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Hint : We are building towards something

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Imagine that you and your family recently moved to a new country. You're trying to learn a difficult language that everyone around you already knows and adjust to a school culture that's much different than what you're used to.

You're already feeling overwhelmed, but to top it off, your teacher asks you to read a three-page article that's written in gibberish and complete five short-answer response questions all by yourself. Nervously, you get to work, but you aren't feeling very confident in yourself.

Unfortunately, the lack of support in this scenario is a harsh reality for many English learners.

English language learners (ELLs), like all students, certainly don't benefit from this type of "sink or swim" teaching. Rather, to be able to acquire new content knowledge and cultural understanding, English learners (ELs) require intentional and strategic instructional scaffolding. In this blog, we'll explore what scaffolding instruction means and provide five scaffolding strategies for ELL students that you should use in your classroom.

What is Instructional Scaffolding?

Before we answer this question, let's first consider what scaffolding is used for in construction. Scaffolds are temporary structures that construction workers use to support themselves and heavy materials as they complete a project, such as constructing a building or repairing a bridge. It helps crews access heights that they wouldn't be able to reach on their own and serves as somewhat of a safety net.

Educational scaffolds provide a much different type of support, but similarly to construction, they help students reach new heights that they can't do alone (metaphorically speaking).

In education, scaffolding is a teaching method where the educator helps support students to complete tasks just beyond the level that they could achieve by themselves. This technique stems from Russian psychologist Lev Vygotsky, who developed a theory that children learn best when an adult helps them expand upon what they already know and can do.

His theory birthed the concept of a Zone of Proximal Development (ZPD)-the area between what is known and unknown where students can achieve a task with guidance from a knowledgeable teacher. Over time, the teacher can gradually reduce their support until the students master the task themselves (like how the scaffolding around a building is torn down once a project is completed). Then, they're ready to move on to the next concept.

Rather than teaching concepts that are well beyond your students' understanding and simply pulling them along, your instruction should take place within their ZPD with appropriate scaffolds.

How Does Scaffolding Help English Language Learners (ELLs)?

Scaffolding instruction is beneficial for all students, but it's particularly essential for English language learners.

By breaking up new concepts into smaller chunks and using scaffolding strategies for ELLs, you'll make learning the English language less intimidating and help increase their understanding by gradually building upon what they already know. It also reduces frustration and helps ELs become more confident, motivated, and independent learners.

Let's look at some simple scaffolding strategies for ELL students that you can use to support your students' language proficiency.

5 Scaffolding Strategies for ELL Students

There are many techniques that you can use to support the English language learners in your classroom. Here are five of our favorite scaffolding strategies for ELLs.

1. Modeling

Most people learn best when they see or experience something rather than just hear about it.

Think about when you learned how to change a tire. Someone likely walked you through how to do it step by step while getting their hands dirty. Well, imagine instead that they just wrote out the steps on a piece of paper, or worse, just rattled off what to do and set you off on your own.

Learning words and concepts in a new language is a lot like changing a tire for your ELs. Therefore, whenever possible, you should explicitly show your students what they're expected to do rather than just telling them.

Think Aloud

A think-aloud session is a great technique to demonstrate how good readers make sense of a text and monitor their understanding as they read. Before having students read a passage themselves, the teacher should first read the passage aloud, stopping along the way to model their thoughts at points that may be difficult or confusing.

Some questions that you can encourage students to ask themselves during a think-aloud include:

What do I already know about the topic?

What do I think I'm going to learn?

Do I understand what I just read?

What more can I do to better understand?

What new information did I learn?

What were the most important points?

While you read, be sure to model how you're working with and thinking about the text to answer the above questions, such as rereading a tricky sentence or using context clues to make predictions. From there, you can have your students read the passage with a partner and practice the think-aloud strategy. Then, once they understand the process, ask the students to read the passage once more individually so they can process it internally.

Modeling for your students how to approach their thinking before, during, and after reading a text will not only help them become better readers but also become self-regulated learners.

2. Activate Prior Knowledge

For new concepts to sink in, they must be built upon prior understanding.

Think back to the tire scenario. To teach someone how to change a tire, you expand upon their previous knowledge of how a tire works. So, before you dive into a new topic or text, ask students to share their ideas and experiences related to it. This helps them connect content to their own lives and increases engagement.

Some commonly used scaffolding strategies for ELLs that activate prior knowledge include:

You may need to drop hints and lead students to make connections at first, but once they see the relevance in what they're learning, it'll start to become easier.

Like all students, English language learners need time to verbally process new information. Therefore, as an ESL teacher, it's important to incorporate frequent opportunities for your students to engage in structured peer discussions during your lessons.

Turn & Talk

Turn and Talk is a simple and effective scaffolding strategy for ELL students that promotes classroom interaction. Simply ask your students a question or provide them a prompt, then have them discuss with a partner. Give them enough time for both partners to contribute to the conversation and be sure to roam around the room, assisting as needed. Here's a short video that further explains how the Turn in Talk technique works.

The Turn and Talk is a total participation technique, where instead of calling on a few students to share their thoughts with the whole class, you're encouraging all students to think and share their thoughts. This technique also helps ELs feel more comfortable and confident sharing, as it's less intimidating than speaking in front of a large class.

There are several other total participation techniques that you can use, such as

By providing ample opportunities for students to interact and use the language they're learning, you're helping your students boost their language proficiency and their confidence.

4. Pre-Teach Vocabulary

Pre-teaching vocabulary, or frontloading vocabulary, is an incredibly effective scaffolding strategy for ELLs to help them tackle difficult texts.

Before your students read something new, you should always dedicate time for explicit vocabulary instruction of important terms within the text. By that, though, we don't mean simply asking students to pull out a dictionary, copy the definitions of ten words, and begin reading. This happens way too often in classrooms and, unfortunately, doesn't have a lasting impact on language acquisition.

Vocabulary Gallery Walk

Instead of relying on memorization, introduce vocabulary terms in a way that captures your students' interest and allows them to make connections. Print out photographs for each word and place them around the room, then have students do a gallery walk and use context clues to determine what they think each one means. After they're done, give them time to share their thoughts before providing the actual definitions.

To help them better understand each definition, you can also have students create drawings, make a short skit in groups, or simply get with a partner and take turns using each word in a sentence. Not only does pre-teaching vocabulary support your ELs' reading comprehension, but it also helps them learn how to use new words naturally.

5. Use Visual Aids

As we mentioned above, people often learn better by seeing rather than just hearing. This is especially true for English language learners, as visual aids help them contextualize information and build upon their prior knowledge. For that reason, you should use visual representations of new concepts as much as possible in your classroom, including:

It's important to note that visual aids should serve as a tool for learning rather than a product of learning. For example, a graphic organizer is often used as a scaffold to help students gather their thoughts (tool) to then write an essay (product). Over time, they won't need the visual aid to understand a concept or complete a task-sort of like training wheels for riding a bike.

Learning a new language is hard enough without having to do it alone. To ensure that your students achieve language proficiency and become well-adjusted to their new school culture, you must use scaffolding strategies for ELLs within your classroom.

Looking for more teaching tips and resources for your English language learners (ELLs)? Check out our ESL Resource Center!
Thank you to Melissa Miller, an ESOL teacher in Howard County, Maryland for consulting on this blog post. This blog was originally published on March 8, 2022. It was updated on March 10, 2023.

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5 Scaffolding Strategies for ELL Students

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Looking for better ways to support the English learners in your class? Check out these proven scaffolding strategies for ELL students!

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1976. The Bee Gee's "You Should Be Dancing" tops the charts, the Apple Computer Company is founded, Saturday Night Fever is in production, and last but not least, researchers Wood, Bruner, and Ross coin the phrase instructional scaffolding to describe a process through which a teacher adds supports for students to aid in the mastery of tasks.

Fast-forward fifty years, and it's irrefutable-scaffolding had more staying power than disco. Jokes aside, many of us think of scaffolding as the essence of teaching. It's the "What" of the gradual release of responsibility model, the fine-print actions of I Do/We Do/You Do Together/You Do Alone. Learners work alongside teachers to develop proficiency in a specific skill that begins with the teacher modeling the skill (the "I Do"). Through low-stakes tasks, the learner mimics the actions of the teacher and reflects on his or her experience. This is called approximating ("We Do"). Over time, the learner begins to engage in higher-stakes tasks with the role of the teacher fading away, and students consolidate their understanding with peers ("You Do Together"). Finally, the learner performs the actual task independently, seeking assistance from the teacher when needed ("You Do Alone"). This leads to self-directed learning and the student applying the learning independently. But here's the rub.

Scaffolding can become excessive to the point that struggle has been removed from learning. As a result, students who have been over-scaffolded may acquire information sufficiently to pass a test (at best), but they don't have the means to knowledge-seek and problem-solve using their learning in new and novel situations.

Students Need Productive Success and Failure

Students deserve an opportunity to grapple with ideas and information. They need to wallow a bit in the learning pit (Nottingham, 2017), and they need to experience both productive success and productive failure (Kapur, 2016). If we pre-teach and front-load too much, and we don't take the training wheels away, students have a hard time finding their own momentum and balance as learners. This problem of practice led us to ask the question: How do teachers get better at supporting learners in the process of learning rather than removing the struggle?

We wrote the book How Scaffolding Works to synthesize the research and provide teachers with a model for effective scaffolding. The model we share below helps us implement scaffolding before, during, and after learning. Importantly, in each of its four parts, there are instructional moves that help teachers resist the temptation to over-scaffold.

Mental Model

Effective scaffolding begins with a clear, articulated vision of where our lessons and tasks are headed. What are we scaffolding towards? What does proficiency or mastery look like in the end? By literally putting these ideas in writing, we create a mental model of our expectations for students that we will attach our scaffolds to. Let's look at two examples of complex and often difficult learning:

1. Constructing a viable mathematical argument

2. Using text features to make meaning

In the chart below, we listed the essential information needed to achieve proficiency or mastery in content, skills, and understanding.

Constructing a Viable Mathematical Argument Using Text Features to Make Meaning

Identify the key aspects of the mathematical problem

Describe the approach or approaches for solving the problem

Explain the argument using mathematics vocabulary

Present the argument in a logical sequence that connects the previous step, current step, and next step

Assess the reasonableness of the solution

Identify alternative arguments and address them in the explanation

Summarize the information in the text

Link the summary to specific evidence from the text

Identify the text features included in the text

Describe the information presented by the text feature

Explain how the text feature contributed to understanding the text

Relate the evidence from the text, the text features, and the meaning of the text

Tips to Avoid Over-Scaffolding
Without a clear mental model and the recognition that there is a solution to the problem, students are not likely to respond to the scaffolds. When that is the case, students fail to respond to the supports that are provided later in the lesson.
Goal Setting
Next, to implement scaffolding, we must ask: How much scaffolding is necessary to support learners' progress toward the mental model? How do we scaffold learners as they progress toward proficiency and mastery? Scaffolding works when we:

Identify where students are in their learning journey.

Make a relative comparison between their current location and the mental model.

Set measurable and attainable goals to move forward in their learning.

This process works best when learners are involved in setting their own goals and mapping out a plan for meeting those goals. However, this process must be scaffolded as well. We might first set the goals, then set them collaboratively with students, and finally, allow learners to set their own goals.

Tips to Avoid Over-Scaffolding

The goal we set for our learners or that learners set for themselves must be meaningful and necessary. The goal should be related to specific opportunities for growth. There is simply no value in setting a goal for something the learner can already do well. This requires us to work alongside our learners and interpret the evidence generated in the initial assessment task.

The goal must be specific, measurable, attainable, and realistic. Setting goals that are too general can lead to a lack of focus and motivation. For example, a goal of "getting better at math" lacks the specificity needed to develop measurable and attainable steps toward that goal. A goal that a learner "will utilize the multiplication chart to verify their calculation of a common denominator when adding two fractions" is specific, measurable, attainable, and realistic.

There must be a system for documenting the goal and placing the goal in a conspicuous place. If we set a goal and then never see or look at the goal, that goal will soon be forgotten. In documenting the goal and placing that goal in our interactive notebooks, on our desks, in our literacy folder, or on our student growth chart in the back of the room, the goal is in the visual field. In doing so, it remains on our minds and our students' minds.

We must create a plan for moving toward the goal. Setting a goal is one thing. Creating a plan is another thing altogether. The plans that are most helpful are those that require learners to identify and reflect on their perceived barriers or challenges. This spotlights where to place scaffolds. This also spotlights where we must seek to gradually remove the scaffold and increase learner responsibility.

Finally, goal setting requires a system for monitoring progress and check-ins on progress toward the goal. Whether using teacher-student or student-student conferencing, the monitoring of progress allows us to adjust the level of scaffolding, move the scaffolding to a different location, or completely remove the scaffolding.

Tips to Avoid Over-Scaffolding
Make sure the goals focus on learning rather than doing. Completing a task is not the goal; learning from the task is. When the goals are too easy or boring, it takes a lot of work to get students to engage, and we end up over-scaffolding. Likewise, when the goals are out-of-reach, we scaffold too much because students cannot accomplish the learning without extensive support.

Front-End, Distributed, Peer, and Back-End Scaffolding

We use different types of scaffolding as we guide students to mastery of a particular skill or concept. These include front-end scaffolds that are enacted in advance of the learning and are designed to reduce the cognitive demand on the learner as they engage in the task. Pre-teaching vocabulary, showing a video, and reading aloud the text are examples of front-end scaffolds. Distributed scaffolds are those that are implemented, monitored, and adjusted during the learning process. Peer scaffolding is when peers learn to support the learning of others. These three scaffolds differ from those that are used after the learning tasks have been completed; these are the back-end scaffolds.
Tips to Avoid Over-Scaffolding
Front-end scaffolds tend to be the most common type we see in classrooms. The challenge is that they can reduce the rigor of the learning if used indiscriminately. For example, telling students what the words mean in advance might reduce the need for students to use their developing word-solving skills, such as morphological analysis. Similarly, explaining the main ideas of a text to students may reduce their need to read the text. So we suggest that when planning them, ask yourself: Do all of the students in my class need this scaffold? If so, it's wise to use it. If not, then turn your attention to distributed scaffolds.

When using distributed scaffolds, it's helpful to consider both just-in-case scaffolds and just-in-time scaffolds. Just-in-case scaffolds are supports we might provide students at the outset and are enacted at the front end. Just-in-time scaffolds are supports we have anticipated some students may need, but we don't offer them until we notice through classroom conversation, peer work, writing, and so on that students could benefit from them. These scaffolds might support any learner who shows signs of unproductive struggle, or they might accelerate and enrich the task for those students who communicate a readiness for a greater challenge. Often, these distributed scaffolds involve prompting and cueing or providing hints so that the students can complete the tasks that allow them to learn.

With peer scaffolding, it's frankly tougher to over-support; we believe learners working in partnership and small groups are a potent engine of support and engagement. Having said that, we owe it to learners that they understand the difference between helping one another versus doing the work for their peers.

We consider all these types of distributed scaffolds as guard rails against over-supporting because, with each one, we don't offer them unless we see unproductive struggle. They are all predicated on formative assessment, watching learners, and listening to them think.

Fading the Scaffolds

Scaffolds on buildings are supposed to be temporary. They are intended to be taken down when the structure underneath is ready. In education, the taking down process is called fading, which can occur within a conversation, an activity, a unit, or across the year or course (Martin et al., 2018). Fading involves decreasing the amount or type of scaffolding needed to complete a task or activity. Of course, the goal is for the student to use the skill or concept in a variety of situations, which is known as generalization or transfer.

Fading efforts on the part of the teacher occur when the teacher determines readiness on the part of her or his students to take on the last stage of the framework - an independent practice approach described as ' You do.' Approximately 90 percent of the responsibility is placed on the students for their own learning and mastery of the content.

At this phase, the students are comfortable with the content and can easily progress through the learning activities assigned, participate in small and large group discussions with little assistance from the teacher, can generate new questions and discussions, and apply the newly learned content. Teachers fully facilitate learning, listen in on conversations, and formatively assess the progress of each student.

This is the phase of learning where one sees the greatest degree of productive struggle. Productive struggle provides an opportunity for students to think through and grapple with complex concepts that may have multiple reasonable outcomes. The ability to facilitate student conversation is a skill that master teachers often demonstrate.
Tips for Avoiding Over-Supporting
Skillful educators encourage students to agree, disagree, debate, and contribute alternative answers to the central content being discussed. As a result, teachers allow student teams to persist with the concept in which complex thinking and heavy lifting reside with the students.

It's All About the Transfer

Scaffolds are an important tool that teachers use to facilitate learning. However, if used in excess, or if they are only used on the front-end, or if they are not faded so that the learning has a chance of sticking, then students become dependent on teachers and the support they provide, failing to learn and eventually transfer their learning to new situations. Wise teachers plan for a range of scaffolds, especially distributed scaffolds, and test opportunities to fade their scaffolds to ensure that students become interdependent and independent.

To learn more about how to implement scaffolds in your instruction properly, watch the latest episode of Literacy Matters.

About the Authors

Douglas Fisher, Ph.D., is a professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as How Scaffolding Works, The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

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Think Deep and quick check

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An Individualized Education Program (IEP) is a legally binding document that details a student's unique learning needs as well as the educational services and accommodations that will be provided to meet those needs. A well-written IEP will provide a solid framework for the student's learning plan and serves as a guiding communication tool among the school, the student, the student's family, and the outside service providers.

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Critical to a well-implemented IEP, are strong, well-written IEP goals which help to create a precise roadmap for a student's education, by helping teachers and parents focus their efforts, and ensure that the student receives the appropriate support and tools necessary to achieve their full potential.

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What are SMART IEP Goals?

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For IEP goals to be effective, they should follow the SMART model. They should be:

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Specific

Measurable

Attainable

Relevant

Time-bound

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To summarize, IEP goals should explicitly state what the student will achieve, how progress will be measured, and when the goal will be achieved.
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Writing effective SMART IEP goals takes practice and time. To help get you and your IEP/Special Education team started, we've put together an IEP bank, featuring 100 SMART IEP goals for each content area. Feel free to bookmark this tab for future use. As always, make sure to modify the IEP SMART goals to fit the student's and schools specific needs and timelines.

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Early Literacy IEP SMART Goals

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By the end of the school year, the student will be able to identify and name all uppercase and lowercase letters of the alphabet with 90% accuracy.

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By the end of the semester, the student will be able to segment and blend CVC words with 80% accuracy.

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By the end of the school year, the student will be able to read and comprehend simple sentences with 90% accuracy.

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By the end of the trimester, the student will be able to identify and produce rhyming words with 80% accuracy.

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By the end of the school year, the student will be able to read and comprehend simple stories with 90% accuracy.

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After 12 weeks, the student will be able to identify and produce beginning, middle, and ending sounds in simple words with 80% accuracy.

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By the end of the school year, the student will be able to use phonics rules to decode unfamiliar words with 90% accuracy.

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By the end of the school year, the student will be able to recognize and use high-frequency words in context with 80% accuracy.

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By the end of the school year, the student will be able to identify and use punctuation marks appropriately in their writing with 90% accuracy.

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After 9 weeks, the student will be able to write their name and other simple words with proper letter formation and spacing with 80% accuracy.

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Language Arts SMART IEP Goals

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By the end of the school year, the student will be able to read and comprehend grade-level text with 80% accuracy.

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By the end of the school year, the student will be able to write a five-paragraph essay with a clear introduction, body, and conclusion, with 80% accuracy.

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By the end of the school year, the student will be able to identify and use 50 new vocabulary words in context with 80% accuracy.

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After 12 weeks, the student will demonstrate fluency by reading 120 words per minute with 80% accuracy, as measured by teacher-administered fluency assessments.

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By the end of the semester, the student will be able to use assistive technology to communicate their thoughts and ideas with their peers and teachers with 80% accuracy.

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1. By the end of the school year, the student will be able to identify and analyze the elements of different types of literature, including plot, character, setting, and theme, with 90% accuracy.

2. By the end of the semester, the student will be able to identify and use literary devices, including metaphor, simile, and symbolism, with 80% accuracy.

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After 9 weeks, when given an X-level text, the student will read with 90% accuracy, as measured by teacher observations and running record.

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By the end of the semester, the student will be able to identify and use different types of sentence structures, including simple, compound, and complex, with 80% accuracy.

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By the end of the school year, the student will be able to apply grammar and punctuation rules appropriately in their writing, with 80% accuracy.

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Early Mathematics SMART IEP Goals

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By the end of the school year, the student will be able to count to 20 and recognize numbers up to 10 with 90% accuracy.

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After 12 weeks, the student will be able to add and subtract numbers up to 5 with 80% accuracy.

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By the end of the semester, the student will be able to identify and sort basic shapes, including circles, squares, and triangles, with 90% accuracy.

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By the end of the trimester, the student will be able to identify and compare sizes, including big and small, tall and short, with 80% accuracy.

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By the end of the school year, the student will be able to recognize and create patterns with shapes and colors with 90% accuracy.

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After 9 weeks, the student will be able to count and group objects up to 10 with 80% accuracy.

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By the end of the school year, the student will be able to identify and use coins and bills up to $1 with 90% accuracy.

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By the end of the semester, the student will be able to identify and extend simple number patterns with 80% accuracy.

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By the end of the school year, the student will be able to tell time to the hour and half-hour with 90% accuracy.

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By the end of the school year, the student will be able to use basic measurement tools, including rulers and scales, to compare sizes and weights with 80% accuracy.

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Intermediate Math SMART IEP Goals

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By the end of the school year, the student will be able to add and subtract multi-digit numbers with regrouping up to 1000 with 90% accuracy.

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By the end of the semester, the student will be able to multiply and divide single-digit numbers with 80% accuracy.

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By the end of the school year, the student will be able to identify and use common fractions and decimals up to the hundredths place with 90% accuracy.

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By the end of the school year, the student will be able to solve word problems involving multiplication and division with 80% accuracy.

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By the end of the trimester, the student will be able to identify and use different types of angles, including acute, obtuse, and right angles, with 90% accuracy.

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After 9 weeks, the student will be able to identify and classify different types of polygons, including triangles, quadrilaterals, and pentagons, with 80% accuracy.

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By the end of the trimester, the student will be able to use a protractor to measure angles with 90% accuracy.

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After 9 weeks, the student will be able to solve problems involving perimeter and area of rectangles and squares with 80% accuracy.

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By the end of the school year, the student will be able to identify and use the coordinate plane to locate points with 90% accuracy.

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By the end of the semester, the student will be able to solve problems involving elapsed time and time zones with 80% accuracy.

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Science SMART IEP Goals

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By the end of the semester, the student will be able to identify and describe the different states of matter (solid, liquid, gas) with 80% accuracy.

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1. After 9 weeks, the student will be able to identify and explain the water cycle and its different stages with 90% accuracy.

2. By the end of the trimester, the student will be able to identify and describe the different types of rocks and how they form with 80% accuracy.

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By the end of the semester, the student will be able to identify and explain the basic structures and functions of plants and animals with 90% accuracy.

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By the end of the school year, the student will be able to conduct simple experiments and record their observations and data with 80% accuracy.

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By the end of the trimester, the student will be able to identify and describe the different types of energy, including potential, kinetic, and thermal energy, with 90% accuracy.

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By the end of the semester, the student will be able to identify and describe the different types of forces, including gravity, friction, and magnetism, with 80% accuracy.

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By the end of the trimester, the student will be able to identify and explain the basic features of the solar system, including planets, moons, and stars, with 90% accuracy.

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By the end of the school year, the student will be able to use scientific tools, including magnifying lenses and microscopes, to observe and record data with 80% accuracy.

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By the end of the school year, the student will be able to design and carry out simple investigations, including forming hypotheses and collecting data, with 90% accuracy.

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Social Studies SMART IEP Goals

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By the end of the school year, the student will be able to identify and explain the fundamental principles of the US Constitution with 90% accuracy.

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By the end of the semester, the student will be able to identify and describe the different levels of government in the US and their respective powers with 80% accuracy.

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By the end of the school year, the student will be able to identify and explain the major events and causes of the American Revolution with 90% accuracy.

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By the end of the semester, the student will be able to identify and describe the different cultural and religious traditions in the US with 80% accuracy.

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By the end of the school year, the student will describe the roles and responsibilities of community helpers such as police officers, firefighters, and nurses, and explain how they contribute to the community's well-being, with 80% accuracy as measured by teacher observations and assessments.

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By the end of the semester, the student will be able to identify and explain the significance of discussed, key historical figures, such as Martin Luther King Jr. and Abraham Lincoln, with 80% accuracy.

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By the end of the school year, the student will be able to identify and explain the different types of economic systems, including capitalism and socialism, with 90% accuracy.

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By the end of the school year, the student will demonstrate an understanding of the basic concepts of maps and globes, including identifying continents and oceans, reading simple maps, and understanding basic map symbols, with 80% accuracy as measured by teacher observations and assessments.

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By the end of the trimester, the student will identify and describe at least three cultural celebrations or traditions in their own community and explain their significance, as measured by teacher observations and class assignments.

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By the end of the semester, the student will be able to use primary and secondary sources to conduct research and present findings about a social studies topic of their choice with 80% accuracy.

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Foreign Language SMART IEP Goals

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By the end of the semester, the student will be able to recognize and correctly pronounce the sounds of the target language's alphabet with 80% accuracy.

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By the end of the school year, the student will be able to hold a basic conversation in the target language, including introducing themselves and asking and answering simple questions, with 90% accuracy.

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By the end of the school year, the student will be able to recognize and use basic vocabulary related to daily life, including numbers, colors, and common objects, with 80% accuracy.

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By the end of the school year, the student will be able to read and understand simple texts in the target language, including short stories and articles, with 90% accuracy.

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1. By the end of the semester, the student will be able to write simple sentences and paragraphs in the target language, including describing themselves and their surroundings, with 80% accuracy.

2. By the end of the trimester, the student will be able to recognize and use more advanced vocabulary related to specific topics, including travel, food, and hobbies, with 90% accuracy.

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By the end of the school year, the student will be able to recognize and use basic grammar structures in the target language, including verb conjugation and sentence structure, with 80% accuracy.

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By the end of the school year, the student will be able to listen to and understand longer conversations and presentations in the target language, including news broadcasts and speeches, with 90% accuracy.

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By the end of the trimester, the student will be able to understand and follow simple directions in the target language, such as "stand up," "sit down," "open your book," etc., as measured by teacher observations and assessments.

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By the end of the school year, the student will be able to engage in a simple conversation in the target language with the teacher or a peer, using at least 10 common phrases or questions, as measured by teacher observations and assessments.

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Music IEP SMART Goals

‍

By the end of the semester, the student will be able to identify and describe different types of musical instruments and their sounds with 80% accuracy.

‍

By the end of the school year, the student will be able to play basic melodies on a chosen instrument with 90% accuracy.

‍

By the end of the trimester, the student will be able to read and understand basic music notation with 80% accuracy.

‍

By the end of the school year, the student will be able to perform in a group ensemble with their peers with 90% accuracy.

‍

By the end of the semester, the student will be able to recognize and describe different genres of music with 80% accuracy.

‍

By the end of the trimester, the student will be able to recognize and identify at least five basic musical symbols, such as notes, rests, and clefs, as measured by teacher observations and assessments.

‍

By the end of the semester, the student will be able to identify and describe different elements of music, such as rhythm and harmony, with 80% accuracy.

‍

By the end of the school year, the student will be able to sing or play a piece of music in a foreign language with 90% accuracy.

‍

By the end of the school year, the student will be able to sing or play simple songs with correct pitch and rhythm, as measured by teacher observations and assessments.

‍

By the end of the trimester, the student will be able to keep a steady beat using percussion instruments, such as drums and rhythm sticks, in time with recorded or live music, as measured by teacher observations and assessments.

‍

Fine Arts SMART IEP Goals

‍

By the end of the semester, the student will be able to identify and describe different artistic styles and movements, such as impressionism and surrealism, with 80% accuracy.

‍

By the end of the school year, the student will be able to create original artwork using a variety of techniques, including drawing, painting, and sculpture, with 90% accuracy.

‍

By the end of the semester, the student will be able to identify and describe different elements of art, such as color and form, with 80% accuracy.

‍

By the end of the school year, the student will be able to create a drawing or painting that shows depth, using techniques such as overlapping, shading, or size variation, as measured by teacher observations and assessments.

‍

By the end of the semester, the student will be able to recognize and describe the cultural and historical context of different works of art, with 80% accuracy.

‍

After 9 weeks, the student will be able to identify and describe at least three elements of art, such as line, shape, color, or texture, as measured by teacher observations and assessments.

‍

By the end of the semester, the student will be able to create collaborative art projects with their peers, with 80% accuracy.

‍

By the end of the school year, the student will be able to analyze and interpret different types of art, including music and dance, with 90% accuracy.

‍

By the end of the semester, the student will be able to create digital art using different software and hardware tools, with 80% accuracy.

‍

By the end of the school year, the student will be able to create an original artwork that demonstrates an understanding of a specific art movement or artist, such as Impressionism or Pablo Picasso, as measured by teacher observations and assessments.

‍

Physical Education SMART IEP Goals

‍

By the end of the school year, the student will be able to demonstrate basic physical fitness, including flexibility, strength, and endurance, as determined by grade level expectations.

‍

Given a two-step visual direction which requires a physical response (ex. clap hands then jump up), STUDENT will look at each picture to complete the response sequence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

‍

By the end of the semester, the student will be able to demonstrate proper form and technique for a chosen exercise or movement with 80% accuracy.

‍

By the end of the school year, the student will be able to work collaboratively with their peers in group activities with 90% accuracy.

‍

By the end of the semester, the student will be able to identify and describe the benefits of regular physical activity and exercise with 80% accuracy.

‍

By the end of the school year, the student will be able to create and implement a personal fitness plan with measurable goals and objectives with 90% accuracy.

‍

By the end of the semester, the student will be able to recognize and describe different sports and activities, including their rules and strategies, with 80% accuracy.

‍

By the end of the trimester, given picture cards of parts of the body labeled by what each body part is called, the student will ________ (read/repeat/identify/match) each picture card, with 80% accuracy, in 4 out of 5 opportunities.

‍

By the end of the semester, the student will be able to demonstrate proper safety procedures and precautions when engaging in physical activity with 80% accuracy.

‍

By the end of the school year, the student will be able to demonstrate basic gross motor skills, such as running and jumping, with 80% accuracy.

‍

An Individualized Education Program (IEP) is a legally binding document that details a student's unique learning needs as well as the educational services and accommodations that will be provided to meet those needs. A well-written IEP will provide a solid framework for the student's learning plan and serves as a guiding communication tool among the school, the student, the student's family, and the outside service providers.

‍

Critical to a well-implemented IEP, are strong, well-written IEP goals which help to create a precise roadmap for a student's education, by helping teachers and parents focus their efforts, and ensure that the student receives the appropriate support and tools necessary to achieve their full potential.

‍

What are SMART IEP Goals?

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For IEP goals to be effective, they should follow the SMART model. They should be:

‍

Specific

Measurable

Attainable

Relevant

Time-bound

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To summarize, IEP goals should explicitly state what the student will achieve, how progress will be measured, and when the goal will be achieved.
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Writing effective SMART IEP goals takes practice and time. To help get you and your IEP/Special Education team started, we've put together an IEP bank, featuring 100 SMART IEP goals for each content area. Feel free to bookmark this tab for future use. As always, make sure to modify the IEP SMART goals to fit the student's and schools specific needs and timelines.

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Early Literacy IEP SMART Goals

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By the end of the school year, the student will be able to identify and name all uppercase and lowercase letters of the alphabet with 90% accuracy.

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By the end of the semester, the student will be able to segment and blend CVC words with 80% accuracy.

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By the end of the school year, the student will be able to read and comprehend simple sentences with 90% accuracy.

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By the end of the trimester, the student will be able to identify and produce rhyming words with 80% accuracy.

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By the end of the school year, the student will be able to read and comprehend simple stories with 90% accuracy.

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After 12 weeks, the student will be able to identify and produce beginning, middle, and ending sounds in simple words with 80% accuracy.

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By the end of the school year, the student will be able to use phonics rules to decode unfamiliar words with 90% accuracy.

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By the end of the school year, the student will be able to recognize and use high-frequency words in context with 80% accuracy.

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By the end of the school year, the student will be able to identify and use punctuation marks appropriately in their writing with 90% accuracy.

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After 9 weeks, the student will be able to write their name and other simple words with proper letter formation and spacing with 80% accuracy.

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Language Arts SMART IEP Goals

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By the end of the school year, the student will be able to read and comprehend grade-level text with 80% accuracy.

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By the end of the school year, the student will be able to write a five-paragraph essay with a clear introduction, body, and conclusion, with 80% accuracy.

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By the end of the school year, the student will be able to identify and use 50 new vocabulary words in context with 80% accuracy.

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After 12 weeks, the student will demonstrate fluency by reading 120 words per minute with 80% accuracy, as measured by teacher-administered fluency assessments.

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By the end of the semester, the student will be able to use assistive technology to communicate their thoughts and ideas with their peers and teachers with 80% accuracy.

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1. By the end of the school year, the student will be able to identify and analyze the elements of different types of literature, including plot, character, setting, and theme, with 90% accuracy.

2. By the end of the semester, the student will be able to identify and use literary devices, including metaphor, simile, and symbolism, with 80% accuracy.

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After 9 weeks, when given an X-level text, the student will read with 90% accuracy, as measured by teacher observations and running record.

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By the end of the semester, the student will be able to identify and use different types of sentence structures, including simple, compound, and complex, with 80% accuracy.

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By the end of the school year, the student will be able to apply grammar and punctuation rules appropriately in their writing, with 80% accuracy.

‍

Early Mathematics SMART IEP Goals

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By the end of the school year, the student will be able to count to 20 and recognize numbers up to 10 with 90% accuracy.

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After 12 weeks, the student will be able to add and subtract numbers up to 5 with 80% accuracy.

‍

By the end of the semester, the student will be able to identify and sort basic shapes, including circles, squares, and triangles, with 90% accuracy.

‍

By the end of the trimester, the student will be able to identify and compare sizes, including big and small, tall and short, with 80% accuracy.

‍

By the end of the school year, the student will be able to recognize and create patterns with shapes and colors with 90% accuracy.

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After 9 weeks, the student will be able to count and group objects up to 10 with 80% accuracy.

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By the end of the school year, the student will be able to identify and use coins and bills up to $1 with 90% accuracy.

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By the end of the semester, the student will be able to identify and extend simple number patterns with 80% accuracy.

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By the end of the school year, the student will be able to tell time to the hour and half-hour with 90% accuracy.

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By the end of the school year, the student will be able to use basic measurement tools, including rulers and scales, to compare sizes and weights with 80% accuracy.

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Intermediate Math SMART IEP Goals

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By the end of the school year, the student will be able to add and subtract multi-digit numbers with regrouping up to 1000 with 90% accuracy.

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By the end of the semester, the student will be able to multiply and divide single-digit numbers with 80% accuracy.

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By the end of the school year, the student will be able to identify and use common fractions and decimals up to the hundredths place with 90% accuracy.

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By the end of the school year, the student will be able to solve word problems involving multiplication and division with 80% accuracy.

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By the end of the trimester, the student will be able to identify and use different types of angles, including acute, obtuse, and right angles, with 90% accuracy.

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After 9 weeks, the student will be able to identify and classify different types of polygons, including triangles, quadrilaterals, and pentagons, with 80% accuracy.

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By the end of the trimester, the student will be able to use a protractor to measure angles with 90% accuracy.

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After 9 weeks, the student will be able to solve problems involving perimeter and area of rectangles and squares with 80% accuracy.

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By the end of the school year, the student will be able to identify and use the coordinate plane to locate points with 90% accuracy.

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By the end of the semester, the student will be able to solve problems involving elapsed time and time zones with 80% accuracy.

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Science SMART IEP Goals

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By the end of the semester, the student will be able to identify and describe the different states of matter (solid, liquid, gas) with 80% accuracy.

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1. After 9 weeks, the student will be able to identify and explain the water cycle and its different stages with 90% accuracy.

2. By the end of the trimester, the student will be able to identify and describe the different types of rocks and how they form with 80% accuracy.

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By the end of the semester, the student will be able to identify and explain the basic structures and functions of plants and animals with 90% accuracy.

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By the end of the school year, the student will be able to conduct simple experiments and record their observations and data with 80% accuracy.

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By the end of the trimester, the student will be able to identify and describe the different types of energy, including potential, kinetic, and thermal energy, with 90% accuracy.

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By the end of the semester, the student will be able to identify and describe the different types of forces, including gravity, friction, and magnetism, with 80% accuracy.

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By the end of the trimester, the student will be able to identify and explain the basic features of the solar system, including planets, moons, and stars, with 90% accuracy.

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By the end of the school year, the student will be able to use scientific tools, including magnifying lenses and microscopes, to observe and record data with 80% accuracy.

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By the end of the school year, the student will be able to design and carry out simple investigations, including forming hypotheses and collecting data, with 90% accuracy.

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Social Studies SMART IEP Goals

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By the end of the school year, the student will be able to identify and explain the fundamental principles of the US Constitution with 90% accuracy.

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By the end of the semester, the student will be able to identify and describe the different levels of government in the US and their respective powers with 80% accuracy.

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By the end of the school year, the student will be able to identify and explain the major events and causes of the American Revolution with 90% accuracy.

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By the end of the semester, the student will be able to identify and describe the different cultural and religious traditions in the US with 80% accuracy.

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By the end of the school year, the student will describe the roles and responsibilities of community helpers such as police officers, firefighters, and nurses, and explain how they contribute to the community's well-being, with 80% accuracy as measured by teacher observations and assessments.

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By the end of the semester, the student will be able to identify and explain the significance of discussed, key historical figures, such as Martin Luther King Jr. and Abraham Lincoln, with 80% accuracy.

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By the end of the school year, the student will be able to identify and explain the different types of economic systems, including capitalism and socialism, with 90% accuracy.

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By the end of the school year, the student will demonstrate an understanding of the basic concepts of maps and globes, including identifying continents and oceans, reading simple maps, and understanding basic map symbols, with 80% accuracy as measured by teacher observations and assessments.

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By the end of the trimester, the student will identify and describe at least three cultural celebrations or traditions in their own community and explain their significance, as measured by teacher observations and class assignments.

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By the end of the semester, the student will be able to use primary and secondary sources to conduct research and present findings about a social studies topic of their choice with 80% accuracy.

‍

Foreign Language SMART IEP Goals

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By the end of the semester, the student will be able to recognize and correctly pronounce the sounds of the target language's alphabet with 80% accuracy.

‍

By the end of the school year, the student will be able to hold a basic conversation in the target language, including introducing themselves and asking and answering simple questions, with 90% accuracy.

‍

By the end of the school year, the student will be able to recognize and use basic vocabulary related to daily life, including numbers, colors, and common objects, with 80% accuracy.

‍

By the end of the school year, the student will be able to read and understand simple texts in the target language, including short stories and articles, with 90% accuracy.

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1. By the end of the semester, the student will be able to write simple sentences and paragraphs in the target language, including describing themselves and their surroundings, with 80% accuracy.

2. By the end of the trimester, the student will be able to recognize and use more advanced vocabulary related to specific topics, including travel, food, and hobbies, with 90% accuracy.

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By the end of the school year, the student will be able to recognize and use basic grammar structures in the target language, including verb conjugation and sentence structure, with 80% accuracy.

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By the end of the school year, the student will be able to listen to and understand longer conversations and presentations in the target language, including news broadcasts and speeches, with 90% accuracy.

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By the end of the trimester, the student will be able to understand and follow simple directions in the target language, such as "stand up," "sit down," "open your book," etc., as measured by teacher observations and assessments.

‍

By the end of the school year, the student will be able to engage in a simple conversation in the target language with the teacher or a peer, using at least 10 common phrases or questions, as measured by teacher observations and assessments.

‍

Music IEP SMART Goals

‍

By the end of the semester, the student will be able to identify and describe different types of musical instruments and their sounds with 80% accuracy.

‍

By the end of the school year, the student will be able to play basic melodies on a chosen instrument with 90% accuracy.

‍

By the end of the trimester, the student will be able to read and understand basic music notation with 80% accuracy.

‍

By the end of the school year, the student will be able to perform in a group ensemble with their peers with 90% accuracy.

‍

By the end of the semester, the student will be able to recognize and describe different genres of music with 80% accuracy.

‍

By the end of the trimester, the student will be able to recognize and identify at least five basic musical symbols, such as notes, rests, and clefs, as measured by teacher observations and assessments.

‍

By the end of the semester, the student will be able to identify and describe different elements of music, such as rhythm and harmony, with 80% accuracy.

‍

By the end of the school year, the student will be able to sing or play a piece of music in a foreign language with 90% accuracy.

‍

By the end of the school year, the student will be able to sing or play simple songs with correct pitch and rhythm, as measured by teacher observations and assessments.

‍

By the end of the trimester, the student will be able to keep a steady beat using percussion instruments, such as drums and rhythm sticks, in time with recorded or live music, as measured by teacher observations and assessments.

‍

Fine Arts SMART IEP Goals

‍

By the end of the semester, the student will be able to identify and describe different artistic styles and movements, such as impressionism and surrealism, with 80% accuracy.

‍

By the end of the school year, the student will be able to create original artwork using a variety of techniques, including drawing, painting, and sculpture, with 90% accuracy.

‍

By the end of the semester, the student will be able to identify and describe different elements of art, such as color and form, with 80% accuracy.

‍

By the end of the school year, the student will be able to create a drawing or painting that shows depth, using techniques such as overlapping, shading, or size variation, as measured by teacher observations and assessments.

‍

By the end of the semester, the student will be able to recognize and describe the cultural and historical context of different works of art, with 80% accuracy.

‍

After 9 weeks, the student will be able to identify and describe at least three elements of art, such as line, shape, color, or texture, as measured by teacher observations and assessments.

‍

By the end of the semester, the student will be able to create collaborative art projects with their peers, with 80% accuracy.

‍

By the end of the school year, the student will be able to analyze and interpret different types of art, including music and dance, with 90% accuracy.

‍

By the end of the semester, the student will be able to create digital art using different software and hardware tools, with 80% accuracy.

‍

By the end of the school year, the student will be able to create an original artwork that demonstrates an understanding of a specific art movement or artist, such as Impressionism or Pablo Picasso, as measured by teacher observations and assessments.

‍

Physical Education SMART IEP Goals

‍

By the end of the school year, the student will be able to demonstrate basic physical fitness, including flexibility, strength, and endurance, as determined by grade level expectations.

‍

Given a two-step visual direction which requires a physical response (ex. clap hands then jump up), STUDENT will look at each picture to complete the response sequence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

‍

By the end of the semester, the student will be able to demonstrate proper form and technique for a chosen exercise or movement with 80% accuracy.

‍

By the end of the school year, the student will be able to work collaboratively with their peers in group activities with 90% accuracy.

‍

By the end of the semester, the student will be able to identify and describe the benefits of regular physical activity and exercise with 80% accuracy.

‍

By the end of the school year, the student will be able to create and implement a personal fitness plan with measurable goals and objectives with 90% accuracy.

‍

By the end of the semester, the student will be able to recognize and describe different sports and activities, including their rules and strategies, with 80% accuracy.

‍

By the end of the trimester, given picture cards of parts of the body labeled by what each body part is called, the student will ________ (read/repeat/identify/match) each picture card, with 80% accuracy, in 4 out of 5 opportunities.

‍

By the end of the semester, the student will be able to demonstrate proper safety procedures and precautions when engaging in physical activity with 80% accuracy.

‍

By the end of the school year, the student will be able to demonstrate basic gross motor skills, such as running and jumping, with 80% accuracy.

‍

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IEP Goal Bank: 100 SMART IEP Goals for Content Areas for Special Education Teams

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Writing effective SMART IEP goals takes practice and time. To help get you and your IEP/Special Education team started, we've put together an IEP bank, featuring 100 SMART IEP goals for each content area. Feel free to bookmark this tab for future use.

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The Intentional IEP shows special education teachers how to successfully collaborate with all stakeholders―parents or guardians, general ed teachers, therapists, and beyond―to work toward students' success. Too many of us aren't trained to write the Individualized Education Programs that help millions of students with thrive in school. This book fills that training gap, explaining the importance of assembling an IEP team and inviting this team to confront and improve its current processes and habits to make IEP writing simpler and more effective.

With all the pressures that educators are under, it's easy to cut corners when it comes time towrite IEPs. Writing them in isolation, leaving them to the night before, making decisions without consulting data and research, letting family collaboration fall to the wayside―most special educators have made these mistakes at some point. The Intentional IEP equips you with the resources you need to feel confident in approaching IEPs the right way, including prioritizing the many competing demands you face so you can find the capacity to show up for your students. This book offers:

Clear, step-by-step solutions for all IEP members that can easily be implemented at any time during the school year

Collaboration strategies for IEP teammates to rely on one another for expert and professional knowledge

Tools and reproducibles to strengthen practices and overcome common hurdles

Direct advice from a veteran special education teacher who has seen what a difference collaboration in the IEP can make for students

The Intentional IEP is a timely resource for special education teachers, general education teachers, and support staff, as well as teachertraining programs. Parents and guardians with students will also benefit from this clearly written guide to the IEP.

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The Intentional IEP: A Team Approach to Better Outcomes for Students and Their Families

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The Intentional IEP: A Team Approach to Better Outcomes for Students and Their Families [DeLussey, Stephanie] on Amazon.com. *FREE* shipping on qualifying offers. The Intentional IEP: A Team Approach to Better Outcomes for Students and Their Families