How to Write IEP Goals That Actually Help Your Dyslexic Child

You've been to three IEP meetings this year, and your child is still struggling to read the same words they knew last month. I sat down with Dr. Kelli Sandman-Hurley, co-founder of the Dyslexia Training Institute and author of 'Dyslexia Advocate,' on the Dyslexia Made Clear podcast to get real answers about why so many IEP goals fail our kids. What I learned changed how I think about advocacy completely. Here's what every parent needs to know about creating goals that actually drive progress and holding schools accountable when they don't deliver.

Key Takeaways

• Effective IEP goals must include specific data, numbers, and measurable outcomes - not vague statements like 'will improve reading comprehension'
• You have the right to see evidence for every goal marked as 'met' - ask for dated work samples collected over time, not just three samples before the IEP meeting
• If your child isn't making progress after two reporting periods, it's time for another IEP meeting to discuss why
• Recording IEP meetings is your right (check your state's notification requirements) and provides crucial documentation
• The curriculum is only half the battle - the teacher implementing it needs proper training in structured literacy approaches
• Waiting for a child to 'catch up' causes lasting emotional damage and misses critical windows for brain plasticity

Why Vague IEP Goals Keep Your Child Stuck

Dr. Sandman-Hurley recently received an IEP goal that simply stated a child 'will improve their reading comprehension by the end of the year.' No grade level specified. No reading rate. No indication of what type of text. As she put it, 'I literally just put my phone down and said I can't, I just can't.' This is exactly why so many children with dyslexia spend years in special education without meaningful progress. A strong IEP goal needs specific data points. For example: 'Student will read 20 closed and open syllable words with 85-90% accuracy by March 2024.' This goal tells everyone exactly what success looks like and makes it impossible for schools to claim progress without proof. Every need your child has should have its own goal - don't let schools jam everything into one overstuffed statement. As Dr. Sandman-Hurley explains, 'If you're using the appropriate program, you will be teaching all those goals at the same time. You'll just be assessing them separately.' The specificity isn't about being difficult - it's about ensuring your child gets the targeted help they desperately need.

How to Spot When Progress Reports Are Fake

That sinking feeling when your child's progress report shows they're 'meeting goals' but they still can't read basic words at home? Trust your instincts. Dr. Sandman-Hurley warns parents to look for red flags in progress monitoring. First, check the dates. If all the evidence was collected in the three days before your IEP meeting, that's not progress monitoring - that's scrambling to find data. Real progress monitoring happens consistently over time. Second, ask about the conditions. Was this their tenth draft after the teacher spelled out what to write? Did they get help? 'The point of a goal is what can they do independently,' emphasizes Dr. Sandman-Hurley. 'It's not what can they do with help.' When schools claim a goal is met, demand to see the evidence. They legally have to provide it. Look for work samples that show your child performing the skill without assistance, dated across the entire IEP period, not clustered around meeting dates. If the evidence doesn't support the claim, you have grounds to question whether your child is truly making progress or if the school is just checking boxes.

When to Stop Waiting and Demand Changes

Every parent has been told to 'wait and see' or 'give it more time.' But how long is too long when your child is falling further behind every day? Dr. Sandman-Hurley, who worked with adult literacy for over 12 years, has seen the devastating long-term effects of this approach. 'Adults told me stories about feeling isolated and feeling like they didn't have a voice,' she shares. 'When you just throw things at the wall and hope something will work, every time it doesn't work, they internalize that as their own failure.' The magic number? Two progress reporting periods. If there's minimal progress after two reports, it's time for another IEP meeting to discuss why the current approach isn't working. Don't let schools reset the clock with a new teacher or new program - your child's time is precious. Every month that passes with ineffective instruction is a missed opportunity for their developing brain. As Dr. Sandman-Hurley puts it, 'Kids grow up so fast. We're talking about third grade, now they're halfway through third grade.' The wait-and-see approach isn't kindness - it's educational malpractice disguised as patience.

How to Be Assertive Without Being the 'Difficult Parent'

Walking into an IEP meeting feels like facing a firing squad - a long table full of professionals who've clearly met before you arrived, three chairs by the door for you and your support person, and the uncomfortable feeling that you're outnumbered. Dr. Sandman-Hurley has been there countless times and offers this crucial advice: 'You have to make a decision. Do you want to be that parent or do you want to just get services outside of the school?' Being assertive isn't about being aggressive - it's about being prepared. Bring your binder (yes, a physical one), record the meeting, and have your questions ready. Direct tough questions to administrators who can make decisions, not overwhelmed teachers. 'I rarely ask my assertive questions to the teachers because I know they're already overwhelmed,' she explains. Remember, you can pause meetings, take breaks, and refuse to be rushed through important decisions. Most importantly, don't go alone if you can help it. Even having your partner there for emotional support changes the dynamic. As Dr. Sandman-Hurley reminds parents, 'If you're just going to go into this meeting and not want to hurt anyone's feelings, not want to hold anyone accountable, then you are just going to get rolled right over.'

Frequently Asked Questions

How long should I wait to see progress on IEP goals

Give the approach two progress reporting periods to show meaningful gains. If there's minimal progress after two reports, schedule another IEP meeting to discuss why the current plan isn't working and what changes are needed.

What should I do if I think my child's progress data is fake

Ask to see all the evidence supporting any goal marked as 'met.' The work samples should be dated consistently over time, not clustered around meeting dates, and show your child performing independently without help.

Can I record my child's IEP meetings

Yes, recording IEP meetings is your legal right. Check your state's requirements for notification - some states require 24-hour advance notice. Don't record secretly, but don't let anyone tell you that you can't record.

How do I know if my child's teacher is properly trained for dyslexia

Ask directly about their training, or contact the curriculum developer to find out what level of training teachers need to implement the program effectively. You can also request an observation by someone knowledgeable about structured literacy approaches.

Ready to learn more advocacy strategies that actually work? Listen to the full episode with Dr. Kelli Sandman-Hurley for even more specific tactics and real-world examples. Subscribe to Dyslexia Made Clear so you never miss an episode that could change your child's educational experience.