Phonics & Decoding IEP goals for high school (grades 9 to 12)
23 of the phonics & decoding templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
23 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Phonics & Decoding Reading
Decode multisyllabic words using syllable types
Multisyllabic word decoding
By the annual IEP review date, given 15 unfamiliar two- and three-syllable words containing closed, open, silent-e, vowel-team, and r-controlled syllables, the student will read each word aloud independently with at least 85% accuracy on multisyllabic words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Apply a decoding routine to unfamiliar words
Decoding strategy use
By the annual IEP review date, when encountering an unfamiliar word during oral reading of instructional-level text, before asking for help, the student will apply the taught decoding routine (look for known patterns, say the sounds or chunks, blend, and reread the sentence) independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Read multisyllabic words on a timed list
Multisyllabic word automaticity
By the annual IEP review date, given a 1-minute timed list of unfamiliar two- to four-syllable words with mixed syllable types, the student will read the words aloud in order independently at a rate of at least 35 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Decode unfamiliar words in a textbook passage
Decoding in content-area text
By the annual IEP review date, given an unpracticed 150- to 200-word passage from a current content-area textbook with 15 unfamiliar multisyllabic words marked on the examiner copy, the student will read the passage aloud, reading each marked word correctly or correcting it within the sentence independently with at least 85% accuracy on marked multisyllabic words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Read short sentences made of taught words
Sentence-level decoding
By the annual IEP review date, given 5 printed sentences of 3 to 6 words made only of taught CVC words and taught high-frequency words, the student will read each sentence aloud independently with at least 90% accuracy on words in the sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Peel off affixes to decode long words
Structural analysis for secondary readers
By the annual IEP review date, given 15 unfamiliar printed words of three or more syllables with taught prefixes and suffixes, the student will box the prefix and suffix, read the base, and then read the whole word independently with at least 85% accuracy on long affixed words read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
High school phonics & decoding goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 11 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
Frequently asked questions
How do phonics & decoding goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.