Individualized Education Programs (IEPs) drive services and supports for students with reading disabilities. Students must learn to decode words, recognize vocabulary, and understand what they have read.
Before setting IEP goals, it is vital to assess the student in order to identify the student’s specific reading challenges. The assessment should encompass reading fluency, comprehension, phonics, vocabulary, and reading speed.
SMART Goals
S is for SPECIFIC – IEP goals should be clear and specific. For instance, a goal could be, “The student will improve reading comprehension skills by identifying main ideas and supporting details in grade-appropriate texts with 80% accuracy.”
M is for MEASURABLE – Goals also need clear, measurable criteria to track progress effectively. Use quantifiable measures like accuracy percentages, reading speed, or the number of words read correctly per minute.
A is for ACHIEVABLE – In order to measure incremental progress, it is a good idea to divide larger goals into smaller, manageable tasks. For example, if the overarching goal is to improve reading fluency, the IEP goals might be enhancing decoding skills, expanding vocabulary, and increasing reading speed.
R is for RELEVANT – Goals must address the student’s specific challenges. For instance, if a student struggles with decoding, a goal related to improving phonemic awareness might be relevant.
T is for TIMEFRAME – The IEP should also define a realistic timeframe for achieving each goal. Consider the student’s current skill level, the intensity of intervention, and any external factors that might affect progress. Goals should be ambitious but reasonable based on the nature of the student’s disabilities and reading deficits.
Evidence-Based Strategies
IDEA requires that schools use evidence-based strategies. For reading disabilities, this includes multisensory teaching methods that engage visual, auditory, and kinesthetic learning pathways. These methods, such as the Orton-Gillingham approach, are particularly effective for students with reading disabilities. Structured Literacy Programs that focus on phonics, phonemic awareness, vocabulary, fluency, and comprehension are also evidence-based, and will provide systematic and explicit instruction tailored to the student’s needs.
Monitoring Progress
It is important to keep the IEP document out of the filing cabinet and on the desk, so that parents and educators continuously monitor the student’s progress. Using assessments and observations for data, regular check-ins can help the IEP team identify what strategies are working and where adjustments are needed. Sometimes, a goal needs to adjust. For example, if a goal is achieved before the set deadline, set a new goal that builds upon the student’s achievements.
