IEP goals examples

IEP goals are specific learning targets written into a child’s Individualized Education Program. They describe what the child is expected to achieve academically or functionally in a 12-month period, given their special education services. Goals are based on your child’s current performance and needs, and they must be measurable. For example, an IEP goal might be something like, “By the end of the year, John will be able to read a 3rd-grade passage at 100 words per minute with 95% accuracy,” which is a clear, measurable target.

IEP goals are tailored to each child, but here are a couple of examples: - Reading Goal: “By the end of the semester, [Student] will read a grade-level passage at 80 words per minute with 95% accuracy.” This goal focuses on reading fluency. - Math Goal: “By the end of the school year, given multiplication flashcards, [Student] will correctly solve multiplication problems with 90% accuracy.” This goal targets math calculation skills. Goals can cover academic skills (reading, math, writing) or functional skills (like behavior, social skills, or communication), depending on the child’s needs.

A good IEP goal should follow the “SMART” criteria: Specific, Measurable, Achievable, Relevant, and Time-bound. In practice, this means the goal should clearly state what skill or behavior your child will learn/improve, how progress will be measured (e.g., through tests, observations, work samples, with a certain accuracy or frequency), and the timeframe for achieving it (usually by the end of the IEP year). For example, instead of a vague goal like “improve reading,” a measurable goal would be, “By June, [Student] will increase reading comprehension by answering 8 out of 10 questions correctly after reading a grade-level passage.” This states exactly what the child will do, under what conditions, and what success looks like.

There isn’t a set number of goals required – it depends on your child’s unique needs. The IEP will have at least one goal for each area of need. Some children might have 2 or 3 main goals (for example, one in reading and one in social skills), while others might have a larger number of goals addressing multiple academic areas and perhaps behavior or motor skills. Quality is more important than quantity: each goal should be meaningful and address an important skill. The aim is to cover all areas where your child needs support, without overwhelming the student or the team with too many goals.

Yes, absolutely. Parents are important members of the IEP team and can (and should) provide input on goals. You know your child’s strengths and challenges and may have ideas for what skills are most important to work on. You can ask for certain goals or even bring draft goal ideas to the meeting. The final goals will be decided by the team (which includes you as a parent), so your input is valuable. Don’t hesitate to speak up if you feel a particular goal is important or if you think a goal on the IEP isn’t appropriate.

That’s great progress! If a goal is mastered early, the IEP team can meet to add a new goal or raise the expectations. An IEP can be amended anytime – you do not need to wait until the annual review to update goals. For instance, if your child met their reading fluency goal in 6 months, you could reconvene and set a new reading goal for the remainder of the year. The IEP should always be adjusted to continue challenging your child and addressing their evolving needs.

If you notice (or the school reports) that your child is not making the expected progress on a goal, it’s a sign the IEP may need to be adjusted. You can request an IEP meeting to discuss your concerns. The team might consider changing the teaching approach, providing additional supports or services, or modifying the goal to be more attainable. The school should be monitoring and reporting progress on IEP goals regularly (usually with the same frequency as report cards). If goals aren’t met over time, the IEP team must figure out why and what changes will help – remember, FAPE requires that the program be reasonably calculated for your child to make progress. Don’t wait; bring up your concerns as soon as you see a problem, so the team can respond.