IEP goal vs teaching method: 16 goals rewritten to describe the skill

A goal that names a program, a strategy or a tool is measuring the teacher's input, not the student's learning. "Will participate in a repeated reading program 3 times a week" can be met perfectly while the student's reading does not change. The method still matters. It just belongs somewhere else in the IEP: specially designed instruction, services or supplementary aids.

Each example below starts from a method-based goal and rewrites it as a skill. Every rewrite shows the condition, the baseline, the criterion and how it is measured. The numbers are illustrations, not benchmarks. For the full method of writing goals, see how to write IEP goals.

The test: who is doing the verb?

Read the verb in the goal. If an adult could do it while the student learns nothing, it is a method. "Receive," "participate in," "be given," "use a program" and "attend" are method verbs. "Read," "write," "solve," "start," "ask" and "state" are student verbs you can count.

A measurable annual goal has to describe the student's performance, and the IEP has to say how it will be measured.^[1] The specially designed instruction, services and aids go in their own statements in the same IEP.^[1] Federal rules define specially designed instruction as adapting the content, methodology or delivery of instruction to the student's needs.^[2] So the method is not lost. It moves.

Choosing the rewrite

When the method names a tool the student will keep using, ask whether a goal is needed at all. A calculator is often an accommodation, not a goal. The guide on goals vs accommodations covers that line.

Reading goals

Weak vs measurable: "Imani will receive Orton-Gillingham-based instruction 45 minutes daily" becomes the first goal below. The 45 minutes moves to the service line.

1. Decoding. Baseline: 8 of 20 words read correctly on three unpracticed lists of two-syllable closed and silent-e words. Goal: Given a list of 20 unpracticed two-syllable words with closed and silent-e syllables, Imani will read 17 of 20 correctly on 3 consecutive weekly probes, as measured by a scored word list. Template: decode multisyllabic words using syllable types.
2. Fluency. Method version: "will do repeated readings 3 times a week." Baseline: median of 62 words correct per minute on grade 4 passages. Goal: Given an unpracticed grade 4 passage, Imani will read aloud at 88 words correct per minute with 96% accuracy in 3 of 4 consecutive weekly probes. Template: read an unpracticed passage aloud.
3. Main idea. Method version: "will use graphic organizers during reading." Baseline: 2 of 6 rubric points. Goal: After reading a 300-word grade 5 informational passage, Imani will state the main idea and two supporting details, scoring 5 of 6 rubric points on 4 of 5 biweekly probes. Template: identify the main idea of informational text.
4. Word meaning. Method version: "will complete Frayer models for weekly vocabulary." Baseline: 3 of 10. Goal: Given 10 unfamiliar words built from taught prefixes and suffixes, Imani will explain the meaning of 8 of 10 in her own words on 3 of 4 monthly probes. Template: use prefixes, suffixes, and roots to find meaning.

Writing goals

Weak vs measurable: "Rafael will use a graphic organizer for all writing tasks" becomes the first goal below. The organizer becomes a support named in the goal's condition, and it can fade later.

1. Paragraphs. Baseline: 5 of 12 rubric points across three samples. Goal: Given a prompt and a blank planning box, Rafael will write a paragraph with a topic sentence, 3 details and a conclusion, scoring 9 of 12 points on the class paragraph rubric on 3 of 4 monthly samples. Template: write an organized paragraph.
2. Writing fluency. Method version: "will use speech-to-text software." Baseline: median of 18 correct word sequences in 3 minutes. Goal: Given a story starter and 3 minutes to write, Rafael will produce 35 correct word sequences on 3 of 4 biweekly probes. Template: write correct word sequences on timed probes. If speech-to-text is how he will write all year, list it as an accommodation and write the goal about composing, not handwriting.
3. Sentence combining. Method version: "will receive explicit sentence-combining lessons." Baseline: 2 of 10 pairs combined correctly. Goal: Given 10 pairs of short sentences, Rafael will combine 8 of 10 into one correct compound or complex sentence on 2 consecutive probes. Template: combine short sentences.
4. Spelling. Method version: "will practice spelling with multisensory methods." Baseline: 9 of 25 dictated words correct. Goal: Given 25 dictated words with silent-e, vowel-team and r-controlled patterns, Rafael will spell 21 of 25 correctly on 3 of 4 biweekly probes. Template: spell words with vowel patterns.

Math goals

Weak vs measurable: "Sienna will use manipulatives to learn fractions" becomes the first goal below. The manipulatives are part of instruction, and the probe is done with or without them as the goal states.

1. Comparing fractions. Baseline: 9 of 20 correct. Goal: Given 20 pairs of fractions with like or unlike denominators, Sienna will compare them using <, > or = with 18 of 20 correct on 3 consecutive weekly probes. Template: compare fractions.
2. Fact fluency. Method version: "will complete a daily computer fact program." Baseline: 20 digits correct in 2 minutes. Goal: Given a 2-minute mixed addition fact probe, Sienna will write 40 digits correct on 3 of 4 weekly probes. Template: write addition facts on a timed probe. See the digits correct per minute entry for scoring.
3. Choosing the operation. Method version: "will use the CUBES strategy on word problems." Baseline: 3 of 10. Goal: Given 10 one-step word problems, Sienna will name the problem type and the operation before solving for 8 of 10 problems on 4 of 5 probes. Template: identify the problem type and operation.
4. Money. Method version: "will be given a calculator for money tasks." Baseline: 1 of 5 shopping lists. Goal: Given a list of 3 to 5 priced items and a set amount, Sienna will find the total with a calculator and state whether she has enough money for 4 of 5 lists on 3 consecutive probes. Template: find totals and determine if there is enough money. Here the calculator stays in the condition, because the skill is the decision.

Behavior and executive function goals

Weak vs measurable: "Dante will be given a visual schedule and timer" becomes the first goal below. The schedule and timer go in supplementary aids.

1. Starting work. Baseline: median of 4 minutes to start across 5 observations. Goal: During independent work in math and reading, Dante will begin the task within 60 seconds of the direction in 4 of 5 observed opportunities for 3 consecutive weeks, as measured by latency recording. Template: begin independent work within a set time.
2. Regulation. Method version: "will check in with the counselor every morning." Baseline: used a strategy in 2 of 10 observed triggers. Goal: When a known trigger occurs in class, Dante will begin a chosen calming strategy within 2 minutes in 8 of 10 observed opportunities across 2 weeks. Template: begin a chosen regulation strategy.
3. Joining peers. Method version: "will attend a weekly social skills group." Baseline: 1 of 5 recess opportunities. Goal: During recess, Dante will join a group game already in progress using a taught entry phrase in 4 of 5 observed opportunities on 3 consecutive weeks. Template: join a group activity already in progress.
4. Finishing work. Method version: "will earn tokens for completed work." Baseline: median of 4 of 10 items completed. Goal: During a 20-minute independent work period, Dante will complete 9 of 10 assigned items on 4 of 5 days, as measured by work samples. Template: complete independent classwork.

How to measure these goals

Each rewrite names its measure, so the data sheet follows from the goal. Probes for reading, writing and math go on the accuracy data sheet or the reading fluency data sheet. Starting time goes on the latency data sheet: write the time of the direction and the time the student starts, then the seconds between. Opportunity goals go on the opportunity data sheet, with one row per trigger or recess.

Take a baseline the same way before the goal is written. The guide on collecting baseline data shows how. Paste each rewrite into the goal checker to catch a method verb or a missing criterion.

Where the method goes instead

Adapting by grade and support level

When an older student's goals still name methods, look at the high school goal examples for skill wording built on class tasks.

Frequently asked questions

Use it in IEP Atlas

• IEP goal checker
• Goal builder
• Measurable annual goal in the IEP glossary
• Specially designed instruction in the IEP glossary
• Measurement types for IEP goals

Related guides

• How to write IEP goals: a step-by-step method with examples
• Goal vs accommodation: what belongs where
• IEP goal examples: measurable goals for every area
• Non-measurable IEP goals: 24 examples and rewrites
• Present levels (PLAAFP) examples that lead to measurable goals
• IEP goals and objectives examples, by area

Sources

1. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
2. 34 CFR §300.39: Special education, Legal Information Institute, Cornell Law School

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.