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Math IEP Goals For Special Education

Math IEP Goals

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 Goals for IEPs

Browse free ccs-aligned, math goals & objectives for word problems, number sense, addition & subtraction, and multiplication & division-- with goal modification tips.

I tend to focus my goals on things that will be covered in groups and in class throughout the year. If a student struggles on fractions and on subtraction, I will write my goal for subtraction as it is covered more in class and can get worked on while supporting the grade level curriculum. I will often write two math goals for students– one procedural goal and one word problem goal. Higher students often get only one goal. I rarely write more than two math goals for a student. Two procedural goals would be redundant. In groups, I am going to work on procedural skills in order. My goals are focused on the most pressing need, not on a wish list of everything I wish a student could would learn in the next year.

Kinder-5th Grade Number Sense Goals

K-5 CCS-aligned counting and number reading and writing goals

Kinder-5th Grade Addition & Subtraction Goals

K-5 Single-digit to three-digit addition and subtraction goals

3rd-5th Grade Multiplication & Division Goals

Goals for multiplication facts, multi-digit multiplication, and division

2nd-5th Grade Word Problem Goals

One- and two-step word problem goals with all four operations

6th grade CCS-aligned mathematics goals for IEPs

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IEP Goals for Reading

See reading s goals for ieps with assessment and baseline ideas.

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IEP Goals for Writing

Browse common core aligned iep goals for writing along with sample goal baselines and assessment ideas.

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PreK- 5Present Levels & Assessment Resources

Explore sample present levels and assessment ideas for elementary school students browse resources for prek-2nd grades and 2nd-5th grades see ideas for reading, writing, and mathematics assessments as well as sample present level language.

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Socio-Emotional IEP Goals

Find socio-emotional goals for school safety, classroom success, and self-regulation and advocacy, need teaching resources or case management tools check out the store.

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

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K-5 Custom Goal Creator for Academic Goals

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Number Sense & Operations Intervention Mega Bundle

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Mega Bundle! All Levels of the Word Problem Intervention Series

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Custom Socioemotional Goal Creator

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Bundle! Advanced Multiplication & Division Word Problem Intervention: Parts A, B, & C

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Multiplication & Division Word Problem Intervention: Part A

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Advanced Addition & Subtraction Word Problem Intervention: Part A

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  • Feb 29, 2020

The Perfect IEP Goal for 7th - 9th Grade Students Aimed for Pre-Algebra

This IEP goal is for all 7th-9th grade students with IEP goals aimed at success in pre-algebra. It is inclusive of sub-skills necessary to solve multistep equations with variables on both sides, expanding expressions, distributive property and the collection of like terms when solving.

Goal progression could include 3 to 4 week intervals aimed toward skill-building in the areas of mathematic academic vocabulary, the order of operations, exponents, distributive property and the concept of combining like terms.

8.EE.C.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms .

Algebraic thinking skill:

Solve equations with variables on both sides

Misconceptions:

For students who are struggling with one and two-step equations, using

manipulatives (i.e., Algebra Tiles) will offer a hands-on experience for the process of solving equations.

Learning Progression:

If scaffolding is needed these are some areas where appropriate scaffold

objectives can be found.

In earlier grades, students have mastered the following skills...

Understood the equation-solving process leads to a solution that makes the equation true. ( 6.EE.5 )

Solved problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r were rational numbers. ( 7.EE.4 )

Applied properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. ( 7.EE.1 )

The Perfect Math IEP Goal for 7th - 9th Grade

By (date) when given problems with one-variable equations, the student will successfully solve equations with variables on both sides (including exponents, distribution and collecting like terms) improving expressions and equations skills from ___/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

Did you find the IEP goal you were looking for? Find dozens more middle school IEP goals in our IEP goal bank.

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Home » Blog » General » Demystifying IEP Goals for 9th Grade: What Every Student Needs to Know

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Demystifying IEP Goals for 9th Grade: What Every Student Needs to Know

Introduction:

As a 9th-grade student, you may have heard the term “IEP goals” thrown around in conversations with your teachers, parents, or school administrators. But what exactly are IEP goals, and why are they important for your academic and personal growth? In this blog post, we will demystify IEP goals specifically for 9th grade students, providing you with a clear understanding of what they are, how they are developed, and how they can help you succeed in high school and beyond.

Understanding IEP Goals:

IEP stands for Individualized Education Program, which is a legal document that outlines the specific educational goals and services for students with disabilities. IEP goals are the specific objectives that are set within the IEP to address the unique needs and challenges of each student. These goals are designed to help you make progress in areas such as academics, social-emotional development, and independent living skills.

Components of an IEP goal:

An IEP goal consists of three main components:

  • Measurable objectives: Each goal should be measurable, meaning that progress can be tracked and evaluated. This allows you and your teachers to determine whether you are making progress towards achieving the goal.
  • Specific target areas: Goals should be specific to the areas in which you need support. For example, if you struggle with reading comprehension, your goal might be to improve your ability to understand and analyze complex texts.
  • Timeframe for achievement: Goals should have a specific timeframe for achievement, typically within a school year. This helps to create a sense of urgency and allows for regular monitoring and adjustment of the goal as needed.

Importance of aligning IEP goals with your needs and abilities:

One of the most important aspects of IEP goals is that they are individualized to meet your specific needs and abilities. This means that your goals should reflect your unique strengths and challenges. By aligning your goals with your needs, you can work towards achieving success in areas that are most important to you.

Key Considerations for 9th Grade IEP Goals:

Transitioning to high school can be an exciting yet challenging time. It is important to consider the following key areas when setting your 9th grade IEP goals:

Transition goals for high school:

1. Academic goals: Identify specific areas of academic improvement or skill development that will support your success in high school. This might include goals related to reading, writing, math, or other subject areas.

2. Social and emotional goals: High school can be a socially and emotionally demanding environment. Setting goals related to building social skills, managing emotions, and developing healthy relationships can help you navigate these challenges.

3. Independent living skills goals: As you transition into high school, it is important to develop skills that will support your independence and self-sufficiency. This might include goals related to time management, organization, and self-advocacy.

Collaboration between you, your parents, and your IEP team:

1. Identifying strengths and areas of improvement: Take the time to reflect on your strengths and areas where you could use additional support. This self-awareness will help guide the development of meaningful and relevant goals.

2. Setting realistic and achievable goals: Work together with your parents and IEP team to set goals that are challenging yet attainable. It is important to strike a balance between pushing yourself to grow and ensuring that the goals are within reach.

3. Monitoring progress and making adjustments as needed: Regularly review your progress towards your goals and make adjustments as necessary. This might involve seeking additional support, modifying the goals, or celebrating milestones along the way.

Tips for Students in 9th Grade:

As you embark on your high school journey, here are some tips to help you make the most of your 9th grade experience:

1. Self-advocacy skills: Take the time to understand your own strengths and challenges. Advocate for yourself by communicating your needs and goals to your teachers and support staff. Remember, you are your own best advocate.

2. Time management and organization: Develop effective study habits and utilize tools and strategies for organization. This will help you stay on top of your assignments, manage your time effectively, and balance your academic and extracurricular activities.

3. Building positive relationships: Engage in social interactions with your peers, seek support from mentors or trusted adults, and develop empathy and understanding for others. Building positive relationships will not only enhance your high school experience but also contribute to your overall well-being.

Conclusion:

IEP goals are an essential part of your educational journey in 9th grade and beyond. By understanding and embracing these goals, you can work towards achieving success in academics, social-emotional development, and independent living skills. Remember, you are not alone in this journey. There are resources and support available to help you navigate the IEP process and achieve your goals. Start your EverydaySpeech Free trial today and take the first step towards unlocking your full potential.

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math problem solving iep goals 9th grade

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76 IEP Goals Every Educator Should Have in Their Goal Bank

All the goals you need, when you need them.

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

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 with ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

IEP Goals 101

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.

math problem solving iep goals 9th grade

From: https://cultivateadvisors.com/blog/5-steps-to-writing-smart-business-goals/

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.

Flow chart featuring a formula for writing IEP goals for your goal bank.

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IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are 76 goals that every special education teacher should have in their bank.

Reading IEP Goal Bank

  • 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 paragraph at their reading level, [STUDENT] will apply QAR (question-and-answer relationship) strategy to answer questions.

Reading IEP Goal Bank

  • 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.

Math IEP Goal Bank

  • 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.

Math IEP Goal Bank

  • [STUDENT] will identify the 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).

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

  • 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.

math problem solving iep goals 9th grade

  • 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.

Math IEP Goal Bank

  • [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).

Writing IEP Goal Bank

  • [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

Writing IEP Goal Bank

  • [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.

Writing IEP Goal Bank

  • When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).

Behavior IEP Goal Bank

  • Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

Behavior IEP Goal Bank

  • 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.

Behavior IEP Goal Bank

  • 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.

Social Skills IEP Goal Bank

  • 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.

Social Skills IEP Goal Bank

  • 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.

Social Skills IEP Goal Bank

Social-Emotional Skills Goal Bank

  • [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

Social-Emotional Skills Goal Bank

  • [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.

Social-Emotional Skills Goal Bank

  • [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.

Executive Functioning 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?)

  • Given visual cues, [STUDENT] will implement an organizational 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.

Executive Functioning Goal Bank

  • [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].

Executive Functioning Goal Bank

  • [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc].

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A lot of thought goes into each IEP goal, so here are 76 goals that every special education teacher should have in their bank.

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Specialized Math

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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Number Dyslexia

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.

Manpreet Singh

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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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: February 26, 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

Measuring progress: signs that executive function coaching is working, 7 questions parents should ask at iep meetings, task initiation tools to support your adolescent, how to overcome procrastination guilt, why gratitude journaling is so important when the world around you seems out of control, how to make vacation planning executive function friendly.

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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math problem solving iep goals 9th grade

Motivating IEP Math Goals & Exercises for Primary Grades

  • March 6, 2022June 27, 2022
  • 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

math problem solving iep goals 9th grade

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

math problem solving iep goals 9th grade

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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Math IEP Goals for Fifth Grade Skills

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Welcome to TeachTastic's Ultimate IEP Goal Bank, where we empower educators to maximize special education through achievable and measurable goals. If you're struggling with crafting Individualized Education Program (IEP) goals, look no further – our comprehensive goal bank is your solution. We offer meticulously designed SMART objectives tailored to your student's unique needs. Here, you'll discover the perfect blend of specificity and measurability, paving the way for your students' educational success.

Add Decimal Numbers

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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

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  1. Math IEP Goals For Special Education

    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.

  2. PDF Resource Guide for IEP for Ninth Grade Math

    Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Solving Equations and Inequalities Content Standard 2: Students will write, with and without appropriate technology, equivalent forms of equations, inequalities and systems of equations and solve with fluency. Student Learning Expectation

  3. IEP Goals for Math: A Comprehensive Guide

    Make the goals measurable: IEP goals should specify specific performance indicators so that the student's development may be monitored and assessed. To "increase the student's accuracy in solving math problems from 75% to 90% within a six-month timeframe," as an example. Make the goals achievable: Given the student's abilities and ...

  4. Math IEP Goals & Objectives

    Browse free CCS-aligned, math goals & objectives for word problems, number sense, addition & subtraction, and multiplication & division-- with goal modification tips. I tend to focus my goals on things that will be covered in groups and in class throughout the year. If a student struggles on fractions and on subtraction, I will write my goal ...

  5. 19 Math Problem Solving IEP Goals including Math Reasoning

    Math problem solving is a critical skill used students using learning disabilities that requires individualized back and focus. Useful math problem dissolving IEP goals are specific, measurable, and achievable, and are developed through collaboration with parents, teachers, and other stakeholders.; By setting realistic goals, monitoring progress, and adjusting goals like needed, educators can ...

  6. The Perfect IEP Goal for 7th

    This IEP goal is for all 7th-9th grade students with IEP goals aimed at success in pre-algebra. It is inclusive of sub-skills necessary to solve multistep equations with variables on both sides, expanding expressions, distributive property and the collection of like terms when solving.Goal progression could include 3 to 4 week intervals aimed toward skill-building in the areas of mathematic ...

  7. PDF Math-Related Goals and Objectives

    relationship in problem solving situations and communicate the reasoning used in solving these problems. Goal: The student will develop functional math skills as supported by the following objectives: Objectives: 1. The student will be able to count by ___ (choose from one or more of the following) by using the abacus. a. ones b. twos c. fives ...

  8. IEP Math Goals: Strategies for Success

    Here are some examples of K12 IEP math goals: For a student in grades K-2. Within Y weeks, increase reading speed by X words per minute. Within Y weeks, increase sight word recognition by X%. Develop your fine motor skills to grip a pencil and write legibly appropriately. For a pupil in grades 3-5.

  9. PDF Specially Designed Instruction (SDI): Mathematics

    Specially designed instruction is the instruction provided to a student with a disability who has an IEP to help him/her master IEP goals/objectives and ensure access to and progress in the general curriculum. ... Math Calculation and Reasoning ... - Cue cards with problem solving strategies, definitions, examples, models, flow chart, process ...

  10. Understanding IEP Goals for 9th Grade Students: A Comprehensive Guide

    The purpose of IEP goals is to provide a roadmap for the student's educational journey, ensuring that they receive the necessary support and accommodations to succeed academically and socially. For 9th grade students, IEP goals play a crucial role in their transition to high school and the increased academic demands they will face.

  11. Achieving Math Success: Understanding IEP Goals and Strategies

    Well-defined IEP goals for math should be specific, measurable, attainable, relevant, and time-bound (SMART). This means that the goals should clearly state what the student is expected to achieve, how progress will be measured, and when the goal is expected to be achieved. By setting SMART goals, educators can track the student's progress ...

  12. Demystifying IEP Goals for 9th Grade: What Every Student Needs to Know

    It is important to consider the following key areas when setting your 9th grade IEP goals: 1. Academic goals: Identify specific areas of academic improvement or skill development that will support your success in high school. This might include goals related to reading, writing, math, or other subject areas. 2.

  13. 76 IEP Goals Every Educator Should Have in Their Goal Bank

    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.

  14. PDF IEP Goals and Objectives Bank (Redmond, Oregon)

    To search the contents of the Goal Bank for a specific item, press Ctrl + F. The Goal Bank has been designed to allow users to locate specific goals as used in the eSIS SPED Full software. Click on a Content Area to proceed to specific Content Strands. From there, locate the specific strand and click to locate the Individual Goals.

  15. 29 Math Problem Solving IEP Goals (Including Math Reasoning)

    Math problem solving has a critical capability to students with learning disabilities that requirements individualized support and attention. Effective math item solving IEP goals are ... Record starting 19 Math Problem Solving IEP goals for all different both grades. List of 19 Science Symptom Solving IEP destinations for all years and grade.

  16. How to Write SMART IEP Goals

    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.

  17. IEP Goals For Math Problem Solving

    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 ...

  18. High School ELA + Math Special Ed IEP Goal Bank

    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 ...

  19. 10 Problem Solving IEP Goals for Real Life

    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.

  20. Motivating IEP Math Goals & Exercises for Primary Grades

    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 ...

  21. Math IEP Goals for Fifth Grade Skills

    Welcome to TeachTastic's Ultimate IEP Goal Bank, where we empower educators to maximize special education through achievable and measurable goals. If you're struggling with crafting Individualized Education Program (IEP) goals, look no further - our comprehensive goal bank is your solution. We offer meticulously designed SMART objectives ...

  22. Results for iep math problem solving goals

    This product allows for you to collect math problem solving data for elementary age students receiving special education services. This spreadsheet includes sheets on the following topics: Ordering #'s 0-20Rote Counting to 100Even or Odd Number ChecklistNumber Identification 0-100These sheets are also self grading, finding the total and average of each trial to save on time when recording data ...