interactions.
• By the end of the school year, the student will use a signal (e.g., raising a specific card or writing on a whiteboard) to request help from the teacher during group work, with 80% accuracy as observed by the teacher.
• The student will practice identifying situations where they need help, and in 3 out of 4 instances, will independently ask for assistance within a five-minute window, as measured by teacher feedback and self-reflection.

2. Explaining Accommodations to Teachers

Explaining accommodations to teachers is a vital self-advocacy skill.. When students understand their accommodations and can communicate with them confidently, they help create a positive learning environment.

Self-advocacy IEP goals that focus on this skill help students gain the confidence to discuss their unique needs with teachers and ensure they receive the necessary support in the classroom.

Self Advocacy IEP Goal Examples for Explaining Accommodations

• By the end of the school year, the student will be able to describe their accommodations (e.g., extended time on tests, quiet space) to at least two different teachers or staff members in 3 out of 4 opportunities, as measured by teacher feedback.
• Within six months, the student will initiate a conversation with their teacher about their need for specific accommodations (e.g., use of speech-to-text software) in 80% of new class settings, as recorded by teacher and student reports.
• The student will role-play explaining their accommodations to a peer or teacher in a controlled environment and will successfully describe their needs in 4 out of 5 practice sessions, as measured by special educator observation.
• By the end of the semester, the student will identify and explain two accommodations that help them succeed in class and share them with a substitute teacher or classroom aide in 3 out of 4 instances, as measured by teacher feedback.
• The student will independently inform new teachers about their accommodations at the beginning of each term and complete this task in 90% of class changes, as monitored through teacher reports.

3. Participating in IEP Meetings

Participating in IEP meetings enables students with special needs to voice their opinions, share their strengths and challenges, and actively set their educational goals. Including self-advocacy IEP goals that encourage participation helps students confidently express their needs and preferences with confidence.

Self-advocacy IEP Goal Examples for Involvement in IEP Meetings

• By the end of the school year, the student will actively participate in their IEP meeting by sharing their own progress on one goal and suggesting a new goal to work on, in 100% of their IEP meetings, as measured by participation notes.
• Within six months, the student will attend and contribute to their IEP meeting by verbally sharing one strength and one challenge they face in the classroom, in 4 out of 5 meetings, as recorded by IEP team feedback.
• The student will create a presentation (e.g., PowerPoint, poster) about their learning preferences and goals and will present it at their IEP meeting, achieving this in 3 out of 4 meetings by the end of the school year.
• The student will write down their strengths and weaknesses ahead of each IEP meeting and will share at least two of these during the meeting, in 4 out of 5 IEP meetings, as documented by meeting minutes.
• The student will practice introducing themselves and discussing their goals at IEP meetings and will independently lead a portion of the meeting in 2 out of 3 meetings by the end of the academic year, as measured by teacher and parent reports.

4. Requesting Accommodations in Community Settings

Requesting accommodations in community settings empowers students with special needs to advocate for themselves outside the classroom.

Confidently asking for support in places like libraries, stores, or after-school programs strengthens their independence.

Self-advocacy IEP goals that focus on this skill help ensure students receive the assistance they need in real-world situations.

IEP Goal Example for Requesting Accommodations

• The student will request a quiet space to complete homework or other activities in community settings (e.g., library or after-school program) in 3 out of 4 opportunities, as measured by parent and staff reports.
• By the end of the semester, the student will independently request support (e.g., asking a librarian for help finding books) in community settings in 4 out of 5 opportunities, as measured by parent and community feedback.
• The student will practice asking for necessary accommodations (e.g., requesting to sit near the front during a community event) in 3 out of 4 extracurricular activities, as measured by self-report and parent feedback.
• Within six months, the student will independently ask for clarification or assistance in at least two non-school environments (e.g., at a store or community center) in 80% of identified situations, as measured by parent reports.
• The student will request appropriate accommodations (e.g., asking for a modified task at a community workshop) in 3 out of 5 community settings, as observed by parents or community staff, by the end of the school year.

5. Identifying Strengths and Weaknesses

Recognizing their strengths and weaknesses helps students with special needs advocate more effectively. They can communicate their needs confidently if they understand their abilities.

Self-advocacy IEP goals focused on this skill empower students to take control of their learning, which in turn leads to greater independence and success.

Sample IEP Goals for Identifying Strengths and Weaknesses

• By the end of the school year, the student will verbally identify at least three personal strengths and two areas of need related to their disability in 3 out of 4 classroom discussions, as measured by teacher and counselor feedback.
• The student will write a reflection identifying one strength and one challenge for each subject area and share this with their teacher or parent in 4 out of 5 discussions, as measured by teacher and self-reports.
• By the end of the semester, the student will independently identify one strength and one area for improvement during peer discussions or when working on group projects, in 3 out of 4 instances, as observed by the teacher.
• The student will create a personal "strengths and needs" chart, listing at least two strengths and two areas of difficulty, and will share it with their IEP team during meetings in 4 out of 5 sessions, as measured by meeting notes.
• The student will participate in self-assessments, identifying strengths and weaknesses in 4 out of 5 discussions with their special education teacher or counselor, as measured by student reflections and teacher reports.

Tips for Supporting Self-Advocacy Development

• Teachers and staff can model ‘self-advocacy’ by openly expressing their own needs and advocating for students.
• Integrate self-advocacy practice into daily classroom activities. Role-playing scenarios, group work, or individual meetings can create structured opportunities for students to practice communicating their needs.
• Directly teach communication skills, such as–how to express feelings, needs, and preferences clearly and respectfully. Social stories , scripts, or sentence starters can help guide students through the process of advocating for themselves.
• Set specific, attainable self-advocacy goals in the IEP. For example, goals like "ask for help when needed" or "explain accommodations to a teacher" provide clear targets and trackable progress.
• Use apps or digital tools that help students practice self-advocacy in a controlled environment. Some apps allow students to track when they’ve asked for help or requested accommodations, offering feedback to reinforce the behavior.
• Teachers should encourage students to reflect on their strengths, challenges, and needs. They should provide opportunities for students to identify what works for them and where they need support.
• Work closely with parents to support self-advocacy skills at home. Allow parents to give their child opportunities to express their needs in household decisions or social situations; this helps reinforce the skills learned in school.

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21 IEP Goal Banks for Writing Stellar IEP Goals

by Bonnie Landau | Aug 3, 2017 | Advocacy , Blog , IEP | 1 comment

IEP Goal Banks are online databases or documents that have searchable goals you can use in your child’s IEP. It is well worth the time to research the banks and find goals that cover similar territory. You may modify the goals you find, but they give you a good starting point and a lot of ideas for generating your own goals. In this way you can help the IEP come up with goals that make sure your child makes meaningful progress.

It is important to keep a record of your child’s IEP goals, as well as records of the progress they have made. In my IEP Organizer , the Ultimate IEP Binder Tool Kit , I provide a section for you to track your child’s progress over the years.

General IEP Goal Banks

1. IEP Goals and Objectives by Bridges4Kids This bank is integrated with the eSIS SPED Full software. You do not need to have the software to use it though. It provides goal objectives, but not fully written goals. It is organized by subject matter, then skill mastery and final specific objectives. While it will not give you complete goals, it provides an excellent resource for determining which skills to focus on.

3. IEP Goals by State of Illinois Organized by subject, this IEP goal bank identifies specific goals and how they relate to learning objectives. It provides developmentally appropriate skill levels for different grades, which provides a way of determining the next achievement level for your child. It does not give specific language for the goals, but is a unique tool to help plan progress.

4. 800+ IEP Goals and Objectives (on Teachers Pay Teachers) While you have to pay for this IEP Goal bank, it provides a plethora if editable ideas that you can use in all areas of academic and behavioral instruction.

5. The School Psych Goal Writing Resources School psychologists are often the best at writing appropriate goals for students. This goal bank

7. Angelman Syndrome Goals & Objectives A general goal bank that allows you to search by goal type and specific areas of intervention. This Goal Bank also allows you to add new goals to help grow the inventory.

8. Exceed IEP Goal Resource In Microsoft Word format, this Goal Bank has hundreds of editable goals organized by category.

9. School District 50 IEP Goals A Microsoft Word document with thousands of goals organized by topic and with multiple variations.

10. Mrs. Weaver’s IEP Goal Bank An editable Google Doc, this bank has goals for writing and speech.

11. Medford School District IEP Goals and Objectives Separated into four PDFs and organized by subject, this Goal Bank gives you 100’s of examples of focusing your child’s progress.

12. Crown Point Community School Goals In PDF format, this goal bank has examples for all academic and behavioral areas. It also offers suggestions on how to write an optimum goal based on the percentage of proficiency for the child.

Autism IEP Goal Banks

13. IEP Goals by Autism Educators Organized by subject that specific skill, the Autism Educators goal bank provides hundreds of goals across all skill levels. The interesting piece of this goal bank is they attach products to the goal, so if you are not sure how to help the goal, they give you a specific resource to do so. The goal information is free, while most of the products you have to buy.

14. The Autism Helper Goal Writing While not extensive, these very specific goals are an excellent resource for common challenges faced by autistic students.

Speech IEP Goal Banks

15. Speaking of Speech Goals Ideas Hundreds of speech goals organized by speech challenges. Includes benchmarks and objectives to ensure the goal is the appropriate challenge for the student.

16. BiLinguistics IEP SLP Goals Organized by specific speech issues, these goals are easy to copy and customize so they are relevant and measurable for your student.

17. The Speech Stop Goals All the goals in this Goal Bank are written based on present levels of performance. They take into consideration behavior, condition, criteria and timeframe so they conform to the SMART goal format.

18. Speech Musings Middle School Goals Middle school students often have different goals when it comes to speech, and this Goal Bank takes that into considering. It includes social skills goals as well as goals organized by speech challenges.

Social/Emotional IEP Goal Banks

19. Sonoma SELPA Social/Emotional Goals 8 pages of social emotional goals organized by the social skills objective for the student.

Behavioral IEP Goal Banks

20. IEP Behavioral and Counseling Goal Menu An extensive list of detailed behavioral goals. All you have to do is insert the students name and you are good to go.

Language Arts IEP Goal Banks

21. Weaverlist Language Arts Goals Organized around specific writing challenges, this goal bank includes detailed, measurable goals to help the student make meaningful progress.

Hello, What an outstanding site to offer parents any one else who is interested. I am a special ed elementary and substitute teacher. I love working with my students who have special needs and their parents. I also am one teacher who believes in educating parents about the rights they have. As I see what continues to be the disparaging situations between what schools are legally supposed to be doing and what the reality of the situation I find myself wanting to step behind from my teacher’s desk and go sit with the parent and their child .

The problem is how does one become an advocate of parents. And especially how does one make this a paid position? Can you share how you got started or point me in a direction to begin? Thank you very much for what you do and for any future guidance.

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Free IEP Template (Fully Editable and Printable)

Everything you need to write a personalized IEP.

An individualized education program (IEP) is a big document! It helps to have a guide to make sure you’re including all the necessary information. Grab our free IEP Google Docs template to help walk you through the process of writing the document by filling out the form on this landing page . Then read on to learn more about how to use it.

An IEP lays out an individual plan for a child’s education. IEPs are written for students who have disabilities that impact their ability to access the general education curriculum. This means anything from a child who is blind and requires instruction in braille to a child who has ADHD and requires small-group instruction in math. The information in each IEP will be unique to the student, but every IEP contains some core components.

What sections are included in the IEP template?

By law, an IEP has to include certain information. The purpose of an IEP is to set goals for the child’s education, and to explain the special education and related services the child will receive. Services include specially designed instruction (or instruction from a special education teacher either in a separate classroom or in the general classroom) and therapy like speech or occupational therapy. So, the IEP outlines what the child will experience across a school day and how the team will know the child is progressing (their goals).

When an IEP team sits down to develop an IEP, they will consider all aspects, even if one does not apply to the child. So, a transition plan will be included in the IEP, even if the only text is that the child does not require a transition plan at this time. That’s because each IEP must include information that’s required by IDEA, the Individuals With Disabilities Education Act.

Our IEP template includes all the things that need to be included to provide a well-thought-out, complete IEP, including the following:

Student Profile

An overview about the student, their strengths, and parents’ concerns.

Assessment Information

An overview of the assessments that were administered to the student. These may include psychological assessments, academic assessments, information from doctors’ evaluations, school-level grades and tests, and vision and hearing screening information.

Statement of Eligibility

Each IEP must have a statement explaining why the student is eligible for special education services. This statement outlines why the student requires support to access the general education curriculum.

Areas of Support

The team will use the assessment data to identify areas of support that the student needs. For example, if a student with a learning disability has an academic deficit in reading but not math, the IEP will provide services in reading but not math.

Present Levels of Performance

Present Levels of Performance are a statement of the child’s present levels of academic achievement and functional performance, or PLOP. This section explains what the child is able to do for each area of support and helps develop goals that are appropriate. ADVERTISEMENT

Goals must be measurable and achievable within a school year. The goals can be academic or functional. Each goal must be measurable and include a description of how it will be measured and when progress reports will be provided to parents. Goals may also have objectives, depending on the student’s disability and level of the goal. For example, students who are provided with services in a full-day special education classroom will have objectives that help monitor their IEP goal progress because more of their education is provided in the special education setting.

Special Education and Related Services

This is a description of which special education and related services will be provided, when, and where. Each description must provide the frequency, location, and duration of services. This includes an explanation of how much time the child will spend outside of general education, if any.  

Accommodations and Modifications

This is an overview of the accommodations and modifications that will be provided, and specifics about how teachers will provide them. This includes information like the training needed for teachers. There is also space for testing accommodations.

If the child is not participating in the state tests or is taking alternate assessments, the IEP will include a statement about why they cannot participate in the regular assessment.

Transition Services

Transition services are outlined when a child is making a transition in their education. This could be from early childhood services to elementary school, middle to high school, or high school to life after school. When a child is transitioning out of school, starting when they are 16, an IEP must include measurable post-secondary goals and transition services needed to assist the child in reaching their goals.

Why use an IEP template?

Using a template for planning an IEP ensures that each IEP includes all the necessary information that’s required by law. It also ensures teachers have all the information that they need to help each student progress in their education.

Additional resources to use with your IEP template

Here are some more resources to use with the IEP template to write a great IEP every time:

• IEP Goal Bank
• Accommodations vs. Modifications
• 140+ IEP Accommodations
• What Is Specially Designed Instruction?
• 3 Most Common Mistakes Teachers Make When It Comes to Accommodations
•  What Is FAPE? (This is a must-know when writing an IEP.)

Get your free IEP template printable!

To get your free Google Docs IEP template, just fill out the simple form on this page for instant access.

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