Dyslexia IEP Goals: Your Complete Guide and IEP Goal Bank

Written on February 24, 2025. Posted in Dyslexia, IEP Guides, Information for Therapists, School Leadership, School Resources, Smart Goal Example, Therapist Resources.

Introduction: The Importance of IEPs for Dyslexia & How SMART Goals Make a Difference

For students with dyslexia, Individualized Education Programs (IEPs) play a crucial role in ensuring they receive the support and accommodations necessary to thrive in an academic setting. Well-structured dyslexia IEP goals help address key challenges by providing targeted strategies for reading fluency, spelling, and comprehension. Dyslexia, a language-based learning disability that affects reading fluency, spelling, and comprehension, impacts approximately 1 in 5 students in the U.S. (Yale Center for Dyslexia & Creativity). Without clear, measurable dyslexia IEP goals and targeted interventions, students with dyslexia can experience frustration, low self-esteem, and academic struggles that may persist into adulthood.

IEPs provide a structured, legally protected plan tailored to meet the unique learning needs of each student. However, for an IEP to be truly effective, its goals must be clear, measurable, and actionable. This is where SMART goals—specific, measurable, achievable, relevant, and time-bound—come into play. Instead of vague objectives like “Improve reading skills,” SMART goals set concrete benchmarks such as:

For example: By the end of the semester, the student will improve reading fluency from 60 to 90 words per minute with 90% accuracy, using a structured literacy program.

By implementing SMART dyslexia IEP goals, educators, therapists, and parents can effectively track progress, adjust interventions, and celebrate student achievements. This structured approach ensures that students with dyslexia receive the targeted instruction and accommodations they need to succeed in reading and overall academic performance.

In this guide, we’ll walk you through a comprehensive dyslexia IEP goal bank, providing step-by-step instructions on writing effective goals. Whether you’re a special education teacher, therapist, or school administrator, this resource will equip you with the tools needed to create meaningful and measurable dyslexia IEP goals that support student success.

What Are Dyslexia IEP Goals?

Individualized Education Program (IEP) goals for dyslexia are designed to support students in developing literacy skills, such as reading fluency, decoding, comprehension, spelling, and written expression. These goals are tailored to the student’s specific needs and are measurable, ensuring progress can be tracked over time.

Below are answers to common questions related to dyslexia IEP goals, along with examples of effective goals.

What Should Dyslexia IEP Goals Include?

An effective Dyslexia IEP goal should:

Be specific to the student’s area of need.
Be measurable, with clear criteria for success.
Include a time frame (e.g., within one academic year).
Use evidence-based strategies, such as structured literacy approaches.
Be achievable but challenging enough to encourage progress.

What Are Examples of IEP Goals for Dyslexia?

Here are some well-structured IEP goals that address different aspects of dyslexia:

Phonemic Awareness & Decoding

Goal: Given a structured phonics program, the student will decode multisyllabic words containing common vowel teams (e.g., ai, ou, ea) with 90% accuracy in three out of four trials by the end of the school year.
Goal: The student will use decoding strategies (e.g., chunking, tapping out sounds) to read unfamiliar words with 85% accuracy in classroom assignments.

Reading Fluency

Goal: The student will read a grade-level passage at a rate of 100 words per minute with at least 95% accuracy across three consecutive trials.
Goal: When provided with controlled, decodable text, the student will increase reading fluency by 15 words per minute every quarter, as measured by fluency assessments.

Reading Comprehension

Goal: After reading a passage, the student will answer wh- questions (who, what, when, where, why, how) with 80% accuracy across multiple reading assignments.
Goal: Using graphic organizers, the student will identify the main idea and three supporting details in a grade-level passage with 85% accuracy.

Spelling & Written Expression

Goal: When given weekly spelling lists based on structured phonics rules, the student will correctly spell at least 80% of the words in a dictated sentence.
Goal: The student will independently write a five-sentence paragraph using proper capitalization, punctuation, and spelling with no more than three errors per paragraph in 80% of assignments.

Self-Advocacy & Accommodations

Goal: The student will identify and request appropriate accommodations (e.g., extra time, audiobooks, speech-to-text) in four out of five instances when struggling with a reading or writing task.
Goal: The student will demonstrate the ability to use assistive technology, such as text-to-speech software, to complete written assignments with minimal teacher support in at least 80% of trials.

These goals help ensure that students with dyslexia receive the structured support they need to build strong literacy skills while also fostering independence in learning.

How to Measure Progress of Dyslexia IEP Goals

Tracking progress of Dyslexia IEP goals is essential to ensure that students receive the right support and interventions. Measuring progress allows educators, parents, and specialists to adjust strategies, provide additional accommodations, and celebrate student growth.

Key Methods for Measuring Progress

Regular Benchmark Assessments
Assessments should be conducted at the beginning, middle, and end of the school year to measure growth in reading and writing skills. These assessments can include:

Standardized tests for phonemic awareness, decoding, and fluency
Norm-referenced reading assessments
Curriculum-based measurements

Running Records and Informal Reading Inventories
Teachers can monitor how well students decode and comprehend text by keeping running records. This involves:

Recording student errors and self-corrections while reading aloud
Assessing reading fluency and accuracy
Noting improvements in confidence and reading speed

Progress Monitoring Tools
Many schools use structured progress monitoring tools to track improvements in specific reading and writing skills. These tools may include:

Fluency checks measuring words per minute
Phonics screening tests
Spelling and dictation assessments

Student Work Samples and Writing Portfolios
Collecting student work over time provides a clear picture of progress. This can include:

Comparing early and later writing samples
Reviewing spelling and sentence structure improvements
Tracking how well students apply phonics rules in written assignments

Teacher and Specialist Observations
Educators and specialists can document student progress through direct observations in various settings, such as:

Small-group reading interventions
Classroom participation in literacy activities
Use of reading accommodations, such as audiobooks or speech-to-text software

Self-Assessment and Student Reflections
Encouraging students to reflect on their own progress helps build self-awareness and motivation. Self-assessment strategies include:

Goal-setting activities where students track their own progress
Reading logs where students note their fluency and comprehension improvements
Journals where students describe their learning experiences and challenges

Parent and Caregiver Input
Families play a crucial role in monitoring progress at home. Parents can provide feedback on:

Changes in reading habits and confidence
Improvement in homework completion and independent reading
Observations of how the student applies reading strategies outside of school

Adjusting Dyslexia IEP Goals Based on Progress

If a student is not making expected progress, the IEP team should meet to discuss:

Whether the instructional methods are effective or need to be modified
If additional accommodations, such as extended time or multisensory learning approaches, should be added
Whether goals need to be broken down into smaller, more achievable steps

If a student is meeting or exceeding goals, the IEP can be adjusted to introduce more advanced literacy skills, such as reading comprehension strategies for complex texts or writing multi-paragraph essays with structured support.

Measuring progress on dyslexia IEP goals ensures that students with dyslexia receive the appropriate interventions and that their learning needs are consistently met. By using a variety of assessment tools, student reflections, and observations, educators and families can work together to support meaningful literacy development.

Dyslexia IEP Goal Bank

Creating effective dyslexia IEP goals for students ensures they receive targeted instruction and interventions that help build essential literacy skills. Below is a categorized bank of 100 IEP goals that address key areas of reading and writing development.

Phonemic Awareness IEP Goals

By the end of the semester, the student will identify the beginning sounds in spoken words with 90% accuracy in 4 out of 5 trials.
Within 12 weeks, the student will identify the ending sounds in spoken words with 85% accuracy in 4 out of 5 assessments.
By the end of the school year, the student will segment spoken words into individual phonemes with 80% accuracy across 3 consecutive assessments.
Over the next 16 weeks, the student will blend isolated sounds into recognizable words with 85% accuracy in 3 out of 4 trials.
By the end of the quarter, the student will delete the initial sound in a word to create a new word (e.g., “cat” → “at”) in 4 out of 5 trials.
In 20 weeks, the student will substitute one phoneme for another to create a new word (e.g., “mat” → “map”) in 80% of opportunities.
Within 8 weeks, the student will identify rhyming words in a set of spoken words with 90% accuracy on 3 consecutive assessments.
By the end of the school year, the student will generate rhyming words when given a prompt in 4 out of 5 trials.
Over the next semester, the student will identify and count syllables in spoken words with 90% accuracy across 5 sessions.
By the end of 10 weeks, the student will isolate the middle sound in CVC words with 80% accuracy in 3 consecutive trials.
Within 15 weeks, the student will match spoken words with the same beginning sound with 85% accuracy across 5 trials.
By the end of the semester, the student will blend two or more syllables to form a word in 3 out of 4 attempts during structured activities.
Within 18 weeks, the student will delete the final sound in a word to create a new word in 4 out of 5 trials.
Over the next 6 months, the student will recognize and correct phoneme errors in spoken words with 80% accuracy in 4 out of 5 assessments.
By the end of the school year, the student will differentiate between similar-sounding words by identifying different phonemes in 80% of opportunities.

Decoding and Phonics IEP Goals

By the end of the semester, the student will correctly decode CVC words with 90% accuracy on 3 consecutive assessments.
Within 12 weeks, the student will decode words containing common consonant digraphs with 85% accuracy in 4 out of 5 trials.
By the end of the grading period, the student will recognize and read 50 high-frequency sight words with 90% accuracy.
Within 15 weeks, the student will apply knowledge of long and short vowels to decode words with 80% accuracy in 3 out of 4 trials.
By the end of the school year, the student will use syllable division rules to decode two-syllable words with 85% accuracy.
Over 18 weeks, the student will identify and pronounce words containing common vowel teams with 80% accuracy in 4 out of 5 trials.
Within 12 weeks, the student will blend letter sounds to read new words with 85% accuracy in structured literacy activities.
By the end of the semester, the student will apply silent “e” rules to read CVCe words in 4 out of 5 trials with 90% accuracy.
In 20 weeks, the student will decode words with common prefixes and suffixes with 80% accuracy in 4 out of 5 assessments.
By the end of the year, the student will read multisyllabic words by breaking them into syllables with 85% accuracy.
Over 12 weeks, the student will use context clues to determine the pronunciation of unfamiliar words in 4 out of 5 trials.
By the end of 6 months, the student will decode and spell words with consonant blends with 90% accuracy in 4 out of 5 trials.
Within 10 weeks, the student will decode nonsense words using phonics rules with 80% accuracy in structured reading activities.
Over the semester, the student will identify and read irregular high-frequency words with 85% accuracy in 3 out of 4 trials.
By the end of the school year, the student will self-correct decoding errors while reading aloud in 4 out of 5 instances.
Within 20 weeks, the student will decode and read words with r-controlled vowels with 85% accuracy in 3 consecutive assessments.
Over 15 weeks, the student will use a finger or reading guide to track text while decoding in 80% of observed trials.
By the end of the semester, the student will recognize and correctly read contractions with 85% accuracy.
Within 12 weeks, the student will apply learned phonics rules to decode grade-level appropriate text with 90% accuracy.
Over 16 weeks, the student will read 10 new decodable words per week and demonstrate mastery of them in 4 out of 5 attempts.

Reading Fluency IEP Goals

By the end of the semester, the student will read a grade-level passage at 80 words per minute with 95% accuracy in 3 out of 4 trials.
Within 12 weeks, the student will increase reading fluency by 10 words per minute, as measured by bi-weekly progress monitoring.
By the end of the grading period, the student will read aloud with appropriate expression, pacing, and volume in 4 out of 5 trials.
Over 16 weeks, the student will recognize and self-correct word-reading errors while reading aloud with 85% accuracy.
Within 20 weeks, the student will reread grade-level texts to improve fluency and comprehension in 80% of observed trials.
By the end of the school year, the student will read a passage with fewer than five decoding errors per 100 words in 4 out of 5 trials.
Within 12 weeks, the student will apply punctuation cues to improve reading fluency in 4 out of 5 opportunities.
Over 18 weeks, the student will participate in repeated reading exercises to improve fluency, as measured by a weekly fluency chart.
By the end of the grading period, the student will improve reading speed by at least 15 words per minute over a 10-week period.
Within 16 weeks, the student will read poetry and dramatic scripts aloud with appropriate phrasing and expression in 4 out of 5 trials.
By the end of the semester, the student will practice timed reading passages and show measurable improvement over 6 weeks.
Within 20 weeks, the student will develop automaticity in reading decodable words in isolation and in connected text with 85% accuracy.
By the end of the school year, the student will read high-frequency words at a rate of 50 words per minute with 90% accuracy.
Over 12 weeks, the student will track their own fluency progress using a fluency log in 80% of weekly reading assignments.
Within 10 weeks, the student will use finger tracking or a reading ruler to improve accuracy while reading in 80% of observed trials.

Reading Comprehension IEP Goals

By the end of the semester, the student will identify the main idea of a passage in 4 out of 5 trials with 90% accuracy.
Within 12 weeks, the student will answer ‘wh-’ questions (who, what, when, where, why, how) about a passage with 85% accuracy.
By the end of the grading period, the student will make predictions based on the text in 4 out of 5 trials.
Over 16 weeks, the student will retell a story with key details and a logical sequence in 80% of observed trials.
Within 20 weeks, the student will summarize a short passage in their own words with 85% accuracy.
By the end of the school year, the student will identify cause-and-effect relationships in a story with 80% accuracy.
Within 12 weeks, the student will use context clues to determine the meaning of unfamiliar words in 4 out of 5 opportunities.
Over 18 weeks, the student will compare and contrast key details between two texts with 85% accuracy.
By the end of the grading period, the student will draw conclusions and make inferences about texts in 80% of trials.
Within 16 weeks, the student will answer comprehension questions about a passage after listening to it read aloud in 4 out of 5 trials.

Writing and Spelling IEP Goals

By the end of the semester, the student will correctly spell high-frequency words in 4 out of 5 writing assignments.
Within 12 weeks, the student will apply phonics rules to spell 20 new words per week with 85% accuracy.
By the end of the grading period, the student will write complete sentences with correct capitalization and punctuation in 4 out of 5 trials.
Over 16 weeks, the student will write a five-sentence paragraph with proper grammar and structure in 80% of opportunities.
Within 20 weeks, the student will edit and revise their own writing for spelling and punctuation errors with 85% accuracy.
Within 15 weeks, the student will use a word bank to spell grade-appropriate words correctly in 4 out of 5 written tasks.
By the end of the semester, the student will write a three-paragraph essay with a clear topic sentence, supporting details, and conclusion in 4 out of 5 trials.
Over 18 weeks, the student will use spelling strategies such as chunking and sounding out to spell unfamiliar words with 80% accuracy.
By the end of the school year, the student will independently edit their own writing for grammar, punctuation, and spelling in 85% of instances.
Within 16 weeks, the student will use graphic organizers to plan and structure their writing in 4 out of 5 opportunities.
By the end of the grading period, the student will compose a paragraph using transition words to improve coherence in 80% of assignments.
Within 12 weeks, the student will use assistive technology (e.g., speech-to-text) to complete a writing task in 4 out of 5 trials.
By the end of the semester, the student will demonstrate correct subject-verb agreement in sentences in 4 out of 5 writing samples.
Over 20 weeks, the student will correctly use commas in compound sentences in 80% of writing tasks.
Within 18 weeks, the student will write compound and complex sentences in 4 out of 5 writing tasks.
By the end of the school year, the student will use proofreading strategies to identify and correct errors in their writing in 85% of cases.
Within 12 weeks, the student will write a persuasive paragraph with a clear argument and supporting evidence in 4 out of 5 opportunities.
Over 15 weeks, the student will correctly spell homophones (e.g., their/there/they’re) in 4 out of 5 writing tasks.
By the end of the semester, the student will use proper verb tense consistency in 85% of writing samples.
Within 16 weeks, the student will write a creative story with a beginning, middle, and end in 4 out of 5 trials.
Within 20 weeks, the student will develop paragraph coherence by using appropriate linking words in 80% of writing tasks.
Over 12 weeks, the student will write a summary of a passage including main ideas and supporting details in 4 out of 5 trials.
By the end of the grading period, the student will correctly spell words with prefixes and suffixes in 85% of written tasks.
Within 15 weeks, the student will demonstrate proper use of quotation marks in 4 out of 5 written assignments.
Over 18 weeks, the student will write and revise a multi-paragraph essay in 80% of observed opportunities.
By the end of the semester, the student will produce a piece of writing using sensory details in 4 out of 5 trials.
Within 12 weeks, the student will use a dictionary or spell-check tool to correct spelling errors in 85% of writing tasks.
By the end of the school year, the student will correctly spell irregularly spelled words in 4 out of 5 writing samples.
Over 16 weeks, the student will write informative texts that include topic development and factual details in 4 out of 5 trials.
Within 20 weeks, the student will use varied sentence structures to enhance writing clarity in 85% of written assignments.

Self-Advocacy and Accommodations IEP Goals

By the end of the semester, the student will identify and request appropriate accommodations (e.g., extra time, audiobooks) in 4 out of 5 instances.
Within 12 weeks, the student will demonstrate the ability to use assistive technology (e.g., speech-to-text software) in at least 80% of writing assignments.
By the end of the grading period, the student will participate in discussions about their learning needs and strengths in 3 out of 4 opportunities.
Over 16 weeks, the student will independently advocate for necessary reading supports during classroom activities in 4 out of 5 observed instances.
Within 20 weeks, the student will develop a strategy for tracking their own reading and writing progress using a journal or log with 85% consistency.
By the end of the semester, the student will self-monitor their use of reading strategies and request help when needed in 80% of opportunities.
Within 12 weeks, the student will use visual schedules and checklists to support independent completion of literacy tasks in 4 out of 5 observed instances.
By the end of the grading period, the student will demonstrate self-regulation techniques to reduce reading-related frustration in 80% of classroom activities.
Over 18 weeks, the student will develop and use a personal reading toolkit (e.g., highlighters, reading rulers) to enhance comprehension in 4 out of 5 trials.
Within 16 weeks, the student will articulate their strengths and weaknesses in literacy skills and set personal reading and writing goals in 80% of observed opportunities.

Accommodations & Modifications for Dyslexia in an IEP

Students with dyslexia benefit from a range of accommodations and modifications that provide equitable access to learning. Accommodations change how a student learns, while modifications adjust what a student learns. The following are effective accommodations that can be included in an IEP to support students with dyslexia.

Reading Accommodations

Provide audiobooks or text-to-speech technology to allow the student to listen to assigned reading materials.
Use larger print or color-coded text to improve readability and tracking.
Allow oral responses instead of written answers when assessing comprehension.
Provide access to decodable texts and structured literacy programs to improve decoding skills.
Use a reading guide or highlighter strips to support eye tracking and minimize visual distractions.

Writing Accommodations

Allow the use of speech-to-text software or word processors to assist with writing tasks.
Provide graphic organizers and sentence starters to help with structuring written assignments.
Reduce written output requirements, allowing the student to demonstrate knowledge through oral presentations or visual projects.
Permit extra time for written assignments and note-taking to accommodate slower writing speed.
Use spelling checkers and predictive text software to assist with spelling errors.

Testing and Assessment Accommodations

Offer extended time for tests, allowing the student to process and decode questions at their own pace.
Provide a quiet or separate testing environment to reduce distractions.
Allow for oral testing or the use of a scribe when written responses are required.
Use multiple-choice formats instead of fill-in-the-blank or essay responses to lessen the burden of spelling and writing difficulties.
Read test questions aloud to the student to ensure comprehension.

Classroom Instruction Accommodations

Provide a copy of class notes or guided notes to minimize the need for excessive writing.
Use a multisensory approach to instruction, incorporating visual, auditory, and kinesthetic learning methods.
Break assignments into smaller, manageable tasks to prevent cognitive overload.
Allow flexible seating arrangements to minimize distractions.
Provide frequent feedback and positive reinforcement to build confidence and engagement.

Homework and Assignment Accommodations

Reduce the overall workload or modify assignments to focus on essential skills.
Allow the use of alternative assignments, such as video presentations or oral reports.
Extend deadlines for reading and writing-intensive assignments.
Use assistive technology, such as dictation apps or electronic organizers, to support homework completion.
Allow assignments to be completed in multiple formats, including verbal, typed, or recorded responses.

Implementing these accommodations and modifications ensures that students with dyslexia receive the necessary support to succeed in the classroom while fostering confidence and independence in their learning journey.

IEP vs. 504 for Dyslexia: Which Is Better?

One of the most common questions parents and educators ask is: Is a 504 Plan or an IEP better for a student with dyslexia? The answer depends on the individual needs of the student, the level of support required, and the legal protections offered by each plan. Below is a comprehensive comparison of both options to help determine the best choice for a student with dyslexia.

What Is a 504 Plan?

A 504 Plan is a formal plan developed under Section 504 of the Rehabilitation Act of 1973, a civil rights law designed to prevent discrimination against individuals with disabilities. It ensures that students with dyslexia receive accommodations that provide equal access to learning but does not require individualized instruction or specialized services.

Key Features of a 504 Plan for Dyslexia:

Provides accommodations to remove learning barriers (e.g., audiobooks, extended time on tests, preferential seating)
Does not require specialized instruction
Ensures equal access to the general education curriculum
Typically managed by general education teachers and school staff
Easier to qualify for compared to an IEP
Reviewed annually but does not have strict progress monitoring requirements

What Is an IEP?

An Individualized Education Program (IEP) is a legally binding document developed under the Individuals with Disabilities Education Act (IDEA). An IEP provides a more comprehensive level of support, including specialized instruction tailored to meet the student’s unique learning needs.

Key Features of an IEP for Dyslexia:

Provides individualized instruction and interventions
Includes accommodations similar to a 504 Plan but also adds modifications to the curriculum if needed
Requires assessments and progress monitoring to track student improvement
Developed and overseen by a team that includes special education teachers, therapists, and parents
Requires a formal evaluation to determine eligibility under the category of Specific Learning Disability (SLD)
Legally mandates measurable annual goals tailored to the student’s needs

Key Differences Between a 504 Plan and an IEP

Feature	504 Plan	IEP
Legal Basis	Section 504 (Rehabilitation Act)	IDEA (Individuals with Disabilities Education Act)
Who Qualifies?	Students with a disability that impacts learning but does not require specialized instruction	Students with a disability that requires specialized instruction
Accommodations	Yes	Yes
Modifications	No	Yes (changes to curriculum if necessary)
Specialized Instruction	No	Yes
Progress Monitoring	Limited	Required and tracked with measurable goals
Legal Protections	Ensures equal access to education	Guarantees specialized support and services

Which Is Better for a Student with Dyslexia?

The best choice between a 504 Plan and an IEP depends on the student’s level of need:

A 504 Plan may be better for students with mild dyslexia who primarily need accommodations to succeed in a general education setting.
An IEP is usually better for students with more severe dyslexia who require specialized instruction and targeted interventions to improve reading, writing, and language skills.

How to Determine the Right Choice

To decide whether a 504 Plan or an IEP is best for a student with dyslexia, consider the following:

Educational Performance: Is dyslexia significantly impacting the student’s ability to read and write at grade level?
Need for Specialized Instruction: Does the student need targeted interventions beyond general classroom accommodations?
Evaluation Results: What do formal assessments and teacher observations indicate about the student’s progress and challenges?
Parental Input: Parents should work closely with the school to discuss concerns, request evaluations, and determine the level of support needed.
Future Needs: Will the student require long-term assistance, or are temporary accommodations sufficient?

Final Thoughts

While both a 504 Plan and an IEP provide important support for students with dyslexia, they serve different purposes. If the student requires only accommodations without specialized instruction, a 504 Plan may be sufficient. However, if the student struggles significantly and needs intensive intervention, an IEP is the better choice. Consulting with an educational specialist, special education teacher, or school administrator can help make the best decision for the student’s success.

FAQs About Dyslexia IEP Goals for Special Education Teams

Special education teams play a critical role in designing, implementing, and refining IEP goals for students with dyslexia. Below, we’ve compiled specific FAQs addressing the challenges and best practices for setting, tracking, and adapting dyslexia-related IEP goals in classrooms.

1. How Can We Ensure Dyslexia IEP Goals Are Aligned with Evidence-Based Practices?

Dyslexia IEP goals should be grounded in structured literacy approaches that emphasize explicit, systematic instruction in phonemic awareness, decoding, fluency, vocabulary, and comprehension. To ensure alignment:

Use assessments like DIBELS, Acadience, or QRI to establish baselines.
Incorporate Orton-Gillingham-based instruction, such as Wilson Reading or Barton.
Set goals based on mastery of skills, not just exposure to interventions (e.g., instead of “The student will participate in phonics instruction,” specify “The student will apply consonant-vowel-consonant decoding skills with 90% accuracy in three out of four trials.”).

2. What Are the Best Ways to Measure Progress on Dyslexia IEP Goals?

Progress monitoring should include both quantitative and qualitative data:

Formal Measures: DIBELS, AIMSweb, MAP Reading Fluency, Running Records
Informal Measures: Student work samples, teacher observations, structured response journals
Technology-Based Tracking: Lexia, i-Ready, or other adaptive reading tools that generate data reports
Performance-Based Data: Timed fluency readings, dictation assessments, and comprehension rubrics

Consider embedding weekly or biweekly data collection into small-group instruction or one-on-one interventions.

3. How Can We Adapt Dyslexia IEP Goals for Middle and High School Students?

As students advance beyond foundational phonics instruction, dyslexia IEP goals should shift to higher-level literacy skills, including comprehension, written expression, and self-advocacy. Examples:

Reading Comprehension: “By the end of the semester, the student will independently use graphic organizers to summarize a grade-level text in three out of four trials with 80% accuracy.”
Writing Organization: “The student will compose a five-paragraph essay using a structured template with correct paragraph structure in three out of five writing assignments.”
Self-Advocacy: “Given a challenging reading task, the student will request and utilize assistive technology (audiobooks, speech-to-text) in four out of five instances.”

4. How Do We Ensure General Education Teachers Are Implementing Accommodations Effectively?

Successful implementation requires ongoing training and collaboration between special education and general education staff. Strategies include:

Classroom Coaching: Model strategies for differentiating text complexity, scaffolding assignments, and integrating assistive tech.
Accommodation Checklists: Provide teachers with a reference sheet for implementing dyslexia accommodations (e.g., audio versions of texts, reduced reading load, alternative response formats).
Collaborative Planning: Include general education teachers in IEP meetings to ensure feasibility of supports within their classroom structure.

5. How Should We Modify Standardized IEP Goals for Students Receiving Intensive Intervention?

Students receiving Tier 3 or intensive reading interventions may need more individualized goals that reflect their unique rate of progress. Consider:

Smaller, Incremental Goals: Instead of “The student will read 100 words per minute,” start with “The student will increase oral reading fluency by 10 words per minute every six weeks.”
Flexible Progress Measures: Allow mastery demonstrations across various formats (oral reading, dictation, digital tools).
Multi-Tiered Data Integration: Ensure IEP goals align with RtI/MTSS progress monitoring frameworks to avoid redundancy.

6. What Do We Do When a Student Is Not Meeting Their Dyslexia IEP Goals?

If a student is consistently not meeting their dyslexia-related IEP goals, consider the following steps:

Analyze the Intervention: Is the reading intervention program evidence-based? Is it being implemented with fidelity?
Assess Skill Breakdown: Does the issue stem from phonemic awareness, decoding, fluency, or comprehension? Adjust the goal accordingly.
Increase Support Intensity: Consider increasing intervention time or moving to a smaller group setting.
Adjust Accommodations: If assistive technology or modifications aren’t being fully utilized, revisit the student’s needs with teachers and family.
Revise Goals as Needed: If progress is minimal, an IEP team meeting should discuss whether goals need to be broken into smaller steps or adapted to a different instructional focus.

7. How Can We Integrate Assistive Technology into Dyslexia IEP Goals?

Assistive technology should be embedded as a tool for access, not a substitute for skill-building. Effective ways to integrate it into IEP goals include:

Speech-to-Text: “Given access to speech-to-text software, the student will compose a three-sentence response with correct punctuation in three out of four writing assignments.”
Audiobooks/Text-to-Speech: “Using audiobooks, the student will follow along with a grade-level novel and answer comprehension questions with 80% accuracy.”
Digital Graphic Organizers: “With digital mind-mapping software, the student will organize main ideas and details before writing in three out of four assignments.”

8. What Role Do Executive Function Skills Play in Dyslexia IEP Goals?

Dyslexia is often accompanied by executive function challenges, such as difficulty with organization, memory, and time management. Addressing these skills in an IEP can improve academic success. Examples:

Task Initiation: “With a visual schedule, the student will begin independent reading tasks within two minutes in four out of five trials.”
Organization: “The student will use a color-coded system to track assignments and deadlines with 80% independence.”
Working Memory: “Given verbal prompts, the student will recall and apply three out of four learned phonics rules during writing tasks.”

Conclusion

Creating effective dyslexia IEP goals for students requires a thoughtful, research-based approach that aligns with structured literacy principles and individualized student needs. Special education teams play a vital role in designing goals that are measurable, attainable, and tailored to support reading fluency, comprehension, and written expression.

By integrating evidence-based interventions, consistent progress monitoring, and meaningful accommodations, educators can help students with dyslexia build confidence and develop essential literacy skills. Collaboration between special education staff, general education teachers, and families ensures that these supports are implemented effectively in the classroom.

As the field of dyslexia education continues to evolve, staying informed about best practices and adapting IEPs to meet each student’s unique learning profile remains a key priority.

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