6th grade math word problem solving iep goals

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. 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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Math IEP Goals for Sixth Grade Standards

Welcome to teachtastic's iep goal bank., back to the main page, ratios and proportional relationships.

Determine the Ratio Described in a Word Problem

Determine Equivalent Rates

Find Unit Rates

Complete Ratio Tables

Identify Equivalent Ratios

Solve Ratio Word Problems Using Tape Diagrams

Write Equivalent Ratios

Compare Rates in Word Problems

Compare Ratio and Rate in Word Problems

Calculate Percents of Numbers and Money Amounts

Calculate Percents of Numbers in Word Problems

Calculate the total when given a part and a percentage

Convert Between Decimals, Fractions, and Percents

Convert Between Decimals, Fractions, and Percents in Word Problems

Determine the Percentage as Illustrated

Use Grid Models to Convert a Fraction to Percent

Analyze and Transform Customary Units

Analyze and Transform Customary and Metric Units Using Proportions

Analyze and Transform Metric Units

Convert Between Customary and Metric Units

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.

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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).

• 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.

• [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 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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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.

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

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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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IEP Sample Goals

READING GOALS at Indiana Junior High School (Acadience) - updated October 1, 2022

Reading Fluency - Level __

Oral Fluency Baseline:

When given an oral fluency assessment at the _th grade level, * will score at least __ wcpm with __% accuracy on at least two assessments within a quarterly marking period for two consecutive quarters. * will be assessed using oral fluency assessments administered approximately every 2-3 weeks. PA CC 1.2.8.A

Reading MAZE Comprehension - Level __

Maze Baseline Adjusted Score: 

When given a 3-minute Maze comprehension assessment at the _th grade level, * will read the passage and use context clues to fill in the appropriate words to complete the passage, increasing to a score of __ on at least two assessments within a quarterly marking period for two consecutive quarters. * will be assessed using Maze assessments administered approximately every 2-3 weeks. PA CC 1.2.8.A.  NOTE: The MAZE adjusted score equals CR - (IC/2). This is the number of correct responses minus (incorrect responses divided by two).

Former Reading Goals (used before Acadience)

Reading Comprehension BASELINE DATA: __% (level __)

When given an informational reading passage on instructional level __, * will read the passage independently, answering comprehension questions with at least 90% accuracy on two probes within the same academic year.  * will be assessed using reading probes administered every 2-3 weeks (probes may assess sub-skills, but overall comprehension should be assessed at least twice each quarter).  PA CC 1.2.8.A

Reading Fluency BASELINE DATA: __ WCPM with __% accuracy (level __)

When given a passage on reading level __, * will read the passage with a fluency rate of __ words correct per minute (WCPM) and with an accuracy rate of at least 85%.  * will be assessed using fluency probes administered approximately every 2-3 weeks.  PA CC.1.2.8.L

Sentence BASELINE PROFICIENCY: __ %

Given assignments that require sentence writing, * will write clear and meaningful complete sentences (vs. fragments or run-ons) with initial capital letter and appropriate end mark with at least __% accuracy on two separate assignments within the same academic year using the SENTENCE PROFICIENCY TARGETS at weaverlearn.com . * will be assessed using bi-weekly work samples, but formal overall sentence analysis should be assessed at least 1x/quarter.  PA CC 1.4.8.F

Simple Paragraph BASELINE PROFICIENCY: __%

Given assignments that require a paragraph response, * will write a meaningful paragraph consisting of at least five sentences (topic sentence, detail 1, detail 2, detail 3, and concluding sentence), including transition words, with at least __% accuracy on two separate assignments within the same academic year using the SIMPLE PARAGRAPH rubric at weaverlearn.com .  * will be assessed using bi-weekly writing assignments (these assignments may assess sub-skills, but overall paragraph writing should be assessed at least 1x/quarter using the rubric.)  PA CC 1.4.8.A

Argumentative Writing LEV 1 Baseline Proficiency: __%

Given assignments that require argumentative writing, * will write a meaningful essay that includes a clearly stated position, is supported with convincing evidence, is logically arranged, and refutes opposing views, with at least __% accuracy on two separate assignments within the same academic year using the MAKE AN ARG. LEV. 1 rubric at weaverlearn.com .  * will be assessed using bi-weekly writing assignments (these assignments may assess sub-skills, but overall argumentative writing should be assessed at least 1x/quarter). PA CC 1.4.8.G

Argumentative LEV 2 Writing Baseline: __%

Given assignments that require argumentative writing, * will write a meaningful essay that includes a clearly stated position, is supported with convincing evidence, is logically arranged, refutes opposing views, uses varied sentence length/structure, and includes figurative language with at least __% accuracy on two separate assignments within the same academic year using the MAKE AN ARG. LEV. 2 rubric at weaverlearn.com . * will be assessed using bi-weekly writing assignments (these assignments may assess sub-skills, but overall argumentative writing should be assessed at least 1x/quarter). PA CC 1.4.8.G

Academic Vocabulary Baseline Proficiency: __%

Given the Academic Vocabulary Assessment (see WeaverLearn.com/vocab), * will correctly identify the definitions of academic vocabulary terms with at least 90% accuracy on two separate assessments within the same academic year.  * should be assessed approximately every 3+ weeks using the Academic Vocabulary Assessment (WeaverLearn.com/vocab).  PA CC.1.2.6.J

Math (Equation Solving) BASELINE PROFICIENCY: __%

Given probes that assess *’s ability to solve 1-step, 2-step, multi-step equations, and word problems with multi-step equations, * will solve equations with at least 80% accuracy on two separate probes within the same academic year (progressing from 1-step to 2-step, multi-step, and multi-step w/word problems). * will be formally assessed approximately every 2-3 weeks. PA CC 2.2.8.B.3

Math (Word Problem Solving) BASELINE PROFICIENCY: __%

Given probes that assess *'s ability to solve multi-step, real world word problems with mixed operations, * will solve the problems with at least 80% accuracy on two separate probes within the same academic year. * will be formally assessed approximately every 2-3 weeks. PA CC.2.2.4.A.1

Math (Verbal Problem Solving) BASELINE PROFICIENCY: __%

Given probes that assess *'s ability to verbally solve grade level __ math problems, * will solve these problems, averaging at least 80% on the Verbal Math Problem Solving Rubric (WeaverLearn.com) each quarter for three consecutive quarters. Although assessments may occur multiple times each week, the aim is to formally assess * at least every 2-3 weeks. PA CC.2.2.4.A.1

Career Ed. Skill (Work Completion) BASELINE: __%

Given assignments in core academic classes, * will complete and submit __% of __ assignments for two consecutive quarters.  * will be assessed using weekly PowerSchool checks. PA CC 13.3.8.A Determine attitudes and work habits that support career retention and advancement.

Career Ed. Skill (Task Tracking/Completion) BASELINE: __%

Given a planner/assignment book, * will successfully record all homework assignments and upcoming projects in the assignment book with at least __% average proficiency for two consecutive quarters. * will be assessed at least once per week using the Assignment Tracking Proficiency Checklist found at WeaverLearn.com.  PA CC 13.3.8

Career Ed. Skill (Organization Skills) BASELINE: __%

Given a daily binder/folder organization checklist, and given unannounced weekly binder/folder checks with the LS teacher or paraprofessional, * will present an organized binder or folders with at least __% average proficiency for two consecutive quarters. * will be assessed using weekly check-ins with the Binder-Folder Organization Rubric found at WeaverLearn.com.  PA CC 13.3.8

Behavioral Goal BASELINE: __%

GOAL: Given/During __________ (CONDITION), __________ STUDENT will ___________ (SPECIFIC POSITIVE BEHAVIOR), scoring at least 3 or higher on the "Identified Behaviors Rating Survey" (WeaverLearn.com) for three consecutive quarters.  _____will be assessed approximately once every week using the "Identified Behaviors Rating Survey" (teacher and self-rating survey). PA CC 13.3.8.

Using the CICO (Check-In/Check-Out) Sheet at WeaverLearn.com (rating __'s behavior in the areas of being responsible, respectful, and safe), __ will obtain daily/weekly teacher ratings with 90% fidelity for all designated classes, and achieve an average behavior score rating of 95% or higher for all recorded classes. __ will achieve these average scores for two consecutive quarters. (Note: If __ achieves 90% or higher for 6 consecutive weeks, __'s use of the CICO sheet may be faded to weekly summaries at the discretion of the IEP team.) PA CC 13.3.8.

Behavioral Skill (Conflict Management) BASELINE: __%

Using the Daily Check-In sheet at WeaverLearn.com, * will independently identify and use appropriate prevention strategies to manage conflict in real or simulated situations, completing each section of the Daily Check-In sheet (5 out of 5 tasks) for 21 consecutive days of data form completion. The form may be completed by student self-reporting or teacher interview during daily check-in time.   (Note: This goal specifies “21 consecutive days of data form completion” - not necessarily 21 consecutive academic calendar days.) PA CC 13.3.8.

Oral Participation BASELINE: average __x/day

Using the daily oral participation record at WeaverLearn.com, * will document appropriate incidents of oral participation in class each day (i.e., raising hand and asking a question, making a relevant comment, etc.), averaging at least __ incidents per day for two consecutive quarters. Teachers may be consulted for corroborating feedback and overall impressions, with progress monitoring check-ins occurring approximately once per week.  PA CC.1.5.8.A

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The Best Universal Templates and Word Banks for Creating IEP Goals

Writing IEP goals can be very difficult to continually write. Especially if you are a general education teacher who is asked to write one. It can be daunting! Well this list is to help you find your scripts. I do not intend for this list to be copied exactly. Everything needs to be tailored for the individual child, however, this list should help you find the right wording to correctly write a goal. Thus the title, best templates and word banks for CREATING IEP goals…

Generic Fill In The Blank:

Student will ____(skill)____ with _____% accuracy across ____ out of ____ tests.

Student will ___ (skill)____ across 3 consecutive school days with _______% accuracy.

After __________ occurs, Student will demonstrate ____(skill)____ with ______% accuracy on 3 out of 5 trials.

Student will demonstrate _______(behavior)_______ for _____(amount of time)____ on 3 consecutive trials.

Reading IEP Goals:

Student will read 100 words per minute on a third grade DIBELs level, with 75% accuracy across 3 consecutive trials.

With 75% accuracy on 3 separate attempts, Student will answer 3 “Where” questions after reading a story with a Lexile level of 400.

Student will summarize the beginning, middle, and end of a 2nd grade level story with 90% accuracy across 10 trials.

Math IEP Goals:

Student will be able to use a calculator accurately with 90% accuracy across 10 trials.

Student will be able to count to 100 with 100% accuracy across 2 out of 3 trials.

Student will be to identify and break down a two digit addition word problem into steps with 70% accuracy across 3 consecutive trials.

Writing IEP Goals:

Using a sentence starter, student will be able to write 3 sentences that are between the lines on notebook paper.

Student will be able to write an introduction, 3-5 details, and a conclusion sentence with 90% accuracy across 10 trials.

Student will be able to use at least one compound sentence in their writing responses with 80% accuracy across 5 trials.

Attention/Focus IEP Goals:

With 60% accuracy across 3 consecutive class periods, Student will be able to use a timer to monitor if they were on task or not.

Student will keep their eyes on the teacher while they are giving instructions with 60% accuracy, on 10 trials, with 3 different teachers.

With 90% accuracy across 9 trials, Student will use a reflection check sheet after instructions have been given to help remember all the steps.

Social Skills:

Across 3 settings, 10 trials, and 90% accuracy, Student will initiate 3 conversations by asking questions to a peer.

Student will use a feelings sheet to calm down independently across 3 class periods, 5 consecutive school days, and with 95% accuracy.

Without prompting, Student will use a sentence starter reminder to ask clarifying questions in class across 3 class periods and with 85% accuracy.

Phrases that communicate how the goal will be met:

• # consecutive trials
• on five trials through out the quarter
• across # class periods
• during _____(specific class or situation)___
• ____ out of _____ test questions
• across # opportunities
• after __(minutes)__
• through the entire quarter

Words that show learning:

• demonstrate
• count/add/subtract/read/write
• show their work

Phrases that clarify how the goal is measured and demonstrated:

• using a graphic organizer
• without prompting
• across 3 settings
• after a stressful encounter
• using ____(accommodation)____
• with a teacher/peer
• during recess
• when transitioning to a different classroom
• in the general education classroom
• after reading a _____ level book
• with 3 prompts or less
• after a redirection
• with no redirections

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Grade 6 Common Core Math IEP Goal Bank

• Word Document File

What educators are saying

Description.

This IEP goal bank was created to assist special education teachers with the task of writing standards-based IEP goals in math. After spending countless hours developing IEP goals myself and really having to think through how to best individualize goals and objectives for my own students, I wanted to share this resource to help other teachers gain back some of their time.

This goal bank includes the following:

• An introduction and guide that explains how to use the document.
• Each grade level math standard for Grade 6.
• Grade level standards-based IEP Goal(s).
• Scaffolded objectives that are based on the deconstructed standard.
• A list of prerequisite standards that support the student in being successful in accessing the grade level standard.
• Highlighted content clusters (major, supporting, additional) which can help special educators in prioritizing content standards.

This document is formatted in Word so that you can easily modify the goals to meet the individual needs of your students.

Other documents from my store:

Grades PreK-5 ELA Common Core IEP Goal Bank

Grades PreK-2 ELA Common Core IEP Goal Bank

Grades 3-5 ELA Common Core IEP Goal Bank

Grades K-5 Math Common Core IEP Goal Bank

Grades K-2 Math Common Core IEP Goal Bank

Grades 3-5 Math Common Core IEP Goal Bank

Grades 6-8 Math Common Core IEP Goal Bank

Grades 6-8 ELA Common Core IEP Goal Bank

High School Math Common Core IEP Goal Bank

High School ELA Common Core IEP Goal Bank

Please note the following:

Purchase of this product allows for one license for one individual only. Sharing of this document is not permitted and if there is a need to multiple users, please plan for the purchase of multiple licenses.

©www.teachspecialeducation.com

**I am just getting started and would really appreciate feedback on this product. If you like it or have ideas on how it can be improved, please take a moment to provide a review. Thanks!!

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