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 This example is for a second-grade student in a dual immersion Spanish and English program who manifests a disability in oral receptive language and a disability in receptive and expressive language, reading, and writing. Goal Baseline: The student is currently able to respond to simple directions and questions provided orally in English and Spanish by using physical actions such as pointing or other non-verbal communications in one out of four opportunities. Current Level of Performance Aligned to ELD Standards
Domain: Listening and Speaking Strand: Strategies and Applications Sub Strand: Comprehension Level: Emerging Grade: Kindergarten through grade two
Goal: By (date) , (student) will respond to simple directions and questions provided orally in English and her primary language by using one-word utterances in English and Spanish with three out of four opportunities over a one-week time period. Objective: By (date) , (student) will respond to simple directions and questions provided orally in English and her primary language by using physical actions or gestures such as pointing in English and Spanish with two out of four opportunities over a one-month time period. 2. Sample Linguistically Appropriate Reading IEP Goal with Objectives This example is for a student with a moderate disability taking an alternate to ELPAC. Goal Baseline: The student, while reading aloud a short passage of one to two lines at grade level, is able to recognize and produce the short vowel sound English phonemes in the medial position of consonant vowel consonant (CVC) words or in isolation as the short vowel sounds in English do not directly correspond to phonemes in the primary language of Spanish. Current Level of Performance Aligned to ELD Standards Domain: Reading
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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