Dear Miss Rae,
Help! How do I write IEP goals for a student using Wilson Reading?
I see students in a one-to-one and small group setting for reading. I use the Wilson Reading System with all of my students, but I struggle to write IEP goals because I ONLY use this program with them. How do I write IEP goals for a student using Wilson Reading?
Goal-Less Wilson Reading Teacher
Students with specific learning disabilities in reading need specialized instruction.
Wilson Reading, Orton Gillingham, Spire, Project Read, and others are examples of specialized instruction. Such programs work for students with learning disabilities in reading because they provide direct and explicit structured, sequential multisensory teaching of the basic elements of language for improved decoding and encoding!
All levels of language, including sounds (phonemes), symbols (graphemes), meaningful word parts (morphemes), word and phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragmatics) are taught in conjunction with each other. This can make it difficult to write a targeted IEP goal.
Here are some IEP goals and objectives to choose from:
Given specialized instruction using a multisensory systematic phonics-based program, XXX will increase his/her reading levels for comprehension, decoding,and fluency to an end of first grade reading level by the end of the IEP period.
Given a multisensory language based explicit instruction in developmental skills which lead to decoding and word recognition, XXX will increase his/her reading skills for comprehension, decoding, encoding, phonics, word recognition and vocabulary development, to at least one grade level above his/her current instructional text level (XXX) with at least 97% accuracy as measured by running records, anecdotal notes, and assessments by the end of the IEP period.
Given direct instruction using a systematic and scientifically based reading instruction program, XXX will demonstrate accurate knowledge of reading skills showing one year's growth (Fountas & Pinnell Level XXX) with 95% accuracy.
Given direct instruction using a systematic and scientifically based reading instruction program, XXX will increase his/her reading levels for comprehension, decoding, encoding, and fluency from his/her current level of being able to use 1 syllable type (closed) to being able to use all 6 syllable types as measured by the end of the IEP period.
Decoding: Given 15 words in isolation at his/her instructional level, XXX will correctly and independently decode 80 percent of the words accurately.
Decoding: Given 15 non-contextualized CVC, CCVC, CVCC, and/or CVCe words at XXX's instructional level, XXX will correctly decode 80 percent based on teacher notes and charting.
Decoding: Given 15 words in isolation at his/her instructional level including words containing all 6 syllable types and learned prefixes and suffixes, XXX will independently and accurately decode 85 percent of the words.
Fluency: Given text and passages using controlled text at his/her independent reading level, XXX will be able to read 3-4 words together at a rate of 90 wpm based on charts, running records and teacher notes.
Fluency: When given text or reading passage at his/her independent reading level, XXX will use knowledge of decoding skills and word recognition to increase his/her fluency reading orally with appropriate rate, and expression at 90 words per minute with 90% accuracy.
Encoding (Spelling): Given dictation for spelling and grammar, XXX will correctly spell 75 percent of the words at his/her current instructional level based on student samples and teacher record.
Comprehension: Given sentences, paragraphs and reading passages at his/her instructional reading level (controlled-text), XXX will be able to independently use visualization and retell the facts/events with 90 percent accuracy based on teacher notes and benchmark assessments.
Comprehension: XXX will use learned reading strategies of summarizing, questioning, inferencing, making connections and predicting to answer right there and higher order thinking questions from text at his/her instructional level in 4 out of 5 opportunities with up to 2 cues.
Vocabulary: XXX will utilize decoding and context clue strategies to understand unfamiliar words when reading (orally and/or silently) content area texts with decreasing adult assistance in 4 out of 5 observations with 80 percent accuracy.
By: Miss Rae
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About 85% of students classified under a learning disability, have it in reading and language processing.
Reading is a whole brain skill. This means that it requires multiple parts of the brain to fire at once for students to be able to read!
Most comprehensive core reading programs, or Tier One programs, are able to light those multiple fires and teach our general education students how to read.
But what about our Special Education students with learning disabilities in reading? They need teachers to give them the matchbook, teach them how to strike the match, and show them how to ignite their fires!
Research has shown that multisensory instruction elicits changes in the way the brain is processing information and that struggling learners benefit from direct, explicit, and systematic teaching of the structure of spoken and written language, beginning with phonemes, in the context of a comprehensive reading program.
So all reading programs targeted for Special Education students should be…
So let’s look at 4 different Special Education Reading Curriculums!
So how do you choose a program?
Well, the 4 multi-sensory scientifically-based reading programs reviewed are all great programs!
Ultimately, the best strategies you can use for learning disabled students are multi-sensory strategies and strategies for independent access to the curriculum. So in reading, teach students the "rules" of the language for decoding (phonics) and for encoding (spelling). Explicitly teach these rules and in a sequential order. Then, teach strategies for comprehension. Comprehension strategies such as graphic organizers or tricks like PIE (author's purpose = persuade, inform, entertain) can be applied to all content areas and help for independent access to the general education curriculum.
But the key step is then giving students a chance to apply those skills to the general education curriculum! I can learn a whole bunch of rules and spout them back to you, but how does that help me read? Students must be given multiple opportunities and time to generalize their learnings!
Students with learning disabilities need more than all other students! They need time for direct, explicit and systematic instruction using a multi-sensory scientifically based structured language program PLUS additional time to apply and generalize these skills! Students should be given multiple opportunities and time to read trade books, poems, nonfiction texts, and more in order to close the achievement gap!
They say education is the catalyst for change so give your students the power to read and change the world!
By: Miss Rae
References: International Dyslexia Association, 2012. Dyslexia Basics. © International Dyslexia Association