Before we talk about examples of IEP goals, we need to talk about what goals are to an IEP. Goals are the literal bones of an IEP and provide a supporting structure for your child’s education map for the time that IEP is implemented. Goals are based on assessments your child takes. Goals direct the supports and services that your child will receive.
Developing well-written and appropriate goals takes a lot of time and energy, but it takes a lot of time and energy to help a student be successful. Thorough assessments show where a student’s challenges exist and determine what a student’s present levels are. Once this has been done, the IEP team can meet to discuss how best to address those areas by creating goals that are specific, measurable, appropriate, realistic/relevant, and time-sensitive.
Many districts write goals that are not measurable, or even meaningful. The goals have baselines that are not directly related to the goals, or goals with subjective measurement. In those cases, the person working with your child decides whether or not they feel the goal has been attained… Subjectively-measured meeting of goals lead directly to inadequate supports and services, which will cause the student to fall further behind academically.
This is where most goals are insufficiently written and the reason why we’re talking about examples of IEP goals.
The first of our examples of IEP goals: check if the baseline is precise. Precise baselines can come from formal testing, in-class observations, and current classwork. Keep an eye out for poorly written baselines, as they will obstruct your child’s ability to maximize their free, appropriate, public education. If we don’t know where the student started when first working on the goal, then we cannot measure progress.
Next in our examples of IEP goals: the goals must be achievable in a 12-month time frame! Once there is an understanding of the student’s support needs, goals must be written with the intent of establishing a firm framework that allows the student to make meaningful progress. Expectations for the student should be set high yet attainable.
After the goals are written, you’ll need to discuss supports and placement. If your child needs more support to attain the new goal, the school district needs to make that support available.But, make sure this is all written in your IEP! Your
IEP is the contract by which your child receives their supports and services. Your school district is only bound to fulfill the written agreement in the contract. Remember: goals with low expectations will not drive extra support and the student will be unchallenged, merely floating along in school.
Districts often do not write measurable goals. If a goal is written without a precise ability to understand if there is growth and progress from a student, then it isn’t measurable. In bad examples of IEP goals, terms like “will increase” or “will strengthen” are completely unmeasurable.
If you came here looking for specific examples of IEP goals for your child with special needs, please know that all children with special needs have incredibly different IEPs. Be wary of anyone who gives you specific examples of IEP goals if they have not worked with or assessed your child or are not familiar with your child’s unique needs.
This is an excellent resource for understanding IEP goals: http://www.wrightslaw.com/info/iep.goals.plan.htm
If you’re not sure where to start with IEP goals for your child, you should consult an advocate. Advocates have special training to develop specialized goals to get your children the supports, services, and education to which they are entitled.
Talk to an advocate. Learn your rights.
As parents, we understand. As advocates, we can help.