Apr 042014
 

If you strengthen your child’s IEP goals for reading fluency or reading decoding, YOU will know if your child is making adequate yearly progress in reading. (You won’t have to rely on your school’s progress reporting or wonder if their reporting is accurate). ;-)

If you want to be SURE your school is providing the appropriate reading instruction for your child, please check out the information about PROVEN reading programs,Reading Comprehension for Kids, and The Dyslexia Help Handbook for ParentsThe Dyslexia Help Handbook for Parents book dyslexic dyslexie books too, so you’ll be sure your child’s education and IEP are on the right track.

Having well written IEP goals will give you the information you need to KNOW if your child is not making adequate yearly progress.  There are example IEP Goals listed below the information about how to write great goals.  You can jump forward if you’d like, but I’d highly recommend understanding how to write GREAT, measurable goals for your child by following the guidelines below.

Also, checking out the two resources above before writing goals for your child will provide you with more clarity regarding the types of programs and goals your child should have. ;-)

Follow these three steps to write great IEP goals for your child:

Step 1) Pick the Reading Tasks Your Child Needs to Master:

Learning to read well requires your child to master several skills including phonemic awareness, decoding simple words, decoding multisyllable words, learning sight words that don’t follow phonemic conventions, reading fluency, and reading comprehension.

Which of these skills does your child need to master?

  • Phonemic Awareness
  • Sight Words
  • Reading Decoding
  • Reading Fluency
  • Reading Comprehension
  • Vocabulary

For each area your child needs to master, writing an IEP goal for reading or two is recommended.

Step 2) Pick a Data-driven Means of Measuring Progress:

Reading achievement can be measured by any number of standardized tests or through informal assessment. The goals should be objective (data driven) rather than subjective (based upon observation).

To truly know if your child is making progress in reading, you must use a measurable, data driven means for tracking your child’s progress. Any objective assessment can be used and standardized tests can be among the most reliable of measures.

For example, if your child currently scores a 3.0 Grade Equivalent on the Wechsler Individual Achievement Test (WIAT) “Word Reading” subtest, then a data driven goal would be to increase his score to a 4.0 Grade Equivalent. That would be one grade level’s worth of reading progress for one year of schooling.

You would not want a goal that says, ” will improve in reading.” This is not a data driven goal, and it is highly subject to the observer’s opinion about whether improvement has actually occurred or not. Often, the school will claim there has been progress, but the parents see no observable progress.

Once you’ve picked verifiable, data-driven measures for your child’s reading goals, choose a reasonable amount of progress for your child. Generally speaking, you’d like your child to make at least one year of academic progress per academic year. If your child’s goals are less than one year per year, then your child will fall further behind academically.

Step 3) You’ll Want To State Your Child’s IEP Reading Goal as a Positive Accomplishment:

State what your child WILL achieve in definitive, progress-based terms. State a goal similarly to this:

alternative for reading fluency goals for iep

“<Your child’s name> will achieve a <specific grade equivalent> on the <name of test and subtest>.”

You can see examples of specific, measurable decoding and reading fluency goals for iep creation below.

To Learn more about requirements for the IEP Goals and Objectives section of IEPs, visit the IEP Goals and Objectives section of the Learning Abled Kids’ Free IEP Tutorial.

More Information..

It’s ESSENTIAL for you to KNOW whether your child is making good progress in reading, or your child may drift further behind classmates year-after-year until it’s virtually impossible to catch up. You absolutely MUST have a proven reading program with specific, measurable IEP goals to insure your child actually learns to read proficiently.

Examples of MEASURABLE IEP Goals for Reading Fluency:

Given standard 5th grade curriculum for reading aloud, [Child’s name] will increase his fluency rate to 120 words per minute while maintaining 97% accuracy (fewer than 3 errors per 100 words) in all settings, and will retain the ability to give comprehension details regarding main idea, conclusion, inferences, characters, plot, and passage details.

Given 5th grade words and phrases, [Child’s name] will accurately read, and re-read, and will increase his fluency rate from 60 words per minute to 100 words per minute when reading in all settings.

Given multiple readings of continuous 5th grade text, [Child’s name] will accurately read passages with expression in all settings increasing his fluency rate from:
· 60 words per minute to 80 words per minute by October
· 80 words per minute to 100 words per minute by February
· 100 words per minute to 120 words per minute in all settings

Given 20 unfamiliar words of 3 or more syllables, [Child’s name] will correctly segment at least 19 of the 20 words into syllables by drawing slashes to divide the words and will demonstrate ability in all settings.

Given 20 unfamiliar words of 3 or more syllables, [Child’s name] will correctly read 19 out of 20 words on the first attempt and will demonstrate this ability in all settings.

[Child’s name] will fluently and accurately read the first 1200 Sitton (AKS) frequently used words with fewer than 3 errors per 100 words in all settings at a rate of:
· 70 words per minute by October
· 90 words per minute by February
· 110 words per minute by May

Given unfamiliar fifth grade reading material, [Child’s name] will fluently and accurately read with fewer than 3 errors per 100 words at a rate of:
· 90 words per minute by November
· 100 words per minute by February
· 110 words per minute by March

Given unfamiliar fifth grade reading passages of 300 or more words, [Child’s name] will fluently read 100 words per minute in all settings and will accurately state the passage’s:
· main idea
· conclusions
· inferences
· 10 or more passage details in sequence

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