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Building a Better IEP: SMART Goals and Accommodations for Dyslexia

For a student with dyslexia, an Individualized Education Program (IEP) is the roadmap for their educational journey. Two of the most critical components of this roadmap are the goals that are set and the accommodations that are provided. To be truly effective, IEP goals must be SMART, and accommodations must be tailored to the student's individual needs. This guide, drawing on expertise from the International Dyslexia Association (IDA), will help you understand these essential elements of a strong IEP.

The Difference Between Accommodations and Modifications

Before diving into goals, it's important to understand the distinction between accommodations and modifications. While often used interchangeably, they have very different meanings in the context of an IEP.

• Accommodations change how a student learns. They are adjustments that provide access to the general education curriculum without changing the learning expectations. The goal is to level the playing field.
• Modifications change what a student is expected to learn. They alter the curriculum or the performance expectations.

"Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with dyslexia to demonstrate their learning without being hindered by their disabilities." - International Dyslexia Association [1]

Crafting SMART Goals

The goals in an IEP should be written to be SMART: Specific, Measurable, Attainable, Relevant, and Time-bound. This framework ensures that goals are clear, progress can be tracked, and everyone on the IEP team understands what the student is working towards.

SMART Acronym	What it Means
Specific	The goal is clear and unambiguous. It states exactly what the student will do.
Measurable	The goal can be measured. It includes criteria for success, such as a percentage of accuracy or a number of trials.
Attainable	The goal is realistic for the student to achieve within the timeframe of the IEP.
Relevant	The goal is meaningful and relevant to the student's needs and will help them make progress in the general education curriculum.
Time-bound	The goal has a specific timeframe for completion, typically one year for an annual IEP.

Example of a SMART Goal for Dyslexia:

• Not SMART: The student will improve their reading.
• SMART: By the end of the IEP period, when given a grade-level text, the student will read it aloud with 90% accuracy and at a rate of 100 words per minute, as measured by a weekly running record.

Essential Accommodations for Dyslexia

Accommodations are the heart of an IEP for a student with dyslexia who is in the general education classroom. They are the tools that provide access to learning. The IDA categorizes accommodations into four basic types [1]:

1. Presentation Accommodations: These change the way information is presented to the student.

   • Examples: Audiobooks, text-to-speech software, large print, highlighted text, and having instructions read aloud.

2. Response Accommodations: These change the way the student can respond to assignments and assessments.

   • Examples: Using speech-to-text software for writing, giving answers orally, typing responses instead of handwriting, and using a calculator.

3. Setting Accommodations: These change the environment where the student learns or is tested.

   • Examples: Testing in a small group or individual setting, preferential seating, and reduced auditory or visual distractions.

4. Timing and Scheduling Accommodations: These change the amount of time a student has to complete a task or how that time is organized.

   • Examples: Extended time on tests and assignments, frequent breaks, and breaking down large assignments into smaller, more manageable parts.

By working with your child's IEP team to create SMART goals and select appropriate accommodations, you can build a powerful plan that addresses your child's unique needs and paves the way for their academic success.

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References

[1] International Dyslexia Association. (n.d.). Accommodations for Students with Dyslexia. Retrieved from https://dyslexiaida.org/accommodations-for-students-with-dyslexia/ '''

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Related reading:

• 5 Questions Parents Should Ask About Their Dyslexia Student at an IEP Meeting
• How to Track IEP Goals and Monitor Progress
• A Parent's Guide to Understanding Dyslexia