IEP goals for English Learners with IEPs
8 templates across 4 skills in science, social studies & digital literacy, reading, and speech & language. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
8 templates · 4 skills · Pre-K, K–2, 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
Compare two cultures on a Venn diagram
Comparing cultures
By the annual IEP review date, after reading two short texts about daily life in two places or time periods, given a Venn diagram, the student will write two differences for each side and two shared features in the middle using details from the texts independently, earning a score of at least 7 out of 9 on a 3-row comparison rubric scored 0 to 3 per row, on 3 of 4 consecutive scored comparisons, as measured by a defined scoring rubric collected every two weeks.
Choose the social studies term that fits
Social studies vocabulary
By the annual IEP review date, given 10 sentences about the current social studies unit, each with a blank, and a bank of 12 unit terms, the student will write or select the unit term that completes each sentence independently with at least 80% accuracy on unit term sentences, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Print Concepts & Early Literacy Reading
Sweep a finger left to right under print
Left-to-right and return sweep
By the annual IEP review date, during shared reading of a book with one line of print per page, when the adult reads a line and asks the student to show how the words go, the student will sweep a finger under the line of print from left to right while the adult reads it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Find words on classroom labels and charts
Environmental print
By the annual IEP review date, during clean-up or center time, when the adult asks the student to find a labeled bin, area or chart by its label, the student will go to the label the adult names and point to its printed word independently with at least 88% accuracy on classroom label requests, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Science Skills Science, Social Studies & Digital Literacy
Complete sentences with unit science words
Science vocabulary
By the annual IEP review date, given 10 cloze sentences about the current science unit and a word bank of 12 unit words, the student will write or select the unit word that completes each sentence independently with at least 80% accuracy on cloze sentences, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Complete a word map for a science term
Science vocabulary
By the annual IEP review date, given a new unit term, its textbook definition and a four-box word map (definition in own words, example, non-example, picture), the student will complete each box of the word map for the term with accurate science content independently, earning a score of at least 7 out of 8 on a 4-box word map rubric scored 0 to 2 per box, on 3 of 4 consecutive scored word maps, as measured by a defined scoring rubric collected every two weeks.
Early Communication Speech & Language
Name familiar objects and family members
Labeling familiar objects and people
By the annual IEP review date, given 10 familiar real objects or family photos shown one at a time with "What's this?" or "Who's that?", the student will name the object or person with a word, a consistent approximation, a sign, or a device selection independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Goals for English learners with IEPs that accept answers in the home language where the skill allows and keep disability needs separate from language development. English learners with IEPs are learning English while also receiving special education services, and the two needs are different. Goals target the disability-related skill, never the normal process of learning a new language, and accept answers in the home language when the skill being measured is not English itself.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
How do I tell a language difference from a disability?
A student may not be found eligible if the determining factor is limited English proficiency (34 CFR 300.306(b)). Evaluations use the student's native language or other mode of communication where feasible, and the team looks for the same difficulty in both languages.
Should IEP goals be written for English language development?
No. Learning English is supported through the English learner program, not through disability goals. IEP goals address the needs that come from the disability.
Can students answer in their home language on IEP goals?
Yes, when the skill measured is not English itself, such as comprehension of a story or math reasoning. Name the language of response in the condition so the data are clear.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.