IEP Goals for Learning Disabilities
IEP goals for students with specific learning disabilities target the precise academic skills affected — reading, written expression, or math — with measurable criteria grounded in assessment data.
Key Context
Specific Learning Disability (SLD) is identified in reading, written expression, or math. Unlike general academic struggles, SLD involves a processing difference that creates a gap between ability and achievement. IEP goals must be tied to the specific deficit area identified in the evaluation and measured with tools that track progress in those specific skills.
Reading (SLD-R)
Goals for students whose SLD primarily affects reading decoding, fluency, or comprehension.
[Student] will decode words with consonant blends and diagraphs, long vowel patterns, and r-controlled vowels with 85% accuracy on 30-word weekly probes from the instructional curriculum.
Currently decodes CVC words at 80% but words with blends, diagraphs, or long vowel patterns at 40–45% accuracy.
85% accuracy across 4 consecutive weekly probes
[Student] will read grade-level text passages at [target] WCPM with 95% accuracy on weekly CBM-Reading probes.
Currently reading at [current] WCPM; [X] WCPM below grade-level benchmark.
Target WCPM across 3 consecutive weekly probes
Written Expression (SLD-WE)
Goals for students whose SLD primarily affects the written expression of ideas.
On a weekly curriculum-based written expression probe, [Student] will write an average of [X] words correct per sentence (WCPS) using [target] sentence structures, measured on 3-minute writing samples.
Currently produces an average of [X] WCPS on 3-minute probes; sentences lack connective words and elaboration.
Target WCPS across 3 consecutive weekly probes
[Student] will spell words with [target phonics pattern] correctly in 4 out of 5 opportunities in dictated spelling probes and independent writing, measured weekly.
Currently spells target pattern words correctly in 2 out of 5 opportunities; substitutes incorrect vowel patterns.
4/5 opportunities across 4 consecutive probe sessions
Math (SLD-M)
Goals for students whose SLD primarily affects mathematical reasoning, computation, or problem-solving.
[Student] will complete [operation: addition/subtraction/multiplication/division] facts with numbers 0–12 at [target] correct digits per minute (CDPM) on 2-minute timed probes, measured weekly.
Currently completes [X] CDPM; well below grade-level benchmark of [Y] CDPM.
Target CDPM across 3 consecutive weekly probes
Given grade-level word problems with a taught problem-solving strategy (CUBES, schema mapping, etc.), [Student] will correctly solve 8 out of 10 problems, showing all work and checking their answer.
Currently solves 4 out of 10 grade-level word problems; frequently misidentifies the operation needed.
8/10 on weekly 10-problem probes across 4 consecutive weeks
Writing Effective IEP Goals for Learning Disabilities
- 1Specific Learning Disability goals must be grounded in current assessment data. Every baseline in the IEP should reference the specific assessment tool and score, not just a general description.
- 2Use curriculum-based measurement (CBM) for frequent progress monitoring — oral reading fluency probes, written expression probes, and math computation probes give you trend data to guide instruction.
- 3Don't write a single generic 'reading' goal. Identify whether the deficit is in decoding, fluency, or comprehension, and write separate targeted goals for each area of need.
- 4Align goals to the specific structured intervention the student will receive (e.g., Barton, Wilson, Voyager Passport). The goal should describe the expected outcome of that intervention.
- 5Review progress data at every IEP team meeting and adjust services if the student's growth line is not on track to meet the annual goal.
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