The highest percentage of students with specific learning differences in reading are those with dyslexia. Research has shown that students with reading difficulties fall into one of three categories as illustrated below (Spear-Swirling, 2015). These outcomes are greatly improved when education leaders and IEP teams understand how the brain learns to read and how to write IEP goals that address the different types of learning difficulties. Yet, for many educators, the IEP process still feels murky, and they want to feel confident knowing that the IEP goals will yield the best outcomes for each of their learners. Unless diagnosed before school age, students receiving special education services have typically gone through the Response to Intervention (RTI) process as part of a Multi-Tiered System of Supports (MTSS) framework. Needs Determine Goals and Goals Determine Services It must also include when parents or guardians will receive regular progress reports (e.g., each semester). However, the IEP team must describe how the student’s progress toward meeting the annual goals will be measured and reported. Objectives for each goal are no longer required under IDEA 2004. These goals should be specific, observable, and measurable. IEP goals are then determined by the standards and the student’s unique needs. She reads slowly with inaccurate decoding skills ( IDEA Parent Guide, 40). PLOP Example: Susan is reading 15–20 words per minute (WPM) with three to eight errors in second-grade material. This should describe the student’s ability to meet grade-level standards and skills. To determine goals, the IEP team must first identify the child’s Present Level of Performance (PLOP) so that there is a baseline for the child’s current academic and functional performance. The research is clear that targeted instruction and intervention are required to prevent students with specific learning needs in reading from falling further behind their peers. This blog will discuss how to write and monitor Individualized Education Program (IEP) goals that align with reading science so students receive appropriate services throughout their day. Yet, we know students with a specific learning difference need more practice opportunities to build their skills as they work to close the gap between their ability and grade-level standards. The most effective action education leaders can take to ensure all students reach their full potential is aligning Tier 1 instruction with the science of reading. Research shows that 95 percent of third-graders are cognitively capable of reading proficiently (Torgesen, 2004).
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