The eight SLD areas and goals for each
By the IEP Atlas editorial teamLast updated
Short answer
Each SLD eligibility area should lead to at least one goal that targets the deficit the evaluation found, measured the same way the deficit was shown. Example for basic reading skill: given a 1-minute nonsense word probe, the student will read 45 correct letter sounds, up from 18, median of 3 biweekly probes. Below are 16 goals, two per area.
This page is for the school psychologist or case manager turning an SLD eligibility report into goals. The federal rule lists eight areas in which a team may find a specific learning disability.[1] When the eligibility report names an area, the IEP should answer it: a present level drawn from the evaluation data, and a goal measured in a way that can show change across the year.
The pillar guide on specific learning disability IEPs gives one goal per area and the eligibility rules. This page goes a level down: two goals per area at different skill levels, a baseline for each, a weak vs measurable rewrite, and the measure that fits. Students and numbers are fictional illustrations, not benchmarks.
Decision table: from eligibility finding to goal and measure
| Evaluation finding | Sub-skill to target | Measure | Data sheet |
|---|---|---|---|
| Short, disorganized oral answers | Organized explanations, opinions with reasons | Rubric points | Rubric scoring sheet |
| Weak recall of spoken information | Main idea and inference from heard passages | Questions correct out of a fixed number | Accuracy sheet |
| Low writing output, weak organization | Structured paragraphs; spelling accuracy | Rubric points; correct letter sequences | Rubric or accuracy sheet |
| Low nonsense word and word reading scores | Phonics patterns; morphology | Sounds or words correct per minute | Accuracy sheet |
| Accurate but slow oral reading | Rate and phrasing | Words correct per minute | Reading fluency sheet |
| Adequate decoding, low comprehension | Text-based questions; evidence | Questions correct; rubric | Accuracy or rubric sheet |
| Weak fact recall, procedural errors | Multi-digit procedures | Digits correct; problems correct | Accuracy sheet |
| Chooses wrong operation, stops early | Problem representation | Problems correct with a complete solution | Rubric sheet |
If the student has needs in more than one area, start with the area that blocks the most access to grade-level work. How to prioritize IEP goals covers that choice.
Oral expression
The student understands but cannot organize what they want to say.
- 1. Opinion with reasons. Baseline: in 4 class discussions, gave an opinion with 0 or 1 reason. Goal: Given a grade-level discussion question and 1 minute to think, the student will state an opinion and 2 supporting reasons with a linking word (because, also, for example), scoring at least 5 of 6 on an oral rubric, on 4 of 5 biweekly probes. Template: state an opinion with reasons.
- 2. Explaining a process in order. Baseline: explained a familiar science process with 2 of 5 steps in order. Goal: Given a diagram of a 5-step process studied in class, the student will explain it aloud with all steps in order and at least 3 sequence words, on 3 consecutive monthly probes. Template: explain a process in order.
Weak: "Will improve oral expression skills." Measurable: goal 1 above. The weak version has no condition, no behavior anyone can count and no criterion.
Listening comprehension
The student reads better than they listen, or loses the thread in lectures.
- 3. Main idea from a heard passage. Baseline: stated the main idea of 1 of 5 grade 5 passages read aloud. Goal: Given a 200- to 300-word grade 5 informational passage read aloud once, the student will state the main idea in one sentence on 4 of 5 passages per monthly probe. Template: main idea of a heard passage.
- 4. Inference from a heard passage. Baseline: 3 of 10 inference questions correct. Goal: Given a short passage read aloud, the student will answer 8 of 10 inference questions correctly with a clue from the passage, on 3 consecutive biweekly probes. Template: inference from a heard passage.
Weak: "Will listen to and understand directions 80% of the time." Measurable: goal 4. The weak version gives a percent of nothing in particular. A denominator ("8 of 10 questions") is what makes the criterion checkable.
Written expression
The student has ideas but cannot get them onto the page in an organized, readable way.
- 5. How-to paragraph. Baseline: wrote 2 unordered steps for a familiar task in 15 minutes. Goal: Given a familiar task and 15 minutes, the student will write a how-to paragraph with a materials list, at least 5 ordered steps and a closing sentence, scoring at least 10 of 12 on the class rubric, on 3 of 4 monthly samples. Template: how-to directions.
- 6. Spelling in timed dictation. Baseline: 38 correct letter sequences on a 2-minute dictated list. Goal: Given a 2-minute dictated spelling probe of grade 3 words, the student will write 70 correct letter sequences, median of 3 biweekly probes. Template: correct letter sequences.
Weak: "Will write a 5-paragraph essay." Measurable: goal 5. Length alone is not a skill; name the parts and score them.
Basic reading skill
Decoding is the deficit, often with phonological weaknesses in the report.
- 7. Nonsense words. Baseline: 18 correct letter sounds per minute. Goal: Given a 1-minute nonsense word probe with CVC and CVCe patterns, the student will produce 45 correct letter sounds with at least 15 whole words read correctly, median of 3 biweekly probes. Template: nonsense word probe.
- 8. Prefixes and suffixes. Baseline: read 9 of 25 words with common affixes. Goal: Given a list of 25 unfamiliar words with taught prefixes and suffixes, the student will read 22 correctly on 3 consecutive biweekly probes. Template: words with prefixes and suffixes.
Weak: "Will improve phonics to grade level." Measurable: goal 7. Phonics instruction that teaches letter-sound links and decoding is supported by federal practice guidance.[4]
Reading fluency skills
The student reads accurately but slowly, and comprehension suffers.
- 9. Rate in content text. Baseline: 74 words correct per minute in grade 6 science passages. Goal: Given an unpracticed grade 6 science passage, the student will read 110 words correct per minute with at least 97% accuracy, median of 3 weekly probes. Template: content-area words correct per minute.
- 10. Phrasing at punctuation. Baseline: 2 of 4 on a prosody rubric. Goal: Given a 150-word grade-level passage, the student will pause at end punctuation and change voice for questions, scoring 4 of 4 on a prosody rubric on 3 of 4 biweekly samples. Template: pause and change voice at punctuation.
Weak: "Will read faster." Measurable: goal 9. See oral reading fluency for probe rules.
Reading comprehension
Decoding is adequate, but the student cannot answer questions about what they read.
- 11. Cause and effect. Baseline: 2 of 6 cause-and-effect questions correct. Goal: Given a grade 4 passage read independently, the student will answer 5 of 6 cause-and-effect questions correctly, citing the sentence that shows the link, on 3 consecutive biweekly probes. Template: cause and effect.
- 12. Character with evidence. Baseline: described characters with no text evidence. Goal: Given a grade 5 story, the student will write 2 character traits each supported by a quotation, scoring 3 of 4 on a short-response rubric, on 4 of 5 monthly probes. Template: describe a character with evidence.
Weak: "Will answer comprehension questions with 80% accuracy." Measurable: goal 11. Name the question type and the text level.
Mathematics calculation
- 13. Multi-digit addition and subtraction. Baseline: 4 of 12 problems with regrouping correct. Goal: Given 12 multi-digit addition and subtraction problems with regrouping (numbers within 10,000), the student will solve 11 correctly on 3 consecutive biweekly probes. Template: multi-digit regrouping.
- 14. Division with remainders. Baseline: 1 of 10 correct. Goal: Given 10 two- and three-digit by one-digit division problems, the student will solve 8 correctly, including the remainder, on 3 of 4 biweekly probes. Template: division with remainders.
Weak: "Will know math facts." Measurable: goal 13. If fact recall is the deficit, use a timed probe scored in digits correct per minute instead.
Mathematics problem solving
- 15. Bar model for word problems. Baseline: drew a correct model for 1 of 6 problems. Goal: Given 6 one- and two-step word problems, the student will draw a bar model that matches the problem structure and solve 5 correctly, on 3 consecutive biweekly probes. Template: bar model or diagram.
- 16. Needed and extra information. Baseline: identified the needed numbers in 3 of 8 problems. Goal: Given 8 word problems with extra information, the student will cross out the extra information and solve 7 correctly on 4 of 5 biweekly probes. Template: needed and extra information.
Weak: "Will solve word problems." Measurable: goal 15. Federal guidance on math intervention supports explicit teaching of problem structure.[5]
How to measure progress
- Use short, repeated probes. Brief measures given often, graphed against a goal line, show whether a student is on track.[3] Weekly for fluency, every two weeks for most other goals.
- Match the eligibility data. If the report used words correct per minute, so should the goal.
- Keep conditions constant. Same passage level, same time limit, same number of items.
- Report what the IEP says you will report. The IEP must describe how progress will be measured and when reports go to parents.[2]
The goal checker flags missing conditions and criteria. Federal guidance on interpreting data for instructional decisions is useful when deciding whether to change course.[6]
Adapting by grade
| Area | Grades K to 2 | Grades 3 to 5 | Grades 6 to 12 |
|---|---|---|---|
| Oral expression | Retell with pictures | Opinion with reasons | Organized presentation |
| Listening comprehension | Follow 2-step directions | Main idea of a heard passage | Lecture notes by topic |
| Written expression | Labeled sentences | How-to and opinion paragraphs | Argument with evidence |
| Basic reading skill | CVC and nonsense words | Vowel teams, affixes | Multisyllabic and content words |
| Reading fluency | Grade 1 to 2 passages | Grade 3 to 5 passages | Content-area passages |
| Reading comprehension | Who, what, where questions | Cause and effect, character | Claims and evidence |
| Math calculation | Facts within 20 | Multi-digit operations | Fractions, integers |
| Math problem solving | Act out a problem | Bar models | Multi-step and rate problems |
The specific learning disability goal hub has more templates. For students whose eligibility includes ADHD, see ADHD and Other Health Impairment.
Frequently asked questions
What are the eight areas of specific learning disability?
Oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation and mathematics problem solving. A team may find an SLD in one or more of them.
Does every SLD area found need its own goal?
Every need identified should be addressed somewhere in the IEP, through goals, services or accommodations. Most teams write at least one goal for each area named in eligibility and prioritize when there are several.
Should the goal use the same test as the evaluation?
Not the same standardized test, which is not built for frequent use. Use a short probe that measures the same skill, such as words correct per minute or correct letter sequences, so progress can be graphed often.
Use it in IEP Atlas
- IEP goals for specific learning disability
- Specific learning disability in the IEP glossary
- Eligibility in the IEP glossary
- IEP goal checker
- Oral reading fluency measurement guide
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- ADHD and IEPs: qualifying under Other Health Impairment
- Does dyslexia qualify for an IEP?
- IEP goals for ADHD: examples beyond "stay on task"
- IEP examples for learning disabilities
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
- Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, What Works Clearinghouse, Institute of Education Sciences
- Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
- Using Student Achievement Data to Support Instructional Decision Making, What Works Clearinghouse, Institute of Education Sciences
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.