IEP examples for learning disabilities
By the IEP Atlas editorial teamLast updated
Short answer
A strong IEP for a learning disability lines up three things for each need: a present level with a number, a goal in the same unit, and the instruction or support that will close the gap. Example: reads 48 words correct per minute on grade 4 passages; goal of 85 by the annual review; 40 minutes a day of fluency and decoding instruction.
Most weak IEPs for learning disabilities have the right parts in the wrong relationship. The present levels say "below grade level in reading," the goal is about main idea, and the service is "resource support." Each part may be fine alone, but nothing connects them. The examples on this page show the three parts lined up, so a reader can trace each need from the data to the goal to the teaching.
All students and numbers are fictional illustrations, not benchmarks. For eligibility, the eight SLD areas and how states differ, start with the guide to IEPs for specific learning disabilities and ADHD.
How to read the examples
Each example has three columns.
- Present level: what the student does now, in numbers, under stated conditions.
- Goal: the target for the year, in the same unit.
- Support: the specially designed instruction or accommodation that addresses the need.
The note under each table says what makes the set strong. The eight areas follow the list in the federal SLD rules.[1]
Basic reading skills
| # | Present level | Goal | Support |
|---|---|---|---|
| 1 | Grade 2: reads 12 of 30 CVC and CVCe words on a decoding probe | Reads 27 of 30 on 3 consecutive weekly probes | Structured phonics, 30 min daily, group of 3 |
| 2 | Grade 5: decodes multisyllable words with 45% accuracy | Decodes 85% of multisyllable words on a 40-word list | Syllable-division instruction, 30 min, 4 days a week |
| 3 | Grade 8: reads 60% of words with common prefixes and suffixes | Reads 90% of affixed words in content text | Morphology lessons tied to science vocabulary, 3 days a week |
What makes these strong: each present level names the word type, and each goal uses the same probe. The support teaches the exact pattern the data flagged. More goals in this area are in IEP goals for dyslexia.
Reading fluency
| # | Present level | Goal | Support |
|---|---|---|---|
| 4 | Grade 4: 48 words correct per minute (WCPM) on grade 4 passages, 91% accuracy | 85 WCPM with 96% accuracy on unpracticed grade 4 passages | Repeated reading and decoding practice, 40 min daily |
| 5 | Grade 7: 98 WCPM on grade 7 text; reads word by word | 130 WCPM with phrasing scored 3 of 4 on a fluency rubric | Phrase-cued reading, 3 days a week, plus audiobooks in content classes |
What makes these strong: accuracy is reported with rate, so the team can tell a decoding problem from a speed problem. Example 5 adds a prosody measure because rate alone missed the issue. See how to calculate words correct per minute.
Reading comprehension
| # | Present level | Goal | Support |
|---|---|---|---|
| 6 | Grade 3: answers 2 of 5 inferential questions on grade 3 passages read aloud to her | Answers 4 of 5 on 3 of 4 weekly probes | Explicit inference instruction with think-alouds, 3 days a week |
| 7 | Grade 6: states the main idea of a grade 6 paragraph in 3 of 10 trials | States main idea and 2 details in 8 of 10 trials | Paragraph-shrinking strategy, 25 min, 4 days a week |
| 8 | Grade 10: summarizes a textbook section with 1 of 4 rubric points | Scores 3 of 4 on a summary rubric across 3 content texts | Summary frame, taught then faded, plus text-to-speech |
What makes these strong: example 6 removes decoding from the probe by reading aloud, which isolates comprehension. For more, see IEP goals for reading comprehension.
Written expression
| # | Present level | Goal | Support |
|---|---|---|---|
| 9 | Grade 3: writes 14 total words in a 3-minute prompt, 6 correct word sequences | Writes 35 total words with 25 correct word sequences | Sentence construction lessons, 30 min, 4 days a week |
| 10 | Grade 6: paragraphs score 1 of 4 on organization | Scores 3 of 4 on a paragraph rubric on 3 of 4 samples | Planning organizer, explicit modeling, 3 days a week |
| 11 | Grade 9: essays have 4 or more spelling errors per 100 words | Uses spell-check and a proofreading checklist to reach 1 or fewer per 100 words | Typing with spell-check accommodation; proofreading instruction |
What makes these strong: each uses a scorable measure, such as correct word sequences or a rubric. Example 11 pairs a skill with an accommodation for a high schooler. The writing goals guide has more, and how to measure writing with TWW and CWS explains the curriculum-based measures.
Math calculation
| # | Present level | Goal | Support |
|---|---|---|---|
| 12 | Grade 3: 9 digits correct per minute on mixed addition and subtraction facts | 30 digits correct per minute | Fact fluency practice with strategy instruction, 15 min daily |
| 13 | Grade 5: solves 4 of 10 multi-digit multiplication problems | Solves 9 of 10 on 3 consecutive probes | Concrete to representational to abstract sequence, 30 min, 4 days a week |
| 14 | Grade 8: adds and subtracts fractions with unlike denominators with 30% accuracy | 85% accuracy on 20-problem probes | Fraction strips and number lines, 3 days a week |
What makes these strong: example 12 measures fluency in digits correct per minute, not percent correct, because the issue is speed. See IEP goals for math calculation and math fact fluency goals.
Math problem solving
| # | Present level | Goal | Support |
|---|---|---|---|
| 15 | Grade 4: solves 2 of 8 one-step word problems | Solves 7 of 8, showing a diagram | Schema-based instruction for change and compare problems, 3 days a week |
| 16 | Grade 7: sets up 3 of 10 two-step equations from word problems | Sets up and solves 8 of 10 | Problem-solving checklist and worked examples, 30 min, 3 days a week |
What makes these strong: the goals separate setting up the problem from computing it. The guide on schema-based instruction for word problems explains the method in example 15.
Oral expression and listening comprehension
| # | Present level | Goal | Support |
|---|---|---|---|
| 17 | Grade 2: retells a story with 2 of 6 story elements | Retells with 5 of 6 elements on 3 of 4 probes | Story-grammar instruction with visuals, SLP 30 min weekly |
| 18 | Grade 5: uses 1 transition word in a 2-minute oral explanation | Uses 4 or more transition words in a 2-minute explanation | Oral rehearsal before writing, sentence starters |
| 19 | Grade 4: follows 2-step oral directions in 5 of 10 trials | Follows 3-step directions in 8 of 10 trials | Directions given in writing and orally; visualization strategy |
| 20 | Grade 9: answers 3 of 10 questions after a 5-minute lecture segment | Answers 7 of 10 using guided notes | Guided notes, recorded lectures, note-taking instruction |
What makes these strong: the goals use measures a teacher can score in class, and supports match the need. Oral expression and listening comprehension often overlap with speech-language services, so coordinate with the SLP. See listening comprehension goals.
Weak and strong versions, tied to the data
| Weak | Problem | Strong |
|---|---|---|
| Present level: "Below grade level in reading." Goal: "Will improve reading by one grade level." | No skill, no unit, grade levels are not a measure | Present level: 48 WCPM, 91% accuracy. Goal: 85 WCPM with 96% accuracy on unpracticed grade 4 passages |
| Goal: "Will use graphic organizers to write a paragraph." | Names a tool, not a skill outcome | Goal: paragraph scores 3 of 4 on organization rubric on 3 of 4 samples |
| Service: "Resource support as needed." | No minutes, no content | 30 minutes, 4 days a week, explicit sentence construction |
| Goal: "Will master math facts with 80% accuracy." | Accuracy hides the speed problem | Goal: 30 digits correct per minute on mixed facts |
| Present level from a state test only | Too broad for goal setting | Curriculum-based probe on the exact skill |
For more on present levels, see how to write a PLAAFP. Paste your draft goals into the goal checker to find missing parts.
How to measure progress
Use curriculum-based measures where they exist: WCPM for fluency, correct word sequences for writing, digits correct for math facts. Probe every 1 to 2 weeks and graph against an aimline. Repeated, brief measures over time are how teams see whether instruction is working.[3] The IEP must say how progress will be measured and when it will be reported.[2]
Adapting the examples by grade
| Grade band | Typical focus | Measures |
|---|---|---|
| K to 2 | Phonemic awareness, phonics, number sense | Letter-sound fluency, decoding probes, quantity discrimination |
| 3 to 5 | Fluency, sentence and paragraph writing, multi-digit math | WCPM, CWS, digits correct |
| 6 to 8 | Multisyllable words, comprehension strategies, fractions, equations | Rubrics, probes, WCPM |
| 9 to 12 | Content reading, essays, applied math, assistive technology | Rubrics, work samples, AT use with independence |
Templates for each area are in the specific learning disability goal bank. For students with attention needs as well, see IEP goals for ADHD.
Frequently asked questions
What should an IEP for a learning disability include?
Present levels with numbers for each area of need, measurable goals in the same units, specially designed instruction with minutes and setting, accommodations, and a plan for measuring and reporting progress. Each need in the present levels should connect to a goal or support.
How many goals should a student with a learning disability have?
Enough to address each area of need the evaluation found, usually two to five. A student with a reading disability alone might have goals for decoding, fluency and spelling. Fewer, clearly measured goals beat many vague ones.
Can accommodations replace goals for a learning disability?
No. Accommodations give access, but goals and specially designed instruction build the skill. A student with dyslexia might use audiobooks in science and still need daily reading instruction with goals for decoding and fluency.
Use it in IEP Atlas
- IEP goals for specific learning disability
- Specific learning disability in the IEP glossary
- Oral reading fluency measurement guide
- Reading fluency data sheet
- IEP goal checker
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- IEP goals for dyslexia: 20 examples by reading skill
- IEP goals for ADHD: examples beyond "stay on task"
- IEP for ADHD: what it covers, with an example
- IEP goals for dysgraphia
- ADHD accommodations in the classroom
Sources
- 34 CFR §300.309: Determining the existence of a specific learning disability, U.S. Department of Education (IDEA website)
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.