Lastly, Here are Examples of MEASURABLE IEP Goals for Reading

Fluency:
When reading standard 5th grade curriculum aloud, [Child’s name] will increase his
fluency rate to 120 words per minute while maintaining 97% accuracy (fewer than 3
errors per 100 words) in all settings. [Child’s name] will also retain the ability to give
comprehension details regarding main idea, conclusion, inferences, characters, plot, and
passage details.

[Child’s name] will accurately read 5th grade words and phrases, and will increase his
fluency rate from 60 words per minute to 100 words per minute when reading in all
settings.

When reading continuous 5th grade text, [Child’s name] will accurately read passages
with expression in all settings, and he’ll increase his fluency rate from:
· 60 words per minute to 80 words per minute by October.
· 80 words per minute to 100 words per minute by February.
· 100 words per minute to 120 words per minute in all settings.

Examples of MEASURABLE IEP Goals for Reading Decoding:

[Child’s name] will correctly segment at least 19 of 20 unfamiliar words which are 3 or
more syllables into syllables by drawing slashes to properly divide the words. In
addition, [Child’s name] will demonstrate this ability in all settings.

Given 20 unfamiliar words of 3 or more syllables, [Child’s name] will correctly read 19 out
of 20 words on the first attempt. Additionally, [Child’s name] will demonstrate this ability in
all settings.
[Child’s name] will fluently and accurately read the first 1200 Sitton (AKS) frequently
used words with fewer than 3 errors per 100 words in all settings at a rate of:
· 70 words per minute by October.
· 90 words per minute by February.
· 110 words per minute by May.

More MEASURABLE IEP Goals for Reading Fluency:

Given unfamiliar fifth grade reading material, [Child’s name] will fluently and accurately
read with fewer than 3 errors per 100 words at a rate of:
· 90 words per minute by November.
· 100 words per minute by February.
· 110 words per minute by March.

[Child’s name] will fluently read unfamiliar fifth grade reading passages of 300 or more
words at a rate of 100 words per minute in all settings. [Child] will accurately state the
passage’s:
· main idea
· conclusions
· inferences
· 10 or more passage details in sequence.

Examples of MEASURABLE Executive Functioning IEP Goals for

Organization:
For the most part, the Goals listed below are just examples. Therefore, you’ll need to change
them to fit your child’s needs.

First, the example IEP Goal for Organization below can be used if your school (or you)
provides a brain-training or cognitive enhancement program. Such a program may improve
your child’s cognitive processes. If your child is provided a cognitive enhancement program,
then set goals like these to track progress:

Here’s an Example of an IEP Goal for Executive Functioning:

[Your Child’s name] will improve in at least two of the following executive functioning
measures this school year:

o Distractibility Index (WISC III) – Target Score = 100 – (currently 87).

o Processing Speed (WISC III) – Target Score = 100 – (currently 88).
o Digit Span (WISC III) – Target Stanine score = 10 – (currently 7).
o Coding (WISC III) – Target Stanine score = 10 – (currently 7).

NOTE: Each of the skills must be tracked, so you will know if your child is meeting the
Executive Functioning IEP Goals for Organization. Schools often set goals, but then some
don’t track progress. They’tell you your child is making progress at an IEP meeting, but they
don’t have any data. You should be able to say, “Show me the data,” and they should be
able to provide proof of progress.

Executive Functioning IEP Goals for Fixing Mistakes:

[Your Child’s Name] will self-initiate editing activities. [Child] will correct spelling,
punctuation, capitalization and grammar on all writing assignments in all settings .
7 out of 10 times by November.
8 out of 10 times by January.
9 out of 10 times by March.

[Your Child’s Name] will self-edit his work to correct spelling, punctuation,
capitalization and grammar errors. Additionally [Child] will edit all writing assignments
in all settings to fix the errors in his work.
7 out of 10 times by November.
8 out of 10 times by January.
9 out of 10 times by March.

Executive Functioning IEP Goals for Self-Management:

[Child] will improve processing speed by using timers and cuing with the entire class
in the general classroom. As a result of cuing and timers, [Your Child’s Name] will
develop the ability to focus on individual tasks.

[Your Child’s Name] will improve organization skills for class work and home work
through specific, repetitive instruction. [Child] will use:
· A personal daily checklist.
· A binder / notebook with labeled sections for each subject.
· A homework folder with pocket dividers in main binder / notebook.

Executive Functioning IEP Goals for Cognitive Program

Completion:
[Your Child’s Name] will successfully complete 12 or more weeks of a proven
cognitive enhancement program. (The program will address deficits in processing speed
and short-term working memory. It may also improve attention to detail, monitoring,
sequencing and organization skills.) [Child’s Name] will use the program for at least 1
hour per day, every week day.

You don’t have a huge database of Executive Functioning IEP Goals to use, like a lot of
schools do. SO, you may want to get one of the following IEP Goal Books on Amazon.
These books can provide you with additional goals to choose from, although the goals cover
skills of all types:
o 800+ Measurable IEP Goals and Objectives for use in K – 12 and in Home School
Settings
.
o 101+ Measurable IEP Goals and Objectives for Smart but Scattered Students
.
o Aligning IEPs to the Common Core State Standards
.
o 200+ Measurable Academic IEP SMART Goals & Objectives.
Above all, you’re wise to learn how to write organizational goals. In other words, you want
to be able to write goals to meet your child’s individual needs. Also learn how to
WRITE specific, measurable IEP Goals for Organization Skills in Part II of this lesson.

Two notes about development of Executive Functioning IEP Goals:

Your child needs direct instruction in organization at home and at school, so he can learn
HOW to organize his school work. Therefore, your child’s IEP can contain Executive
Functioning IEP Goals for both home and school.

When writing Executive Functioning IEP Goals, you may find ADHD and Executive
Functioning information helpful. Specifically these are the two learning disabilities that can
cause organization problems too. Thus, learning about these two LDs helps you come up

with better plans for helping your child.

Additionally you can learn more about how to write MEASURABLE IEP GOALS in Part
II. Hence, it can help you learn more about your child’s educational needs.

In summary, you may also want to check out Assistive Technology for kids with Executive
Functioning Disorder. Including assistive technology in the Executive Functioning IEP Goals
for your child can mean better success in school.
Here are some example, MEASURABLE ANNUAL Spelling Goals
for IEPs:
Given typical 5th grade written assignments, [Your Child’s name] will spell 8 out of 10
words correctly on the first try. [Child] will demonstrate this skill in all settings and in all
subjects. He will have less than 3 errors per 100 misspellings involving Sitton (AKS) spelling
words 1- 700.

[Child’s name] will correctly orient “b” and “d” in spelling 99 out of 100 times in unedited,
spontaneously written, classroom papers. Additionally, [Child] will demonstrate this ability in
all settings.

[Child] correctly applies the “FLOSS” spelling rule 19 out of 20 times in unedited,
spontaneously written, classroom papers. [Child’s name] will also demonstrate ability in all
settings.

[Your Child’s name] will correctly spell words beginning with “wh” or “w” 19 out of 20 times
in unedited, spontaneously written, classroom papers. In addition, [Your Child] will
demonstrate this ability in all settings.

[Child’s name] correctly applies the magic “e” spelling rule 19 out of 20 times in unedited,
spontaneously written, classroom papers. Also, [Child] will demonstrate ability in all settings.

[Your Child] will correctly apply rules for words ending with the letter “y” 19 out of 20 times
in unedited, spontaneously written, classroom papers. [Child’s name] will also demonstrate
this ability in all settings. (change y to i and add es, ed)

More Advanced Example, MEASURABLE ANNUAL Spelling Goals

for IEPs:
[Your Child’s name] correctly spells words using double vowel sounds 19 out of 20 times in
unedited, spontaneously written, classroom papers and will demonstrate ability in all settings.
(oa, ie, ea, etc. inclusive of all double vowel combinations)

[Your Child] will correctly use -ed as a suffix in spelling past tense words ending with the “t”
sound 19 out of 20 times in unedited, spontaneously written, classroom papers. [Your Child’s
name] will also demonstrate ability in all settings.

[Child] correctly uses suffixes by accurately applying spelling rules 19 out of 20 times in
unedited, spontaneously written, classroom papers. Also, [Child’s name] will demonstrate
this ability in all settings.

[Your Child’s name] can correctly spell 700 of the first 700 AKS spelling words in unedited,
spontaneously written, classroom papers. He will also have less than 3 errors per 100 word
uses. [Child] will demonstrate ability in all settings.

[Child’s name] successfully self-corrects 100% of the highlighted spelling errors in his
classroom papers when presented a highlighted paper for self-correction. [Your Child’s
name] will also demonstrate ability to self-correct spelling errors in all classes.

Assistive Technology for spelling

Additionally, to learn more about self-correction of spelling errors, check out assistive
technology that can help your child learn to spell independently. Including the use of
assistive technology in your child’s spelling goals will provide him with spelling skills for life.

Lastly, if your child has spelling issues because of dyslexia, I **HIGHLY** recommend you
look into The Dyslexia Help Handbook for Parents: Your Guide to Overcoming Dyslexia
Including Tools You Can Use for Learning Empowerment .

Examples of MEASURABLE IEP Goals for Written Expression:

For each writng assignment, [Child’s name] will independently create a keyword outline.
He will have a main topic and three supporting points as a basis for his essay.

[Child’s name] will use the keyword outline process to create a written composition
which contains paragraphs of at least three sentences each, an introduction,
conclusion. [Child] will include at least three supporting points in three separate
paragraphs.[Child’s name] will demonstrate this ability in all content areas and all settings.

For each essay assignment, [Child’s name] will independently develop his ideas
fully. [Child] will write passages that contain well developed main ideas. [Child’s
name] will give at least 3 details in each paragraph. [Child’s name] will demonstrate this
ability in all content areas and all settings for all written essays.

When assigned essays, [Child’s name] will independently develop his ideas. [Child] will
create five-paragraph essays with proper essay structure using Dragon Naturally
Speaking software to dictate his ideas to the computer. [Child’s name] will demonstrate
the ability to use Dragon Naturally Speaking to dictate essays in all class subjects.

Given general curriculum writing assignments, [Child’s name] will edit his writing for
spelling, punctuation, and grammar errors. [Child] will have fewer than 2 overlooked
errors per 250 words, without assistance. [Child’s name] will demonstrate this ability across
all settings.

Consider writing goals for all skills in your child’s IEP Goals for
written expression.

Keep in mind, when writing, your child must hold information in his head, then process it in
his working memory. Your child can learn to use fine motor skills and good planning to get
his ideas into writing. Thus, you’ll want to consider all of the necessary skills when creating
IEP goals for written expression for your child.

Don’t forget to check out the IEP Goals for Writing, Keyboarding and Copying for Students
with Dysgraphia or Handwriting Difficulties too. Keyboarding and handwriting are important
as written expression skills as well.

You may ALSO want to check out Assistive Technology for kids with dysgraphia or writing
difficulties. Include assistive technology in your IEP goals for written expression to set your
child up for better long-term success.