Math IEP goals for Dyslexia
21 math templates across 6 skills: math problem solving, fractions, patterns, data & graphs, number sense, multiplication & division, addition & subtraction. Each opens in the builder with a matching data sheet.
21 templates · 6 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Math Problem Solving Math
Solve one-step addition and subtraction word problems
One-step addition and subtraction word problems
By the annual IEP review date, given 10 one-step addition and subtraction word problems within 100, including compare and start-unknown problems, with text read aloud on request, the student will write an equation and the answer for each problem independently with at least 80% accuracy on one-step word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Identify the problem type and operation before solving
Identifying problem type and operation
By the annual IEP review date, when given a one-step word problem, before solving it, the student will name the problem type (total, difference, change, equal groups, or comparison) and the operation to use independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Fractions Math
Solve one-step fraction word problems in context
Fraction word problems
By the annual IEP review date, given 10 one-step word problems involving fractions in recipes, measurement, time or sharing, with text read aloud on request, the student will write an equation with fractions and the answer with a label for each problem independently with at least 80% accuracy on fraction word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Solve and explain a fraction word problem
Explaining fraction word problems
By the annual IEP review date, given a one- or two-step fraction word problem with text read aloud on request, the student will draw a model, write an equation, solve, and explain the answer in words independently, earning a score of at least 7 out of 8 on a 4-row fraction problem rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Answer questions from a picture graph or bar graph
Reading picture and bar graphs
By the annual IEP review date, given a picture graph or bar graph with 3 to 4 categories and 5 questions, including how many, which is most, and how many more, the student will answer each question using the graph independently with at least 90% accuracy on graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Read graphs and charts in content-area textbooks
Reading graphs in science and social studies texts
By the annual IEP review date, given a graph or chart from the current science or social studies text and 5 questions, the student will read the title, axes and key, then answer each question using the graph independently with at least 85% accuracy on content-area graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Number Sense Math
Read number words and match them to numerals
Number words
By the annual IEP review date, given 10 printed number words from zero to twenty, the student will read each number word aloud and write the matching numeral independently with at least 90% accuracy on number words, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Read multi-digit numbers on a timed probe
Number identification fluency (multi-digit)
By the annual IEP review date, given a 1-minute probe of randomly ordered three- and four-digit numbers, including numbers with zeros, the student will read each number aloud using place value names independently at a rate of at least 20 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Solve equal-groups problems with the unknown anywhere
Equal-groups story problems
By the annual IEP review date, given 9 equal-groups story problems within 100, three each with the total, the group size or the number of groups unknown, with text read aloud on request, the student will draw an equal-groups diagram, mark the unknown, write an equation, and solve each problem with a label independently with at least 85% accuracy on equal-groups problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Solve temperature, money and elevation change problems
Positive and negative numbers in context
By the annual IEP review date, given 10 word problems involving temperature changes, money owed and paid, or elevation, with text read aloud on request, the student will write an integer expression for each problem, solve it, and write the answer with a unit independently with at least 80% accuracy on integer word problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Number sense, operations, fractions, and problem solving. 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 15 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 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.
How are math goals measured for students with dyslexia?
With accuracy on problem sets, digits correct per minute on fact probes, and percent of word problems solved with a defined strategy. The goal states whether tools such as number lines or calculators are part of the condition.
Should math goals be timed?
Rate measures suit fact fluency; accuracy measures suit computation and problem solving. If timing is a barrier for the student, choose accuracy with a fixed item set.
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