Reading IEP goals for Orthopedic Impairment
11 reading templates across 6 skills: letter names & sounds, phonological awareness, print concepts & early literacy, phonics & decoding, sight word recognition, vocabulary. Each opens in the builder with a matching data sheet.
11 templates · 6 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.
Letter Names & Sounds Reading
Locate letters on a keyboard
Keyboard letter location
By the annual IEP review date, given a 1-minute probe of dictated letter names and a standard keyboard, the student will press the key for each dictated letter independently at a rate of at least 25 letters correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Select a named letter using eye gaze, a switch, or pointing
Adapted-response letter identification
By the annual IEP review date, given 2 letters displayed on an eye-gaze board or device screen and the spoken name of one of them, the student will select the named letter using the agreed access method independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Phonological Awareness Reading
Onset-rime blending with picture choices
Pointing and AAC response formats
By the annual IEP review date, given a word spoken as onset and rime and a field of 3 pictures, one of which is the word, the student will select the picture that shows the blended word independently with at least 85% accuracy on onset-rime blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Tap a dot or switch per sound
Pointing and AAC response formats
By the annual IEP review date, given a spoken CVC word and a card with 4 dots in a row, the student will touch one dot or press the switch once for each sound in the word independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Print Concepts & Early Literacy Reading
Turn adapted e-book pages with a switch
Book handling with switches and devices
By the annual IEP review date, during shared reading of an adapted e-book on a tablet with a single switch set to turn the page, the student will read through the adapted e-book with the switch, turning each page when the adult finishes reading, performing at least 4 of 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
Phonics & Decoding Reading
Match a silently read word to its picture
Decoding with pointing and AAC responses
By the annual IEP review date, given a printed decodable word and a field of 3 pictures whose names differ by one sound (such as cat, cap, cot), the student will select the picture that matches the printed word independently with at least 85% accuracy on printed words matched to pictures, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Choose the spoken word among printed look-alikes
Decoding with pointing and AAC responses
By the annual IEP review date, given a spoken word and 4 printed decodable words that differ by one letter (such as ship, chip, shop, shin), the student will select the printed word that matches the spoken word independently in at least 9 of 12 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Sight Word Recognition Reading
Select the right word from a word-prediction list
Word prediction with AAC
By the annual IEP review date, while typing a dictated sentence with word prediction turned on, after typing the first letter or two of a taught word, the student will read the predicted words and select the one that matches the intended word independently with at least 90% accuracy on correct selections from the prediction list, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Vocabulary Reading
Find a defined word on an AAC device
Vocabulary with AAC
By the annual IEP review date, given a spoken student-friendly definition of a unit word stored on the student's device, the student will navigate to and select the word on the device that matches the definition independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Phonological awareness, decoding, fluency, comprehension, and vocabulary. Orthopedic Impairment covers conditions that affect movement, such as cerebral palsy or limb differences. Goals describe school tasks the student will access or complete, often with adapted equipment named in the condition, and they are typically written with the occupational or physical therapist.
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 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What goals are written for students with an orthopedic impairment?
Mobility between classroom areas, fine motor access (using a keyboard, switch, or adapted pencil), positioning for work, self-care in the school day, and participation in PE. Academic goals use the student's access method in the condition.
Should equipment be named in the goal?
Yes, when the skill depends on it. 'Using a slant board and pencil grip' or 'with a walker' makes the measurement repeatable and shows what support is expected.
How are reading goals measured for students with orthopedic impairment?
With the same measures as any reading goal: accuracy on word lists for decoding, words correct per minute on an unpracticed passage for fluency, and percent of questions answered or a rubric for comprehension. The disability informs the supports and conditions, not the measure.
Which reading skill should the goal target first?
The one the evaluation shows is limiting progress. Foundational skills (phonological awareness, decoding) usually come before fluency, and fluency before comprehension goals that depend on it, but assessment, not sequence, decides.
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