Grade 5 IEP (sample goals)

<<< OK, there will be multiple posts on the Grade 5 IEP, otherwise it will be so long, nobody would ever finish. >>>

 

I know I linked to the IEP Goals and Objectives Bank, and I used to have goals like that for Maddie, but anymore we write our goals very differently.  This post is limited to math and language arts goals.  She does have music therapy goals and speech goals that I will post later.

She is full time in the general education classroom, so our starting point is that she will do the grade level curriculum.  We address her “functional use” of some academic skills in her IEP, because this is a way to track progress and this is the information that drives how we are modifying/adapting/accommodating her schoolwork.  I do not want any goals at this time that cannot be addressed via general education curriculum and classwork.

Sample IEP goals:

Examples of her math goals and how they have progressed:

• Maddie will be able to count out a specified number of items out of a larger set of up to ten ( 05/06 )
• Maddie will be able to locate numerals on a number line up to ten. ( 05/06 )
• Given a choice of 3 numbers in various formats, Maddie will be able to identify the numbers zero through ten. ( 06/07 )
• Maddie will be able to add and subtract numbers up to five. ( 06/07 )
• Maddie will develop addition skills with sums in the single digits. ( 07/08 )
• Maddie will develop subtraction skills with single digit numbers. ( 07/08 )  

Examples of her English/ Language Arts goals and their progression

• When given a choice of three letters, Maddie will correctly identify 15 different letters. ( 05/06 )
• Maddie will be able to select the corresponding letter when given the associated sound for 5 different letters. ( 05/06 )
• Maddie will be able to match 5 words to pictures. ( 05/06 )
• Given a choice of three words, Maddie will correctly identify the ten sight words in level 14 of her  Edmark Reading program. ( 06/07 )
• Maddie will choose from a field of 3-6 words or symbols to sequence and/or complete ideas. ( 06/07 )
• Maddie will sign the 10 sight words in level 14 of her reading program. ( 06/07 )
• Given a choice of 3 words, Maddie will correctly identify 20 sight words in planned reading program. ( 07/08 )
• Maddie will choose from a field of 3-6 words or symbols to sequence and/or complete ideas. ( 07/08 )
• Maddie will identify picture symbols that represent verbs, prepositions, adverbs, and pronouns from the Dolch pre-primer list. ( 07/08 )

So what does this look like?  Remember, our goals drive how Maddie’s classwork is accommodated (when need be).  Looking at math, Given a choice of 3 numbers in various formats, Maddie will be able to identify the numbers zero through ten. (06/07) this meant that when the class was doing a math worksheet, she would answer by circling/ pointing to the right choice from 3 options listed, or choosing the right stamp out of 3 offered, etc.  She is not leaving the classroom to work on this, the goal steers how she participates in the general education assignment. 

Let’s look at Maddie will be able to match 5 words to pictures. (05/06) this is how Maddie does her spelling list assignment.  There is a list of the words and the symbols are separate, its her job to match them to each other.  And Maddie will identify picture symbols that represent verbs, prepositions, adverbs, and pronouns from the Dolch pre-primer list. (07/08), we chose this one because we realized Maddie knew all nouns and verbs, but not pronouns or adjectives (which are more abstract concepts too).   With  Maddie will choose from a field of 3-6 words or symbols to sequence and/or complete ideas. (06/07), Maddie answers assignments by choosing from a field the correct symbol to paste onto her sheet.

Some people break down the Grade Level Content Expectations (GLCE’s, pronounced glicks – like clicks) and write an IEP goal for each of the topics.  I think that amount of information, for us, is unwieldy.  Its too just much.  If we were in a different position, I could see us doing this, but I trust Maddie’s team knows how and what to adapt/ modify.  If its something that is expected to be mastered by the rest of the class, that is the expectation for her as well.  So if its the norm, it does not need an IEP goal. IMO!