IEP goals for Specific Learning Disability
380 templates across 21 skills in 9 areas, led by transition & postsecondary skills, science, social studies & digital literacy, and vision, hearing & assistive technology. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
380 templates · 21 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Postsecondary Education Readiness Transition & Postsecondary Skills
Compare colleges or programs on a checklist
Researching colleges and training programs
By the annual IEP review date, given two or three colleges or training programs the student is considering and a program comparison checklist, the student will complete the comparison checklist for each program and state which one fits own plans and why independently, earning a score of at least 10 out of 12 on a 6-row program comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
Research a college's accessibility services office
Researching campus accessibility services
By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Use the space bar, shift, and backspace keys
Function keys
By the annual IEP review date, given a short sentence to copy into a word processor, the student will type the sentence with a space between words, shift for the capital, and backspace to fix errors independently with at least 85% accuracy on function key uses, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Build speed on home-row keys
Home row keys
By the annual IEP review date, given a 1-minute timed drill of home-row letter patterns and short words on screen, the student will type the letters shown using the correct finger for each key independently at a rate of at least 45 letters correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Algebra & Equations Math
Translate word phrases into algebraic expressions
Variables and expressions
By the annual IEP review date, given 10 word phrases that use one operation and one unknown (such as 7 more than a number), the student will write an algebraic expression with a variable for each phrase independently with at least 80% accuracy on word phrases, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Combine like terms to simplify expressions
Variables and expressions
By the annual IEP review date, given 10 expressions with 3 to 5 terms using one variable and constants, the student will circle or color like terms and write the simplified expression independently with at least 85% accuracy on expressions to simplify, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Social Studies Skills Science, Social Studies & Digital Literacy
Move on a grid map with cardinal directions
Maps and globes
By the annual IEP review date, given a grid map with a compass rose, a starting square and 8 direction cards (such as go 2 squares north), the student will move a marker or walk from the starting square following each direction card and name the place reached independently with at least 88% accuracy on direction cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Answer questions with a map key
Maps and globes
By the annual IEP review date, given a community or state map with a key of 6 to 8 symbols and 10 questions, the student will answer each question by finding the symbol in the key and locating it on the map independently with at least 80% accuracy on map key questions, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Science Skills Science, Social Studies & Digital Literacy
Draw and label a science journal observation
Recording observations
By the annual IEP review date, after observing a plant, insect or object during a science lesson, given a science journal page, the student will draw what they observed with at least two true details and write or dictate a label for each detail independently, earning a score of at least 7 out of 9 on a 3-row science journal rubric scored 0 to 3 per row, on 3 of 4 consecutive scored journal entries, as measured by a defined scoring rubric collected every two weeks.
Put life cycle stages in order
Sequencing a life cycle
By the annual IEP review date, given 4 picture cards of one life cycle (such as seed, sprout, plant, flower) in random order, the student will put the cards in order from the first stage to the last independently with at least 80% accuracy on life cycle sequences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Tell a strong password from a weak one
Signing in securely
By the annual IEP review date, given 10 sample passwords (made up for the lesson) and the class password rule card, the student will sort each sample password as strong or weak and name the rule a weak one breaks independently with at least 90% accuracy on sample passwords, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Keep a password private when a peer asks
Signing in securely
By the annual IEP review date, during a role-play in which a peer or adult actor asks for the student's password, the student will say no to sharing the password, keep the login card or screen covered, and tell an adult if asked again independently in 5 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Career Exploration Transition & Postsecondary Skills
Explain own interest inventory results
Interest inventory results explained
By the annual IEP review date, after completing a career interest inventory, given the results page and a results summary sheet, the student will complete the results summary with own top interest areas, a job from each and whether the results fit independently, earning a score of at least 7 out of 8 on a 4-row interest results rubric (0 to 2 per row), on 2 consecutive inventories or summaries, as measured by a defined scoring rubric collected after each inventory, about each semester.
Sort jobs into career clusters
Career clusters
By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Vocational & Work Readiness Transition & Postsecondary Skills
Prep a menu item from a recipe card
Food service tasks
By the annual IEP review date, during a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients, the student will prep the menu item from the recipe card, from setup to cleanup, performing at least 7 of 8 steps independently, on 3 consecutive prep shifts, as measured by a task-analysis checklist collected at each prep shift.
Label and date food for storage
Food safety tasks
By the annual IEP review date, at the end of a prep shift, given prepared food, storage containers, labels and the site's use-by chart, the student will label each container with the item, date and use-by date and store it in the right place independently with at least 95% accuracy on containers labeled and stored correctly, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking all containers stored.
All 21 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Science, Social Studies & Digital Literacy
Vision, Hearing & Assistive Technology
Behavior & Classroom Expectations
Executive Function
Functional & Independence Skills
Social-Emotional & Communication
Goals for students with a specific learning disability: reading, writing, math, and the strategies and tools that give access to grade-level work. Specific learning disability is the IDEA category for students whose disability affects reading, writing, math, listening, or speaking, and the goals that follow are the academic goals teams write most: decoding, fluency, comprehension, written expression, spelling, and math. Each one is measured with a short probe that matches the skill, so progress shows up between report cards.
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 49 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 163 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 79 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 79 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 9 goals here
Frequently asked questions
What IEP goals are common for students with a specific learning disability?
Goals usually target the academic skill the evaluation shows is limiting progress, such as decoding, reading fluency, written expression, or math computation. Many students also have a study skills or self-advocacy goal so they can use their accommodations. The team chooses from present levels, not from the label.
How are learning disability goals measured?
With curriculum-based measures and short probes: words correct per minute for fluency, accuracy on word lists or problem sets, and rubrics for writing. Weekly or biweekly probes give a clear trend before each progress report.
Is dyslexia the same as a specific learning disability?
Dyslexia is one kind of learning disability that affects reading and spelling, and IDEA lists it as an example under specific learning disability. A student with dyslexia is often served under this category, and the goals target the reading and spelling skills involved.
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