Examples of Standards Aligned IEP Goals for Decoding and Fluency
Below are some EXAMPLES of S-A IEP Goals that follow the format outlined by
PDE. Remember, each annual goal should contain wording from the standard or
anchor that correlates with the student’s needs. This will ensure that your
instruction is aligned with the standards and that you are monitoring student
progress toward the standards. The goals must contain the following
components: (1) Condition, (2) Student Name, (3) Behavior, and (4) Performance
Criteria.
IMPORTANT: These goals are EXAMPLES of standards-aligned goals. Goals for
individual students must be based on a student’s unique needs, as delineated in
the Present Levels of Performance. Decisions about at what level the student
should achieve the goal (e.g., 80%, 90%, etc.) and how often the goal is measured
(e.g., weekly, bi-weekly, monthly, etc.) must be made on an individual basis,
based on the student’s unique learning needs.
Reading
Focus on Decoding and Fluency
ANNUAL GOAL: Given direct instruction in sound-symbol relationships, STUDENT will
name all consonant and short and long vowel sounds in isolation and will use sound
blending skills to decode 3 and 4 letter words with XX% accuracy on bi-weekly reading
assessments. (Standard 1.1 Learning to Read Independently)
ANNUAL GOAL: Given direct instruction in word analysis skills including letter-sound
relationships, syllabication, and sound-blending skills, STUDENT will decode 2 and 3
syllable words in isolation and in text, with XX% accuracy for XX consecutive weeks, on
weekly reading assessments. (Standard 1.1 Learning to Read Independently)
ANNUAL GOAL: Given a XXXX grade reading selection, STUDENT will use knowledge
of phonics and word analysis skills to read the passage at a rate of XXX words per
minute, with less than XX errors on XX consecutive bi-weekly reading assessments.
(Standard 1.1 Learning to Read Independently)
ANNUAL GOAL: Given a XX grade reading passage, STUDENT will use knowledge of
phonics, syllabication, and context clues to read XXX words per minute, with XX%
accuracy, for XX consecutive weekly curriculum based reading assessments. (Standard
1.1 Learning to Read Independently)
ANNUAL GOAL: Given a XX grade reading passage, STUDENT will demonstrate
fluency and comprehension in reading by using appropriate pronunciation, rhythm, and
expression on XX of XX weekly oral reading assessments. (Standard 1.1 Learning to
Read Independently)
ANNUAL GOAL: Using word recognition skills (e.g., chunking and identifying syllable
types), STUDENT will read XX grade level reading passages improving reading fluency
from a baseline of XXX words correct per minute to XXX words correct per minute with
XX% accuracy on XX consecutive bi-weekly reading probes (Standard 1.1 Learning to
Read Independently).
ANNUAL GOAL: Given direct instruction in phonics, syllabication, and sound-blending
skills, STUDENT will improve decoding of 2 and 3 syllable words in isolation and in text,
from XX% to XX% accuracy, for XX consecutive bi-weekly reading
assessments.(Standard 1.1 Learning to Read Independently).
ANNUAL GOAL: Given selected passages at the XX grade level, STUDENT will use
decoding strategies to decode words in oral reading, improving from XX errors per
passage to XX errors per passage on 5 consecutive reading assignments. (Standard
1.1 Learning to Read Independently).