Social-Emotional & Communication IEP goals for Dyslexia
31 social-emotional & communication templates across 2 skills: self-advocacy, requesting help. Each opens in the builder with a matching data sheet.
31 templates · 2 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.
Self-Advocacy Social-Emotional & Communication
Request a listed accommodation when a task calls for it
Requesting IEP accommodations in the moment
By the annual IEP review date, when given a classroom task or assessment for which one of their IEP accommodations applies, the student will request the accommodation by naming it to the teacher (spoken, written, signed, or shown on an accommodation card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly across at least two class periods.
Describe own learning strengths, needs, and helpful supports
Describing own strengths, needs, and supports
By the annual IEP review date, when asked by an adult to describe themselves as a learner during a scheduled self-advocacy interview, the student will describe their learning strengths, needs, and helpful supports independently, earning a score of at least 6 out of 8 on a 4-row self-advocacy statement rubric scored 0–2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
Lead parts of their own IEP meeting
Participating in own IEP meeting
By the annual IEP review date, during a scheduled rehearsal of their IEP meeting presentation, the student will carry out their IEP meeting participation plan using a visual agenda of their participation steps, performing at least 5 of 7 steps independently, across 2 consecutive rehearsals and the IEP meeting, as measured by a task-analysis checklist collected every two weeks during rehearsals.
Explain a needed support to an unfamiliar adult
Explaining supports to an unfamiliar adult
By the annual IEP review date, when working with a substitute teacher, new staff member, or other unfamiliar adult, the student will tell the adult one support they use and how the adult can provide it (such as "I use a calculator for word problems. Could you get me one?") independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned probes plus any naturally occurring opportunities.
Ask a teacher for an extension before an assignment is late
Requesting a deadline extension or workload adjustment
By the annual IEP review date, when they are not going to finish an assignment by the due date and an extension applies under their IEP, the student will ask the teacher for an extension before the due date, naming the assignment and proposing a new date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with the gradebook.
Set up and attend a meeting with a teacher or counselor about a concern
Scheduling and holding a meeting with a staff member
By the annual IEP review date, when they have a concern about a grade, schedule, support, or situation at school that requires a staff member's help, the student will arrange and carry out a meeting with the staff member about the concern, performing at least 6 of 7 steps independently, across 3 consecutive meetings, as measured by a task-analysis checklist collected after each meeting, at least monthly.
Requesting Help Social-Emotional & Communication
Request help when stuck during independent work
Requesting help when stuck during independent work
By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.
Ask a clarifying question when an assignment is unclear
Asking a clarifying question about an assignment
By the annual IEP review date, when an assignment's directions, format, or due date is unclear to them, the student will ask the teacher a clarifying question that names the unclear part (such as "Do we do all of them or just the odds?", "Is this due tomorrow?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus observed natural events.
Attend a help session when a grade or assignment is at risk
Using school help resources
By the annual IEP review date, when their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late, the student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during grade reviews, confirmed with sign-in sheets or staff.
Ask for a worked example before starting a new task type
Requesting a model or example
By the annual IEP review date, when assigned a task type they have not done before or have not done in several weeks, the student will ask the teacher to show an example or model the first item before they begin (such as "Can you show me one first?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus observed new tasks.
Ask for help on a long-term assignment before the due date
Asking for help before a deadline
By the annual IEP review date, when a long-term assignment (project, essay, lab report) is assigned with a due date at least one week away, the student will ask the teacher or case manager for help with a specific part of the assignment at least 2 school days before the due date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with teachers.
Ask the librarian for help finding a source
Asking a librarian or media specialist
By the annual IEP review date, during a research project in the school library or media center, the student will ask the librarian or media specialist for help by naming the topic and the kind of source they need independently in at least 3 of 4 opportunities, across 2 consecutive research projects, as measured by direct observation collected during each research project.
Self-advocacy, requesting help, peer interaction, conflict resolution, and regulation. 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 20 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 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 social-emotional goals measured for students with dyslexia?
By opportunities in which the student used a taught skill, frequency of a behavior during a period, latency to use a strategy after a cue, or a rubric for multi-part skills. The behavior is defined so two observers would agree.
Should the goal name the strategy?
Yes, when the strategy is observable: 'request a break using a card' or 'state the problem and one solution'. That makes the goal countable and tells staff what to teach.
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