Transition & Postsecondary Skills IEP goals for Dyslexia
12 transition & postsecondary skills templates across 5 skills: transition-related skills, career exploration, job seeking & applications, postsecondary education readiness, vocational & work readiness. Each opens in the builder with a matching data sheet.
12 templates · 5 skills · 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Transition-Related Skills Transition & Postsecondary Skills
Name accommodations for a job or training setting
Connecting own accommodations to future settings
By the annual IEP review date, during a transition planning activity that describes a job, training, or volunteer setting, the student will name one current accommodation and explain how it could help with a specific task in that setting independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned practice opportunities.
Lead part of own IEP meeting
Student-led IEP meeting
By the annual IEP review date, during the annual IEP meeting, using a prepared one-page profile or slide deck, the student will present the student-led portion of the IEP meeting independently, earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings, as measured by a defined scoring rubric collected at each practice meeting (monthly) and at the annual meeting.
Career Exploration Transition & Postsecondary Skills
Sort a job posting into duties and requirements
Reading job descriptions
By the annual IEP review date, given a printed job posting for an entry-level job and two highlighters, the student will mark each line of the posting as a duty or a requirement independently with at least 90% accuracy on posting statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Use a career website to find matching jobs
Using career search tools
By the annual IEP review date, given a career search website on a classroom device and own interest results, the student will search the career website by own interests and record jobs that match, performing at least 6 of 7 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the career unit.
Job Seeking & Applications Transition & Postsecondary Skills
Set up a job search account and profile
Online job applications
By the annual IEP review date, given a job search website, a school-approved email address and a personal information card, the student will create the job site account, complete the profile and store the login safely, performing at least 7 of 8 steps independently, on 2 consecutive account setups, as measured by a task-analysis checklist collected at each setup, with a practice site between real ones.
Fill in practice new-hire forms
New-hire paperwork
By the annual IEP review date, given fictional practice copies of common new-hire forms and a fictional persona card, the student will fill in each required field of the practice new-hire forms independently with at least 90% accuracy on required form fields, on 3 consecutive practice sets, as measured by work-sample analysis collected every two weeks.
Postsecondary Education Readiness Transition & Postsecondary Skills
Read a course syllabus for key information
Reading a course syllabus
By the annual IEP review date, given a sample college course syllabus and a syllabus question sheet, the student will find and record the instructor contact, office hours, grading, due dates, absence rules and accommodation statement independently with at least 90% accuracy on syllabus questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Vocational & Work Readiness Transition & Postsecondary Skills
File documents in alphabetical or number order
Office tasks
By the annual IEP review date, given a stack of documents or folders and a filing drawer ordered by last name, the student will file each document in its correct place in the drawer or box independently with at least 95% accuracy on documents filed, on 3 consecutive filing sessions, as measured by work-sample analysis collected at each filing session.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. 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 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.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.
What transition goals fit students with dyslexia?
Career exploration, job seeking, postsecondary education, independent living, personal finance, community access, and self-determination goals, chosen from age-appropriate transition assessments and the student's own goals. Each annual goal should build toward a measurable postsecondary goal.
How are transition goals measured?
With task-analysis steps for routines like applications and bus routes, rubrics for products like resumes and career profiles, and opportunities for skills practiced in the community. The disability informs supports, not the measure.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.