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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.

• [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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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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Home » Blog » How to Set Math Fact Fluency IEP Goals (The Easy Way!)

How to Set Math Fact Fluency IEP Goals (The Easy Way!)

Setting IEP goals and short-term objectives is a snap when you measure growth in fluency. Not only are fluency growth goals easy to write and set, but they are also easy to measure and monitor. You can adjust the intensity of the intervention ensuring the student can achieve the goals and objectives. Finally, you’ll be able to demonstrate growth and improve student achievement.

What are Math fact fluency IEP goals?

Math fact fluency goals are specifically designed to help students master basic math facts so that they can move on to more advanced topics. These goals should be tailored to each individual student’s level of understanding. They should focus on mastering basic operations such as addition/subtraction or multiplication/division, as well as developing problem-solving skills. In addition, these goals should also focus on increasing the speed at which the student can answer questions correctly in order to improve their overall math performance. 

Why are math fact fluency IEP goals important?

In addition to targeting academic performance, math fact fluency goals can also help improve overall mathematical fluency, which is defined as being able to solve mathematical problems quickly and accurately without relying too heavily on counting strategies or written algorithms. Mathematical fluency is important because it allows students to think critically about numbers and apply strategies learned from one problem type (i.e., fractions) across different contexts (i.e., decimals). Thus, having an IEP goal related to increasing math fact fluency can help foster overall mathematical fluency by providing students with the necessary building blocks for success in more advanced topics.

How to set math fact fluency IEP goals

When setting math fact fluency IEP goals, it is imperative to consider the student’s current abilities when determining the target goal. Each student should have individualized goals based on their specific needs and abilities. A good starting point for setting these goals would be to identify the number of correct responses per minute (RPM) that the student currently achieves and then set incremental increases from there. For example, if a student achieves five correct responses per minute (RPM), this could be the baseline starting point for setting future IEP goals. 

In addition to increasing RPM, other possible goals include mastering certain operations or combinations of operations within a given timeframe or reducing errors in computation tasks. The ultimate goal should be for every student to reach mastery over all four operations by the end of their educational program—which would equate to correctly answering all four operations at 10 RPM without any errors. 

Step1: Test the student’s present level of performance (PLOP) on math fact fluency

Step2: Test the student’s writing speed

Step 3: Set the progress monitoring measure

If you’re going to test every week with 1-minute timings and you have a bunch of those available, you already have a 1-minute timing starting point.  If you’re using the Rocket Math Worksheet Program as your intervention, it uses 2-minute timings to measure progress weekly, so you’ll want to use one of those for your starting point. (You can’t double the 1-minute score because students don’t usually keep up at the same rate for two minutes.) So give one of the 2-minute timings in the operation you will focus on to set a starting point.

Step 4: Set the math fact fluency goal based on writing speed

Students who have successfully developed math fact fluency in an operation can write answers to math facts almost as fast as they can write. As fast as their fingers can carry them is the most you could expect. You could set a goal at 80% of their writing speed. It would still be rigorous enough. If they met that goal the student would be fluent in math facts.

You can do the math yourself from their writing speed test. The Rocket Math Worksheet Program has weekly progress monitoring 2-minute timings. In that case, your student’s goal for the 2-minute timing is on the handy goal sheet ** that you put into each student’s folder. You can see the student shown here filled in 36 boxes on the Writing Speed Test, so his or her goal for 2-minute timings would be 72 for the annual goal for the IEP.

Step 5: Create a graph with an aimline

Now the coolest thing about progress-monitoring a fluency goal is that it is easy to graphically see on a weekly basis if the student is on track to meet the goal. You simply create a graph, with enough spots at the bottom for all the weeks in the year. Next you put in the starting point performance in the first week of the graph (or whenever you tested). Then put in your goal performance at the end of the year. Then draw a line between those two points. That line is called the aimline and is shown in the example below .

The student, whose aimline is pictured above, began at 29 problems in 2-minutes. Their present level of performance, or PLOP , was 29 problems correct in 2 minutes.  The student had a writing speed of 40 problems in a minute. Therefore 80% of that is 32 problems in a minute or an Annual Goal of answering 64 problems in two minutes by the end of the year. The aimline is simply a straight line between those two. You can see that the first couple of two-minute tests did not meet the aimline , but by the third test the student was right on track for meeting the goal by the end of the year.

Step 6: Document the short term objectives (STOs)

What if the student fails to meet the IEP goals?

**The Rocket Math Goal Sheet was updated in 2021 to reflect the 80% expectation for IEP goals. The update shows that students who can fill in 15 boxes in a minute can go ahead and do Rocket Math, while those who can only fill in 14 boxes are candidates for help with writing numerals in the Rocket Writing for Numerals Learning Track .

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10 Problem Solving IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: IEPs , Executive Functioning , Problem Solving

Published:  April 2, 2022

Last Reviewed: April 11, 2024

READING TIME:  ~ minutes

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

We all have problems – but when it comes to solving problems, how good is your child at solving them?

For many parents and teachers who work with children with executive functioning issues, it quickly becomes clear that problem-solving is essential for succeeding in school and the workplace.

Problem-solving not only requires being able to identify when a problem exists, but also being able to come up with reasonable solutions to fix them.

If you’re planning on writing IEP goals that address problem-solving skills, this post should serve as a helpful starting place.

What is Problem Solving?

Problem-solving is simply our ability to identify and describe a problem and then come up with solutions to resolve it.

What exactly defines “a problem”?” It’s any time you want something and there is something that stands in the way, in essence. When you have good problem-solving skills, you are able to evaluate this problem and figure out possible steps forward.

As is the case with all other executive functioning skills, including task initiation and organization, a child’s ability to problem solve relates closely to other executive functioning skills.

Ask yourself the following questions to figure out whether problem-solving is an area that needs some work in your child:

• Can he or she complete games and puzzles to accomplish a goal?
• Is he or she able to identify all parts of a problem, including where it originated and why?
• Can your child break apart a larger problem into smaller parts? Can the student identify problems in many different contexts, like work versus school versus social contexts?
• Will your child seek guidance from others when looking for help in solving a problem?
• Does the child persist in coming up with new strategies when the original ones are not successful?

Being a good problem solver doesn’t just come down to being able to “figure things out” in real life. A child who struggles with problem-solving skills may also develop problem behaviors. They might talk back, demonstrate aggression, or engage in other self-destructive behaviors when frustrated with a challenging task.

Therefore, coming up with IEP goals that address this “problem” of not being able to solve problems head-on is essential.

Sample IEP Goals for Problem Solving

Here are a few sample IEP goals for problem-solving to give you some inspiration.

Adaptive Goals

• By the end of the school year, when given a written scenario in which a problem needs to be solved, the student will provide two appropriate solutions with 80% accuracy in 4 out of 5 opportunities, according to teacher observation.
• By the end of the school year, the student will practice problem-solving techniques when dealing with personal or school experiences 100% of the time, according to teacher observation.

Social Goals

• By the end of the IEP term, when given pre-taught behavioral strategies to decrease or avoid escalating behaviors, the students will complete at least one activity with positive behavioral results, according to teacher observation.
• By the end of the school year, the student will solve problems by apologizing in conflict situations 90% of the time, based on teacher observation.

Reading Goals

• By the end of the IEP term, when presented with text at his instructional level, the student will use context clues to determine the meaning of unknown words with 80% accuracy, as measured by written work samples.
• By the end of the school year, the students will read a short story and answer who, what, where, why, and how questions with 90% accuracy in four out of five recorded opportunities, based on teacher observation.
• By the end of the IEP term, when given a word problem, the student will independently determine which operation is to be used with 100% accuracy on 4 out of 5 trials, measured quarterly by teacher observation.
• By the end of the school year, the student will independently solve two-step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials based on teacher observation.

Writing Goals

• By the end of the school year, when given a writing assignment, the student will independently create a keyword outline that includes the main topic and three supporting points as a basis for the essay, based on a rubric, 90% of the time.
• By the end of the IEP term, the student will create five-paragraph essays with proper essay structure that clearly address a question in an assignment, based on a rubric, 100% of the time.

Tips on Setting Goals for Problem Solving

Here are a few tips to help you come up with effective goals that work toward better problem-solving skills.

Do a Behavioral Observation

Behavioral observations can be useful for identifying all kinds of skills deficits, but particularly in the area of problem-solving. Take the time to sit down and observe the child at work.

What do they do when they encounter a problem? What are their strengths and weaknesses? What are they able to solve independently – and in what areas do they consistently require support?

A skills assessment can also be helpful. The Real Life Executive Functioning Skills Assessment is a great place to start, since it will help you see where your child is struggling in particular.

Get the Whole Team Involved

Writing problem-solving goals should not be an independent process. It should involve all members of your child’s care team, including family members, coaches, teachers, and other professionals. You’ll need their input to see if the child is struggling with problem-solving across the board, or just in one or two isolated areas.

Play to Their Interests

Motivation plays a major role in teaching new executive functioning skills so do your best to make sure your student stays motivated! Incorporate their favorite activities into learning and have conversations about your child’s favorite movie character, sports figure, or other celebrities. What sorts of problems have they encountered? How did the person solve these problems successfully?

Try Role Playing

Give your child the opportunity to practice his new problem-solving skills in every walk of life. Using role-play cards that prompt your child to solve problems in certain situations (like when you have a large homework assignment due tomorrow or even something as simple as you don’t know what to eat) is highly effective. You can find templates and helpful examples for how to get started with these scenarios in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout).

Try the IDEAL Method

The IDEAL Method is one strategy you can use to help your child become a better problem solver. This method can be used while you are working toward any of the sample goals listed above (or any that you come up with on your own). You can learn more about it here and in the Real Life Executive Functioning Workbook .

Know When to Ask For Help

None of us is an island. We all need help from time to time. Knowing when – and who – to ask for help is essential. Encourage your child to brainstorm a list of people who can help in a pinch and be sure to try the Phone a Friend exercise in the Real Life Executive Functioning Workbook.

How to Address Each Goal

When working on problem-solving skills, the most important thing to remember is that you need to be focused on other areas in which your child struggles, too.

Problem-solving is often viewed as a collection of executive functioning skills rather than one individual skill. To help your child become better at solving problems, he needs to develop other executive functioning skills as well.

Problem-solving requires the ability to evaluate and outline different strategies – aka, planning. They need to be able to take action – task initiation. They might also need to use attentional control, organization, and time management skills. A holistic approach to addressing these problem-solving goals is essential.

Our Executive Functioning Assessment is a great place to start. It will show you where your child is at and what they need in order to improve. This assessment isn’t just for teachers – it’s also a helpful resource for parents, administrators, and even the student himself or herself.

Problem Solved! Here’s How to Write the Best Problem-Solving IEP Goals

If you find the process of writing IEP goals for problem-solving to be…well, a major problem, then you need to consider these tips. If you aren’t sure where to start, get organized! Start by giving your student the Executive Functioning Assessment and use the Real Life Executive Functioning Workbook as a guide to help point you in the direction of what skills to target.

Start by writing down what you want them to be able to do. Be as specific as possible, and use terms that your student can understand.

Once you have a good list of goals, work on breaking them down into smaller steps that will help your student reach their ultimate goal.

Remember to make sure these steps are achievable, measurable, and time-based so you can track your student’s progress and give them the support they need along the way.

Problem solved!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

• 8 Impulse Control IEP Goals
• 8 Attentional Control IEP Goals
• 8 Self-Monitoring IEP Goals
• 10 Problem Solving IEP Goals
• 10 Working Memory IEP Goals
• 9 Emotional Control IEP Goals
• 7 Cognitive Flexibility IEP Goals
• 10 Organization IEP Goals
• 12 Task Initiation IEP Goals
• 10 Time Management IEP Goals
• 15 Planning IEP Goals

Further Reading

• Amy Sippl: Executive Functioning Skills 101: Problem-Solving
• Amy Sippl: Teaching the IDEAL Problem-Solving Method to Diverse Learners
• Amy Sippl: Problem-Solving: Long-Term Strategies & Supports For Diverse Learners

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

Related Posts

10 powerful tools for jumpstarting executive functioning in 2023, 16 tips to customize a to-do list for any learner, alternatives to journaling for neurodivergent teens, revolutionizing executive functioning with ai: what you need to know, self-monitoring: long-term strategies & supports, how to deal with task switching when you have adhd.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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Solution Tree Blog

Developing Mathematics IEP Goals and Objectives that Work!

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

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

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

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

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

References:

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

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

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2nd-5th Grade Word Problem & Problem Solving IEP Goal Bank

Browse our free, common core aligned goal bank for math problem solving and word problem iep goals for 2nd to 5th grades-- and see tips on how to modify each goal to work for your students, k-5 number sense goals, k-5 addition & subtraction goals, 3rd-5th grade multiplication & division goals, k-12 mathematics goals, word problem goals.

K-5 Custom Goal Creator for Academic Goals

Encoding Sounds Assessment for IEPs and Progress Monitoring

Socio-Emotional IEP Goal Bank with Baseline & Intervention Tips

IEP Writing Success Kit: MEGA Bundle with PreK-5 Special Education Assessments and Goals

• 2nd Grade: Addition & Subtraction Word Problems
• 3rd Grade: Multiplication & Division Word Problems
• 4th Grade: Word Problems with All Four Operations
• 5th Grade: Fractions

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions CCSS.Math.Content.2.OA.A.1

• First, you need to know how well a student adds and subtracts. If a student is struggling with addition and subtraction, you might want to adapt the standard to addition and subtraction within 20 rather than 100.
• Second, you need to know how the student does with word problems. What do they do when presented with a one-step problem with simple language? Can they do problems both for addition and subtraction? What happens when the language is more complex or other steps added in?
• Finally, you want to have a sense of how supports help. Does the student need a problem read to them? A graphic organizer for problem solving? Access to manipulatives?

Need more ideas? Check out the  PreK-2 Mathematics Present Levels and Assessments Resource page or the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

When word problems are read to him and he is prompted to use his strategies, John can solve one-step word problems with addition and subtraction to 20 with 60% accuracy.  

For more baseline ideas and present levels templates, check out the IEP Success Kit!

• 2nd grade goal 1: Given four problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• 2nd grade goal 2: Given four problems, __________ will use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations. CCSS.Math.Content.2.OA.A.1

Modify the problem solving goal to make it work for your student! You might need to change the number of steps in the word problem, the numbers for addition and subtraction, or the supports the student is offered.

• Given four problems and access to a pre-taught graphic organizer for word problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Given four problems and a checklist for solving word problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Given four problems that are read to her and a calculator, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Change the number of problems: Given five word problems , ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Harder (two-step): Given four problems, __________ will use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Easier (one step, supports) : Given four problems that are read to her and a checklist for solving word problems , ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• If you need curriculum, check out the  Word Problem Intervention series  in the shop! The series has a total of twelve workbooks, with parts describing the difficulty of the word problem itself and the level describing the difficulty of the computations.
• Schema based instruction is a research-based approach to helping students with mathematics difficulties learn to solve word problems. Check out this article on it, with tips on how to use it!
•  Pirate Math Equation Quest is a free, research-based game that helps students with disabilities master word problems.

 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities CCSS.Math.Content.3.OA.A.3

• First, you need to know how well a student has mastered multiplication and division. Do they need a multiplication chart? A calculator?

Need more ideas? Check out the  2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Alejandro is able to use a multiplication chart to solve multiplication and division fact problems.  He can solve one-step multiplication word problems with 75% accuracy and division one-step problems with 50% accuracy. He needs support to solve multi-step word problems. 

•  Given four problems and a multiplication chart, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3

Modify the problem solving goal to make it work for your student! You might need to change the number of steps in the word problem or the supports the student is offered.

•  Given four problems and a checklist for solving word problems , _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
•   Given four problems that are read to her and a graphic organizer for solving word problems, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
• Change the number of problems: Given five problems and a multiplication chart, _________ will use multiplication and division within 100 to solve one- and two-step in situations involving equal groups, arrays, and measurement quantities with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
• Harder (two-step): Given four problems, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
• Easier (one step, supports) : Given four problems that are read to her, a multiplication chart, and a checklist for solving word problems , _________ will use multiplication and division within 100 to solve one-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted CCSS.Math.Content.4.OA.A.3

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

• 4th grade goal 1:  Given four problems and a multiplication chart, _____________________ will solve one step word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• 4th grade goal 2:  Given four problems and a multiplication chart _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Given four problems and a multiplication chart _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Given four problems and a check list for solving word problems _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Given four problems that are read to her and a graphic organizer for solving word problems,  _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Change the number of problems: Given five problems and a multiplication chart _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Change to just addition and subtraction: Given four problems _________ will solve multistep addition and subtraction word problems with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Reduce  to multiplication and division facts: Given four problems  _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Harder (two-step): Given four problems  _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Easier (one step) : Given a  four problems read to her, a checklist for solving word problems, and a multiplication chart _________ will solve one-step word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3

Solve word problems involving addition and subtraction of fractions referring to the same whole CCSS.Math.Content.5.NF.A.2

• First, you need to know how well a student has a base understanding of fractions. 

Given a checklist for solving word problems and prompts to show her thinking, Suzannah is able to solve one-step word problems with multiplication, addition, and subtraction of whole numbers. She has an emerging understanding of fractions and is not yet independently adding or subtracting fractions.

Given four problems, a fractions number line, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2

• Given four problems that are read to her, a fractions number line, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Given four problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Change the number of problems: Given five problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Change to just like fractions: Given four problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of like fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Make two step: Given four problems, a calculator, and a checklist for solving word problems, ___ will solve two-step word problems involving addition and subtraction  fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2

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Motivating IEP Math Goals & Exercises for Primary Grades

• by Mike Radicone

Let’s face it – while math can be fun, it’s also one of the most challenging subjects. Things can get even more frustrating in an IEP classroom, where everyone’s math abilities are on different levels. That’s why it’s vital for you as a special-ed teacher to create a unique set of mathematical goals for each one of your special education students.

But where do you start? Luckily for you, we’ve created this IEP math goals blog post to get you going.

Basic Principles of IEP Math Goal Creation

When setting the math IEP goals for your students, make sure you identify SMART goals

The goals should be specific, measurable, achievable, realistic, and time-based. For example, a goal like “solve 8 out of 10 simple addition problems with two integers until the end of the semester” is a SMART goal. However, getting to that threshold might seem impossible and demotivating if the student is not good with numbers. Therefore, your goals should also be specific to each student’s unique abilities to keep them encouraged. Luckily for you, there are state-specific IEP goal sets available online. Here’s an example from Virginia:

VA Standardized IEP Math Goals

Helping Kids Understand Algebraic Operations

Primary grade students in a special-ed classroom should understand and solve simple addition and subtraction problems (up to the count of ten). With IEP students, the key to success in mathematics is to use visual aids to reinforce learning.

For instance, you can ask your students to show their answers to simple counting problems, using their fingers, drawings, or mental images.

Fun activities and visual aids will help students visualize mathematical equations Here’s an example of an activity you can run:

Q: Ela has 5 birds, but 2 of them just flew away! How many birds does Ela have left?

A: The classroom will have to raise three fingers to show the correct answer.

So, to sum up, the general approach towards math teaching in an IEP classroom is first to reinforce learning with visual aids and then set goals that are unique to each student’s learning abilities.

Curious to see some IEP-specific math problems and goals?

IEP Math Questions and Goals Bank

Basic Adding And Subtracting

If your students can count up to ten and perform simple subtraction/addition problems – then you are on a good path!

When it comes to the goal-setting itself, you should define a “SMART” goal for each of your students based on their abilities at the beginning of the semester, dependent on their abilities.

If a student is good with math, Meredith should solve 9 out of 10 algebraic problems with 3 integers correctly by the end of the year.

If a student struggles with math: Jacob should solve 7 out of 10 algebraic problems with 2 integers by the end of the year.

Curious to see what goals other teachers are setting for their students?

IEP Primary Grades Math Goals Bank

Exercises for Operations and Algebraic Thinking

Once your students get used to the basic logic behind subtraction and addition, you should teach them how to use algebraic thinking with more advanced problems. The first step here would be to teach them how to use number lines and worksheets. Number lines are visual graphs with all the numbers spread out at an equal distance away from each other. They look like this:

You should practice multiple-step algebraic expressions with your students to teach them algebraic thinking. For instance, ask your students to circle the number with the correct answer after completing 3 steps. For example:

• We are starting at 7
• Where did we end up? Circle the correct quadrant (1).

The number lines can visually help kids move forward with more complicated algebraic problems, opening the road for more complex problems.

Once your students get a hand with simple algebraic operations, you can also start working on some subtraction and addition worksheets with them. You can use simple one-step equations like the ones below for primary grades:

After your students complete a worksheet like this for the first time – you will understand their abilities better and devise a motivating set of SMART goals based on that. Use such worksheets weekly to practice simple arithmetic operations and assess your students’ relative progress.

Are you looking for some prepared math worksheets?

Subtraction question bank

Set Effective Math Goals for Your Students with Datability

When done manually, tracking each students’ goal progress in an IEP classroom can be challenging. Datability’s visual goal setting tool can help you automate each student’s goal tracking and help you assess their performance over time.

Additionally, you’ll have all the student’s data kept in one place, making it easier for you to understand their performance. If you want to find out more about Datability and how the platform works, you can schedule a call with us, and we’ll answer all of your questions.

Schedule a call

Meanwhile, head over to our blog page to stay tuned with the latest trends, news, and best practices in special ed.

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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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High School ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades 9-12

Description

When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals.

This free IEP goal bank for high school grades 9-12 is a great printable to add to your IEP binder or IEP Goal Bank set up.

What is included:

• 9th + 10th Grade IEP Goals - 8 for ELA, 5 for Algebra 1, 4 for Geometry
• 11th + 12th Grade IEP Goals - 8 for ELA, 4 for Algebra 2, 2 for Statistics, 2 for Functional Math
• Blog post links for IEP goal writing help

This free IEP goal bank pairs well with this free IEP goal resource .

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Math IEP Goals for Fifth Grade Skills

Welcome to teachtastic's iep goal bank., back to the main page.

Add Decimal Numbers

Add Fractions

Add Fractions Using Models

Add Mixed Numbers

Add and Subtract Decimal Numbers

Add and Subtract Decimal Numbers in Word Problems

Add and Subtract Fractions in Word Problems

Add and Subtract Mixed Numbers in Word Problems

Add and Subtract Money

Add and Subtract Whole Numbers in Word Problems

Complete Addition and Subtraction Sentences for Fractions

Complete Mixed Number Addition and Subtraction Sentences

Describe Properties of Addition

Estimate Mixed Number Sums and Differences

Use Properties of Addition

Use Rounding to Estimate Decimal Sums and Differences