Writing K-5 Grade Level CCSS-Aligned IEP Goals

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 Writing K-5 Grade Level CCSS-Aligned IEP Goals
(and identifying prerequisite/foundational skills if students aren't quiiiiiite able to access grade level standards)

Everyone knows to write SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound) IEP goals. We practice those in undergraduate or graduate programs. 

BUT we don't learn how to write goals for specific skills or learn a progression of skills. For example, what are the foundational or prerequisite skills a student needs to be able to access this grade level standard?

It is also worth considering whether an off-grade level standard-based goal is more appropriate for a student, if it builds to a grade level standard.

For example, if I have a 5th grade student who is struggling to access the grade level Reading Literature standard of "Determine a theme of a story, drama, or poem from details in the text, summarize the text (RL.5.2)," I reference off-grade level standards that would be foundational skills, and I find a 3rd grade Reading Literature standard of "Recount stories; determine the central message, lesson or moral of the text (RL.3.2)."

This is a perfect off-grade level standard that builds to the grade level standard.

With this off-grade level standard, I can build foundational skills for the student because we're working on theme only in stories (the 3rd grade standard does not include dramas and poems as the 5th grade standard does), but both standards DO require the student to recount or summarize the text. 

Continuing with this example, I think about how I'm going to teach this skill. 
First, I have to teach what is a theme. We will practice reading stories together and talk through how to determine what the theme of the story is. We'll also need to talk about how theme is different from a main idea. I will teach with lots of repetition and guided practice, using a gradual release model. (I do, We do, You do, anyone?)

HOT TAKE: Most of the "You do" in small group is when I'm collecting data. We do not do a lot of independent work when we are together.

The "summarizing" aspect of this standard makes me think of 2 things that would differ from student to student (another thing I love about special ed is individualizing instruction!):

1- Thinking about modes of learning, what would be the best way for this student to show me they can summarize or recount a story? Verbally, in writing, putting visuals (printed pictures/words) in order? 

2- I would consider the use of some sort of graphic organizer (my favorite for fiction is a "first, next, then, last" GO, though my students also like the plot roller coaster) to aid students in recounting. The assumption is never that students have the executive functioning to order events in their brains, though SOME may be able to do that. That's why writing goals is individualized!

Now, this is a very specific example. I likely wouldn't write a goal that combines these 2 skills, nor would I probably write a theme goal. (Typically, for my students, we work a lot on main idea and details, but I do like a summarizing/retelling goal - typically using a graphic organizer.)

Ultimately, the idea is not just to blindly write IEP goals that align to grade level standards. It takes time (and practice), but when planning instruction for how to address IEP goals, it is important to think of prerequisite skills that are required to access the grade level standard, and that is where instruction should begin.

The moral (or THEME - get it?) is to not be afraid to go off grade level to find a skill that is a better fit. With mastery of that off-grade level skill, the student is one step closer to grade level.

Also, in a best-case scenario, the student achieves the off-grade level skill goal, and we modify the IEP to either a new prerequisite or write a goal for the grade level skill. 👏👏👏

For my own use, I created a CCSS-aligned goal bank for prioritized K-5 standards, but decided to share it on TPT.
It is editable, as your district's selected standards may not be the same as mine, but even then, it would be a good starting point for IEP goal writing by skill or grade level.


And here's a sample page (3rd grade standards and aligned goal bank):


For me, this document simplifies the task of finding grade level standards/goals that align. 

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