Writing IEP goals for Dyslexia
97 writing templates across 5 skills: spelling, capitalization, punctuation & grammar, written expression, sentence construction, paragraph organization. Each opens in the builder with a matching data sheet.
97 templates · 5 skills · Pre-K, 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.
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.
Begin each sentence with a capital letter in own writing
Capital letter at the start of a sentence
By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
End each sentence with the correct punctuation mark in own writing
End punctuation in own writing
By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Written Expression Writing
Write correct word sequences on timed story-starter probes
Writing production and fluency (CBM story starters)
By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write a constructed response that answers, cites, and explains
Text-based constructed responses
By the annual IEP review date, given a short text at the student's instructional reading level and a written question about it, the student will write a constructed response that answers the question, cites evidence from the text, and explains how the evidence supports the answer independently, earning a score of at least 6 out of 8 on an 8-point constructed-response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Sentence Construction Writing
Edit a passage for capitalization and punctuation
Capitalization and end punctuation
By the annual IEP review date, given a short passage containing 15 errors in capitalization (sentence beginnings, proper nouns, and the pronoun I) and end punctuation, the student will edit the passage by marking and correcting each capitalization and punctuation error independently with at least 85% accuracy on embedded capitalization and punctuation errors, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Sort complete sentences from fragments
Recognizing complete and incomplete sentences
By the annual IEP review date, given 10 written word groups, half complete sentences and half fragments, the student will mark each word group as a complete sentence or not and fix each fragment by adding the missing part independently with at least 90% accuracy on word groups, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Paragraph Organization Writing
Write a summary paragraph of an informational text
Summary paragraph
By the annual IEP review date, after reading an informational text of 300 to 500 words at the student's instructional level, the student will write a summary paragraph that states the main idea and the key supporting details in the student's own words independently, earning a score of at least 6 out of 8 on an 8-point summary paragraph rubric, on 3 of 4 consecutive scored summaries, as measured by a defined scoring rubric collected every two weeks.
Write a body paragraph with a point, evidence, and explanation
Body paragraph with evidence and explanation
By the annual IEP review date, given a claim, a short text at the student's reading level, and 20 minutes to write, the student will write a body paragraph that states a point supporting the claim, gives evidence from the text, explains how the evidence supports the point, and links back to the claim independently, earning a score of at least 10 out of 12 on a 12-point body paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Sentences, paragraphs, written expression, 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 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 14 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 63 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 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 writing measures work for students with dyslexia?
Rubrics with defined criteria for written expression, counts of correct writing sequences on a timed sample, percent of sentences with correct mechanics, and task-analysis steps for the writing process. Allow typing or dictation in the condition when handwriting is not the target.
Should the goal address handwriting or composition?
Measure one thing per goal. If letter formation is the barrier, use a handwriting or fine motor goal; if ideas and organization are, use a written expression goal with the output mode stated.
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