IEP goals for Dyslexia
577 templates across 47 skills in 11 areas, led by reading, writing, and executive function. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
577 templates · 47 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Phonics & Decoding Reading
Say letter sounds on a timed probe
Letter-sound correspondence
By the annual IEP review date, given a 1-minute probe of randomly ordered lowercase letters, the student will say the most common sound for each letter or letter combination in order independently at a rate of at least 40 correct letter sounds per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Decode closed-syllable and silent-e words
One-syllable word patterns
By the annual IEP review date, given a list of 20 unfamiliar one-syllable words mixing closed-syllable (CVC, CCVC, CVCC) and silent-e (CVCe) patterns, the student will read each word aloud independently with at least 90% accuracy on the word list, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Reading Fluency Reading
Read an unpracticed passage aloud (words correct per minute)
Oral reading rate
By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 72 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Read connected text accurately
Oral reading accuracy
By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud independently with at least 96% accuracy on words read in the passage, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Phonological Awareness Reading
Segment spoken words into phonemes (timed)
Phoneme segmentation
By the annual IEP review date, given a 1-minute oral probe of spoken one-syllable words with two to four phonemes, the student will say each individual sound in each spoken word independently at a rate of at least 35 sounds correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Blend spoken phonemes into words
Phoneme blending
By the annual IEP review date, given 10 words presented orally as separate phonemes with about a one-second pause between sounds, the student will blend the sounds and say the whole word aloud independently with at least 80% accuracy on oral blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Spelling Writing
Spell dictated short-vowel words
Short-vowel words with blends and digraphs
By the annual IEP review date, given 10 dictated unpracticed one-syllable short-vowel words with consonant blends and digraphs, the student will spell each dictated word in writing independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell words with silent-e, vowel-team, and r-controlled patterns
Long-vowel and r-controlled patterns
By the annual IEP review date, given 15 dictated unpracticed one-syllable words with silent-e, vowel-team, and r-controlled vowel patterns, the student will spell each dictated target word in writing independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Letter Names & Sounds Reading
Name uppercase letters shown in random order
Uppercase letter naming
By the annual IEP review date, given 26 uppercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on uppercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Name lowercase letters shown in random order
Lowercase letter naming
By the annual IEP review date, given 26 lowercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on lowercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Reading Comprehension Reading
Answer literal questions about a passage
Literal questions
By the annual IEP review date, after reading an unpracticed instructional-level passage and given 10 literal questions about it, with the passage available for look-backs, the student will answer who, what, where, when, and why questions about details stated in the passage independently with at least 80% accuracy on literal comprehension questions, on 3 of 4 consecutive weekly passages, as measured by work-sample analysis collected weekly.
Identify the main idea of informational text
Main idea and details
By the annual IEP review date, given 5 unpracticed informational paragraphs at the student's instructional level in which the main idea is not directly stated, the student will state or write the main idea of each paragraph in a sentence and name one supporting detail independently with at least 80% accuracy on main idea and supporting detail responses, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Vocabulary Reading
Determine word meaning from context clues
Context clues
By the annual IEP review date, given 10 unfamiliar words underlined in instructional-level passages that contain definition, synonym, antonym, or example clues, the student will state or write the meaning of each underlined word and identify the clue words in the text independently with at least 80% accuracy on context-clue items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Use prefixes, suffixes, and roots to find meaning
Morphology
By the annual IEP review date, given 10 unfamiliar words built from taught Greek and Latin roots, prefixes, and suffixes, the student will identify the meaningful parts of each word and state a meaning for the whole word independently with at least 80% accuracy on word-part items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Sight Word Recognition Reading
Read a set of high-frequency words
High-frequency word recognition
By the annual IEP review date, given a set of 25 high-frequency words from the student's current instructional word list, presented one at a time on cards in random order, the student will read each word aloud within 3 seconds of seeing it independently with at least 90% accuracy on the word set, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Read high-frequency words on a timed list
High-frequency word fluency
By the annual IEP review date, given a 1-minute timed list of previously taught high-frequency words in random order, the student will read the words aloud in order independently at a rate of at least 40 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
All 47 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Reading
Writing
Executive Function
Social-Emotional & Communication
Speech & Language
Motor & Sensory Skills (OT, PT & Adapted PE)
Math
Transition & Postsecondary Skills
Functional & Independence Skills
Behavior & Classroom Expectations
Science, Social Studies & Digital Literacy
Goals for students with dyslexia: phonological awareness, decoding, fluency, and spelling. Dyslexia is usually served under Specific Learning Disability. The goals below target the reading skills most often affected: phonological awareness, phonics and decoding, sight word recognition, fluency, and spelling, each measured with probes or word lists that can be repeated weekly.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 52 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 290 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 113 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 6 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 74 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 26 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 6 goals here
Frequently asked questions
Can an IEP say 'dyslexia'?
Yes. The U.S. Department of Education confirmed in 2015 that nothing in IDEA prohibits using the terms dyslexia, dyscalculia, or dysgraphia in evaluations, eligibility determinations, or IEP documents. The eligibility category is still Specific Learning Disability in most states.
How are decoding and fluency goals measured?
Decoding goals usually use accuracy on a word list or nonsense-word probe. Fluency goals use words correct per minute on an unpracticed passage at the student's instructional level, measured with curriculum-based measurement probes.
Should a reading goal include the program name?
No. A goal describes the skill and the criterion, not the curriculum. Programs change; the measurable skill stays the same. Name the program, if needed, in the services section.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.