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Dyslexia IEP Goals: A Complete Guide and Goal Bank
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Introduction
Dyslexia is a learning disorder that can affect an individual's ability to read, spell, and write. It is most commonly characterized by difficulties with phonological processing, which refers to the ability to identify and manipulate the sounds in language.
The clinical definition of dyslexia is defined as a specific learning disorder that is neurological in origin. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), dyslexia is characterized by:
- Difficulty with accurate and/or fluent word recognition
- Difficulty with spelling
- Difficulty with decoding, which refers to the ability to read words accurately and fluently
- Difficulty with phonological processing, which may include difficulty with recognizing and manipulating the sounds in language
- Difficulty with reading comprehension
To be diagnosed with dyslexia, an individual must experience significant difficulties with reading and writing that are not primarily attributable to other factors, such as a lack of education or intellectual disability. Diagnosis typically involves a comprehensive evaluation that includes assessment of reading, writing, and language skills, as well as cognitive and academic abilities.
IEP Goals for Dyslexia
Individualized Education Program (IEP) goals for students with dyslexia should be tailored to meet their specific needs and address the areas in which they are struggling. Here are some general guidelines for writing IEP goals for dyslexia:
- Identify the areas of difficulty: Start by identifying the specific areas in which the student is struggling. This might include decoding, phonological awareness, reading fluency, reading comprehension, spelling, or written expression.
- Make the goals specific, measurable, and achievable: Goals should be specific and measurable, so that progress can be tracked and adjustments can be made as needed. For example, a goal might be to increase the student's reading accuracy from 75% to 90% by the end of the school year.
- Use evidence-based interventions: Goals should be aligned with evidence-based interventions that have been shown to be effective for students with dyslexia. For example, if the student is struggling with decoding, the goal might be to improve their ability to decode words using a specific phonics program.
- Consider the student's strengths and interests: Goals should also take into account the student's strengths and interests, as these can be used to engage the student and promote motivation.
By setting clear, measurable goals and providing targeted interventions and accommodations, an IEP can help students with Dyslexia overcome the challenges they face in school and achieve academic and personal success. After developing your IEP goals, you and your team will want to make sure you are properly tracking and monitoring the IEP SMART goals.
Example Dyslexia IEP Goals for Primary Students:
- By the end of the school year, the student will be able to identify all letter names and corresponding sounds with 90% accuracy.
- By the end of the school year, the student will be able to decode CVC words with 80% accuracy.
- By the end of the school year, the student will be able to read and comprehend simple sentences with 75% accuracy.
- By the end of the school year, the student will be able to spell high-frequency sight words with 75% accuracy.
- By the end of the school year, the student will be able to use phonemic awareness skills to blend and segment words with 80% accuracy.
- By the end of the school year, the student will be able to read and comprehend grade-level text with 70% accuracy.
- By the end of the school year, the student will be able to write simple sentences with appropriate capitalization, punctuation, and spelling with 70% accuracy.
- By the end of the school year, the student will be able to recognize and use common prefixes and suffixes with 70% accuracy.
- By the end of the school year, the student will be able to use context clues to determine the meaning of unfamiliar words with 75% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
Example Dyslexia IEP Goals for Intermediate Students:
- By the end of the school year, the student will be able to read grade-level text with 80% accuracy and appropriate comprehension.
- By the end of the school year, the student will be able to spell grade-level words with 85% accuracy.
- By the end of the school year, the student will be able to use context clues to determine the meaning of unfamiliar words with 80% accuracy.
- By the end of the school year, the student will be able to identify and use common prefixes, suffixes, and root words to decode and understand new vocabulary with 75% accuracy.
- By the end of the school year, the student will be able to use a variety of reading comprehension strategies (e.g., summarizing, making connections, asking questions) to improve comprehension and retell main ideas with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of writing strategies (e.g., planning, drafting, revising) to produce clear, organized writing that demonstrates appropriate grammar and syntax with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of spelling strategies (e.g., phonetic analysis, visual memory, morphological analysis) to spell unfamiliar words with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
- By the end of the school year, the student will be able to read aloud with appropriate fluency and expression, with attention to punctuation, intonation, and phrasing, with 75% accuracy.
- By the end of the school year, the student will be able to use digital tools (e.g., text-to-speech, speech-to-text, graphic organizers) to support reading and writing tasks with increasing independence.
Example Dyslexia IEP Goals for Intermediate Students:
- By the end of the school year, the student will be able to read grade-level text with 85% accuracy and appropriate comprehension.
- By the end of the school year, the student will be able to use a variety of reading comprehension strategies (e.g., summarizing, making connections, asking questions) to improve comprehension and retell main ideas with 85% accuracy.
- By the end of the school year, the student will be able to use context clues to determine the meaning of unfamiliar words with 85% accuracy.
- By the end of the school year, the student will be able to identify and use common prefixes, suffixes, and root words to decode and understand new vocabulary with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of writing strategies (e.g., planning, drafting, revising) to produce clear, organized writing that demonstrates appropriate grammar and syntax with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of spelling strategies (e.g., phonetic analysis, visual memory, morphological analysis) to spell unfamiliar words with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
- By the end of the school year, the student will be able to read aloud with appropriate fluency and expression, with attention to punctuation, intonation, and phrasing, with 80% accuracy.
- By the end of the school year, the student will be able to use digital tools (e.g., text-to-speech, speech-to-text, graphic organizers) to support reading and writing tasks with increasing independence.
- By the end of the school year, the student will be able to identify personal strengths and challenges related to dyslexia and develop a plan to self-advocate for accommodations and supports in academic and social settings.
Example Dyslexia IEP Goals for High School Students
- By the end of the school year, the student will be able to read grade-level text with 90% accuracy and appropriate comprehension.
- By the end of the school year, the student will be able to use a variety of reading comprehension strategies (e.g., summarizing, making connections, asking questions) to improve comprehension and analyze complex texts with 85% accuracy.
- By the end of the school year, the student will be able to use context clues and word analysis skills to determine the meaning of unfamiliar words with 90% accuracy.
- By the end of the school year, the student will be able to use a variety of writing strategies (e.g., planning, drafting, revising) to produce clear, organized writing that demonstrates appropriate grammar and syntax with 85% accuracy.
- By the end of the school year, the student will be able to use a variety of spelling strategies (e.g., phonetic analysis, visual memory, morphological analysis) to spell unfamiliar words with 85% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
- By the end of the school year, the student will be able to read aloud with appropriate fluency and expression, with attention to punctuation, intonation, and phrasing, with 85% accuracy.
- By the end of the school year, the student will be able to use digital tools (e.g., text-to-speech, speech-to-text, graphic organizers) to support reading and writing tasks with increasing independence.
- By the end of the school year, the student will be able to advocate for themselves and effectively communicate with teachers and peers about their learning needs related to dyslexia.
- By the end of the school year, the student will be able to develop strategies for managing time and organizing materials to support academic success, such as using checklists, breaking down assignments, and setting goals.
Introduction
Dyslexia is a learning disorder that can affect an individual's ability to read, spell, and write. It is most commonly characterized by difficulties with phonological processing, which refers to the ability to identify and manipulate the sounds in language.
The clinical definition of dyslexia is defined as a specific learning disorder that is neurological in origin. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), dyslexia is characterized by:
- Difficulty with accurate and/or fluent word recognition
- Difficulty with spelling
- Difficulty with decoding, which refers to the ability to read words accurately and fluently
- Difficulty with phonological processing, which may include difficulty with recognizing and manipulating the sounds in language
- Difficulty with reading comprehension
To be diagnosed with dyslexia, an individual must experience significant difficulties with reading and writing that are not primarily attributable to other factors, such as a lack of education or intellectual disability. Diagnosis typically involves a comprehensive evaluation that includes assessment of reading, writing, and language skills, as well as cognitive and academic abilities.
IEP Goals for Dyslexia
Individualized Education Program (IEP) goals for students with dyslexia should be tailored to meet their specific needs and address the areas in which they are struggling. Here are some general guidelines for writing IEP goals for dyslexia:
- Identify the areas of difficulty: Start by identifying the specific areas in which the student is struggling. This might include decoding, phonological awareness, reading fluency, reading comprehension, spelling, or written expression.
- Make the goals specific, measurable, and achievable: Goals should be specific and measurable, so that progress can be tracked and adjustments can be made as needed. For example, a goal might be to increase the student's reading accuracy from 75% to 90% by the end of the school year.
- Use evidence-based interventions: Goals should be aligned with evidence-based interventions that have been shown to be effective for students with dyslexia. For example, if the student is struggling with decoding, the goal might be to improve their ability to decode words using a specific phonics program.
- Consider the student's strengths and interests: Goals should also take into account the student's strengths and interests, as these can be used to engage the student and promote motivation.
By setting clear, measurable goals and providing targeted interventions and accommodations, an IEP can help students with Dyslexia overcome the challenges they face in school and achieve academic and personal success. After developing your IEP goals, you and your team will want to make sure you are properly tracking and monitoring the IEP SMART goals.
Example Dyslexia IEP Goals for Primary Students:
- By the end of the school year, the student will be able to identify all letter names and corresponding sounds with 90% accuracy.
- By the end of the school year, the student will be able to decode CVC words with 80% accuracy.
- By the end of the school year, the student will be able to read and comprehend simple sentences with 75% accuracy.
- By the end of the school year, the student will be able to spell high-frequency sight words with 75% accuracy.
- By the end of the school year, the student will be able to use phonemic awareness skills to blend and segment words with 80% accuracy.
- By the end of the school year, the student will be able to read and comprehend grade-level text with 70% accuracy.
- By the end of the school year, the student will be able to write simple sentences with appropriate capitalization, punctuation, and spelling with 70% accuracy.
- By the end of the school year, the student will be able to recognize and use common prefixes and suffixes with 70% accuracy.
- By the end of the school year, the student will be able to use context clues to determine the meaning of unfamiliar words with 75% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
Example Dyslexia IEP Goals for Intermediate Students:
- By the end of the school year, the student will be able to read grade-level text with 80% accuracy and appropriate comprehension.
- By the end of the school year, the student will be able to spell grade-level words with 85% accuracy.
- By the end of the school year, the student will be able to use context clues to determine the meaning of unfamiliar words with 80% accuracy.
- By the end of the school year, the student will be able to identify and use common prefixes, suffixes, and root words to decode and understand new vocabulary with 75% accuracy.
- By the end of the school year, the student will be able to use a variety of reading comprehension strategies (e.g., summarizing, making connections, asking questions) to improve comprehension and retell main ideas with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of writing strategies (e.g., planning, drafting, revising) to produce clear, organized writing that demonstrates appropriate grammar and syntax with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of spelling strategies (e.g., phonetic analysis, visual memory, morphological analysis) to spell unfamiliar words with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
- By the end of the school year, the student will be able to read aloud with appropriate fluency and expression, with attention to punctuation, intonation, and phrasing, with 75% accuracy.
- By the end of the school year, the student will be able to use digital tools (e.g., text-to-speech, speech-to-text, graphic organizers) to support reading and writing tasks with increasing independence.
Example Dyslexia IEP Goals for Intermediate Students:
- By the end of the school year, the student will be able to read grade-level text with 85% accuracy and appropriate comprehension.
- By the end of the school year, the student will be able to use a variety of reading comprehension strategies (e.g., summarizing, making connections, asking questions) to improve comprehension and retell main ideas with 85% accuracy.
- By the end of the school year, the student will be able to use context clues to determine the meaning of unfamiliar words with 85% accuracy.
- By the end of the school year, the student will be able to identify and use common prefixes, suffixes, and root words to decode and understand new vocabulary with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of writing strategies (e.g., planning, drafting, revising) to produce clear, organized writing that demonstrates appropriate grammar and syntax with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of spelling strategies (e.g., phonetic analysis, visual memory, morphological analysis) to spell unfamiliar words with 80% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
- By the end of the school year, the student will be able to read aloud with appropriate fluency and expression, with attention to punctuation, intonation, and phrasing, with 80% accuracy.
- By the end of the school year, the student will be able to use digital tools (e.g., text-to-speech, speech-to-text, graphic organizers) to support reading and writing tasks with increasing independence.
- By the end of the school year, the student will be able to identify personal strengths and challenges related to dyslexia and develop a plan to self-advocate for accommodations and supports in academic and social settings.
Example Dyslexia IEP Goals for High School Students
- By the end of the school year, the student will be able to read grade-level text with 90% accuracy and appropriate comprehension.
- By the end of the school year, the student will be able to use a variety of reading comprehension strategies (e.g., summarizing, making connections, asking questions) to improve comprehension and analyze complex texts with 85% accuracy.
- By the end of the school year, the student will be able to use context clues and word analysis skills to determine the meaning of unfamiliar words with 90% accuracy.
- By the end of the school year, the student will be able to use a variety of writing strategies (e.g., planning, drafting, revising) to produce clear, organized writing that demonstrates appropriate grammar and syntax with 85% accuracy.
- By the end of the school year, the student will be able to use a variety of spelling strategies (e.g., phonetic analysis, visual memory, morphological analysis) to spell unfamiliar words with 85% accuracy.
- By the end of the school year, the student will be able to use a variety of strategies to self-monitor and correct errors in reading and writing with increasing independence.
- By the end of the school year, the student will be able to read aloud with appropriate fluency and expression, with attention to punctuation, intonation, and phrasing, with 85% accuracy.
- By the end of the school year, the student will be able to use digital tools (e.g., text-to-speech, speech-to-text, graphic organizers) to support reading and writing tasks with increasing independence.
- By the end of the school year, the student will be able to advocate for themselves and effectively communicate with teachers and peers about their learning needs related to dyslexia.
- By the end of the school year, the student will be able to develop strategies for managing time and organizing materials to support academic success, such as using checklists, breaking down assignments, and setting goals.
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