Writing Linguistically Appropriate IEP Goals and Objectives It is important that the IEP for an English learner include linguistically appropriate goals and objectives (LAGOS). Objectives are only required for students receiving a functional skills level curriculum. More importantly, aligned English language development standards and grade-level California common core state standards (CCSS) content goals will move students toward acquiring English proficiency and reclassification. IEP goals must also align with the CCSS and reflect the student’s ELP level. To accomplish the task of developing linguistically appropriate goals, it is recommended that the IEP team (1) review the ELPAC results to see what areas need further development, (2) review the results of the student’s standardized and informal test data to see where the areas of need are, and (3) align “or link” the linguistically appropriate goal to an appropriate grade-level standard and ELD standard for integrated ELD instruction. This does not mean the IEP goal needs to state the exact skill level delineated in the grade-level standard; however, the linguistically appropriate IEP goal, linked to the ELD standard would incorporate skills that will lead to attainment of a particular grade-level standard. When developing IEP goals for English learners, it is most beneficial for the IEP team to consider the student’s overall needs including language proficiency, sociocultural factors, and disability in order to determine appropriate supports and related services in the IEP. When drafting IEP goals, the IEP team should consider: • Cognitive level of the student; • Linguistic level of the student; • The developmental level of the student’s primary (11) and second (12) language; • Overall performance in designated and integrated ELD instruction;
• Access to the student’s prior knowledge and experiences; • Inclusion of culturally relevant materials and experiences; and • The student’s heritage.
After the team has determined the linguistic levels and needs of the student (by analyzing progress toward attaining the CA ELD Standards and reviewing ELPAC or other language proficiency assessment results), the next step is to draft goals based on assessed areas of need related to the disability that align with the student’s linguistic needs. LAGOS Samples by Receptive Language, Reading, and Writing The following are samples of linguistically appropriate goals that align with ELD Standards and ELPAC data. These samples are for a hypothetical student with mild to moderate disabilities that manifest a specific learning disability in receptive language, reading, and writing. 1. Sample Linguistically Appropriate Receptive Language IEP Goal with Objectives
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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