Science, Social Studies & Digital Literacy IEP goals for Dyscalculia
11 science, social studies & digital literacy templates across 2 skills: social studies skills, science skills. Each opens in the builder with a matching data sheet.
11 templates · 2 skills · 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Social Studies Skills Science, Social Studies & Digital Literacy
Measure map distance with a scale bar
Maps and globes
By the annual IEP review date, given a map with a scale bar, a ruler or paper strip and 8 distance questions between labeled places, the student will measure the distance between the places on the map and use the scale bar to write the real distance with its unit independently with at least 75% accuracy on map distance questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Place dated events on a timeline
Timelines
By the annual IEP review date, given a timeline marked by decades and 8 event cards with years from the current unit, the student will place each event card at the correct spot on the timeline and name which event came first and last independently with at least 88% accuracy on timeline placements, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Locate places by latitude and longitude
Maps and globes
By the annual IEP review date, given a world or regional map with labeled latitude and longitude lines every 10 or 20 degrees and 8 coordinate pairs, the student will find the place at each coordinate pair and write its name independently with at least 75% accuracy on coordinate items, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Interpret a population or history line graph
Reading social studies charts and graphs
By the annual IEP review date, given a line graph from a social studies text (such as city population or immigration over time) and 6 questions, the student will answer each question with a value, a change over time, or a connection between the trend and an event from the unit independently with at least 83% accuracy on graph interpretation questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Build a timeline with an even scale
Timelines
By the annual IEP review date, given 6 to 8 events with dates from the current unit, a blank strip and a ruler, the student will build a timeline of the events with an even scale and labels, performing at least 6 of 7 steps independently, across 3 consecutive timeline tasks, as measured by a task-analysis checklist collected every two weeks.
Compare countries using a data table
Reading social studies charts and graphs
By the annual IEP review date, given a data table of 5 countries with 4 measures (such as population, life expectancy, literacy rate, average income) and 8 questions, the student will answer each question, including one about what the data suggest, by finding and comparing values in the table independently with at least 88% accuracy on table comparison questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Science Skills Science, Social Studies & Digital Literacy
Answer questions from a class investigation bar graph
Reading data from an investigation
By the annual IEP review date, given a bar graph of results from a class investigation and 8 questions about it, the student will answer each value, comparison and results question by reading the graph independently with at least 75% accuracy on graph questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Read a thermometer, ruler or graduated cylinder
Using measurement tools
By the annual IEP review date, given 10 set-up readings on real tools (a thermometer, a metric ruler and a graduated cylinder) at a lab station, the student will read each tool to the nearest marked unit and write the value with its metric unit independently with at least 80% accuracy on tool readings, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Answer the lab question from a graph
Reading data from an investigation
By the annual IEP review date, given a line graph from a class lab, the investigation question and 6 questions about the data, the student will answer each question, including the investigation question, with a value or pattern from the graph independently with at least 83% accuracy on data interpretation questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Find the mean of repeated lab trials
Reading data from an investigation
By the annual IEP review date, given a data table with 3 to 5 repeated measurements for each of 4 conditions and a calculator, the student will calculate the mean for each condition, round to the place the teacher gives, and write it in the results column with the unit independently with 100% accuracy on calculated means, on 3 of 4 consecutive labs, as measured by work-sample analysis collected at each lab with repeated trials.
Organize lab data into a table and graph
Organizing data
By the annual IEP review date, after a lab, given raw data notes, graph paper or a spreadsheet, and a lab report template, the student will build a labeled data table and a graph of the lab results for the lab report, performing all 8 steps independently, across 3 consecutive lab reports, as measured by a task-analysis checklist collected at each lab report.
Access to science and social studies content, lab and map skills, and safe, effective use of digital tools. Math-specific learning disabilities affect number sense, fact retrieval, place value, and the steps of multi-digit operations. The goals below measure those skills with timed probes and work samples so growth shows up in numbers the team can graph.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
What math skills do IEP goals for dyscalculia usually target?
Number sense (comparing and ordering quantities), fact fluency (digits correct per minute), place value, computation accuracy, and word-problem solving with a defined strategy. Goals start from the student's current level, not from grade-level expectations.
Should fact fluency goals be timed?
A rate measure (digits correct per minute) is a standard way to monitor fact fluency, and the goal can allow the student's accommodations. If timing causes distress, the team can measure accuracy with a set number of problems instead.
Should students with dyscalculia have science or social studies goals?
Only when they need specially designed instruction to do a content-area skill, such as following a lab procedure or reading a map. Many students need only accommodations, which go in the accommodations section instead of a goal.
How are content-area goals measured?
With accuracy on a fixed task type, rubrics for written or spoken explanations, and task-analysis steps for procedures. Keep the task type the same across units so progress shows.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.