48 Practical Spelling IEP Goals

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

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For many kids, spelling feels intuitive, but for others, it’s a skill that can only be learned in a highly methodological, step-by-step process.

As a teacher, you likely know that your students’ academic success hinges upon their ability to develop strong reading and writing skills. These skills, in turn, rely heavily on a solid grasp of spelling.

Yet with only about 27% of all students demonstrating strong writing skills, it’s clear that systemic factors contribute to widespread challenges in spelling proficiency. Enter, stage right—the need for strong spelling IEP goals.

In this post, we’ll tell you exactly how to write spelling goals for IEP plans, as well as how to measure the success of each and every one you write. In no time, you’ll see your students make meaningful progress in their writing, gaining confidence and clarity in their spelling skills.

Click here to jump down to the IEP goals.

What is Spelling?

Contrary to popular belief, spelling goes far beyond just memorizing words from a list, though for some neurodivergent learners, pattern recognition and memorization can still be valuable strategies. At its core, spelling is the process of constructing words by combining letters in the right sequence—a skill that combines memory, language processing, and fine motor coordination.

Spelling can be especially challenging for some neurodivergent students, particularly those with dyslexia, ADHD, or autism, while others may find it a strength.

Dyslexia, for instance, makes it harder for students to connect letters to their corresponding sounds, which is the foundation of spelling. ADHD often impacts working memory and focus, making spelling feel like juggling too many moving pieces at once.

Autism might present its own set of difficulties, with some students finding it hard to generalize spelling rules across different contexts.

Spelling is complex because it requires multiple skills at once. A student needs phonological processing to identify sounds, visual memory to recall how words look, and an understanding of language rules to string letters together into coherent patterns.

For some students, these interconnected demands can make spelling feel overwhelming—but providing multiple approaches tailored to individual learning styles can help. That’s where these spelling IEP goals come in handy.

What Are Examples of Spelling?

To create effective IEP goals, you need to start by understanding the individual components of spelling. These are the building blocks that students need to develop strong spelling skills:

Phonological Awareness

Phonological awareness refers to the ability to hear and manipulate sounds in words. For example, students need to identify the separate sounds in the word “cat” (/k/, /a/, /t/) and blend these sounds together into a word. If you have students who experience struggles with phonological awareness, you may find that they make spelling errors more frequently.

Phonics and Sound-Symbol Correspondence

Phonics is another pillar of spelling. It involves recognizing the relationships between sounds and their corresponding letters or groups of letters.

A student must understand that the sound /f/ could be spelled “ph” in “phone” or “f” in “fun.” This skill in particular can trip up students who rely on literal interpretations or rote memorization without understanding exceptions.

Semantics and Vocabulary

Understanding the meaning of words is another key skill for spelling, especially when homophones like “bear” and “bare” come into play. Students need a robust vocabulary to recognize the right word for the context, which, again, ties back to spelling.

Morphology

Morphology in spelling involves recognizing roots, prefixes, and suffixes.

For example, once a student learns the spelling and meaning of “jump,” they can build upon it with variations like “jumping,” “jumped,” or “jumps.” This skill can make spelling less intimidating by showing students patterns they can apply to multiple words.

Mental Orthographic Images

This is a fancy way of saying a student’s ability to visually recall how words look. A mental orthographic image helps students recognize that “friend” and not “freind” is the correct spelling—a task that becomes easier with repetition and meaningful practice.

Why is Spelling Important?

While some educators might argue that spelling matters less and less today, in the age of autocorrect, spelling remains deeply tied to literacy, communication, and self-confidence.

Spelling plays a crucial role in reinforcing reading skills. When students learn to spell, they improve their understanding of word structures, which makes their reading more fluent.

For example, understanding that the “ough” in “though” differs from the “ough” in “thought” helps readers process passages more easily. Spelling and reading strengthen one another, creating a positive feedback loop.

Beyond academics, accurate spelling plays a role in social and professional settings. Well-spelled emails, resumes, and applications can leave a positive impression, while errors might inadvertently create communication barriers. For students looking ahead, these practical skills have real-world implications.

Spelling also nurtures critical cognitive skills like memory, sensory processing, and attention to detail. Every time a student works on spelling, they’re practicing how to focus on small details, store them efficiently, and apply them in practice. It’s a skill set that spills over into other areas of life, from solving math problems to organizing their schedule.

Furthermore, spelling can foster confidence, though it’s important to recognize that spelling struggles do not define a student’s intelligence or potential. Many neurodivergent individuals excel in other areas despite challenges with spelling. Students who struggle with spelling might feel discouraged by visible errors, but with small wins—like mastering a set of targeted IEP goals—they can start to feel more competent as readers, writers, and communicators.

48 Spelling IEP Goals

Semantics-Driven IEP Spelling Goals

1. By the end of the IEP period, when given a list of ten unfamiliar vocabulary words, [Student Name] will spell each word correctly by using context clues with 80% accuracy in 4 out of 5 classroom-writing trials as measured by teacher work-sample review.
2. By the end of the IEP period, when explicitly taught fifteen root-based words, [Student Name] will spell each word correctly by identifying its root meaning with 90% accuracy across three consecutive weekly quizzes as measured by teacher records.
3. By the end of the IEP period, through sentence-construction activities, [Student Name] will correctly apply and spell ten newly taught words per week with 85% accuracy in written tasks across one grading period as measured by a writing rubric.
4. By the end of the IEP period, when practicing twenty multisyllabic words during structured sessions, [Student Name] will analyse their spelling patterns and spell each word with 85% accuracy as documented in teacher data.
5. By the end of the IEP period, when presented with twelve homophone pairs, [Student Name] will spell and use each word accurately in sentences with 90% accuracy in 4 out of 5 lessons as measured by teacher checklists.
6. By the end of the IEP period, when assessed on fifteen irregularly spelled words, [Student Name] will spell each word correctly using mnemonic strategies with 80% accuracy as measured by weekly spelling assessments.
7. By the end of the IEP period, following focused content-area vocabulary lessons, [Student Name] will spell science or social-studies terms with 85% accuracy on unit quizzes as measured by teacher data.

To further improve your students’ vocabulary skills, be sure to check out these vocabulary IEP goals.

Morphology-Based Spelling Goals

1. By the end of the IEP period, when given weekly assessments containing ten multisyllabic, morphologically complex words, [Student Name] will spell at least eight correctly in 8 out of 10 trials over eight weeks as measured by teacher logs.
2. By the end of the IEP period, after direct instruction on prefixes, [Student Name] will spell and define twelve prefix-influenced words with 85% accuracy in 3 out of 4 trials as measured by teacher records.
3. By the end of the IEP period, using word-map study tools, [Student Name] will correct misspelled words by applying morphological knowledge in 4 out of 5 classroom-writing assignments as measured by work-sample review.
4. By the end of the IEP period, after targeted instruction on suffixes, [Student Name] will spell ten suffix words with 90% accuracy across three consecutive weekly assessments as measured by teacher data.
5. By the end of the IEP period, when provided root-word charts, [Student Name] will identify and spell fifteen root-based words correctly in 4 out of 5 practice sessions as measured by teacher checklists.
6. By the end of the IEP period, during compound-word practice, [Student Name] will spell eight out of ten compound words accurately on classroom quizzes over six weeks as measured by teacher records.
7. By the end of the IEP period, using a vocabulary word bank, [Student Name] will spell and use ten morphologically complex words in writing tasks with 85% accuracy in 3 out of 4 opportunities as measured by a rubric.

Phonics-Driven Spelling Goals for IEP

1. By the end of the IEP period, when given fifteen CVC-pattern words, [Student Name] will spell each word correctly with 90% accuracy on bi-weekly assessments over four weeks as measured by teacher records.
2. By the end of the IEP period, through group phonics games and activities, [Student Name] will spell twenty-five high-frequency sight words with 95% accuracy across a three-month period as recorded in teacher progress charts.
3. By the end of the IEP period, when presented with vowel-team patterns, [Student Name] will independently spell ten words weekly with 90% accuracy over a semester as measured by classroom exercises.
4. By the end of the IEP period, [Student Name] will spell twenty words containing initial blends with 90% accuracy during weekly spelling tasks over six weeks as measured by teacher data.
5. By the end of the IEP period, when given words containing final blends, [Student Name] will spell fifteen words correctly in 85% of attempts during weekly reviews over eight weeks as measured by teacher checklists.
6. By the end of the IEP period, using phonics flashcards, [Student Name] will spell twelve digraph words with 90% accuracy during assessments over two months as measured by teacher records.
7. By the end of the IEP period, [Student Name] will spell fifteen silent-e words with 90% accuracy on bi-weekly tests over ten weeks as measured by teacher data.
8. By the end of the IEP period, when introduced to r-controlled vowels, [Student Name] will independently spell ten words with 85% accuracy during weekly exercises over two months as measured by classroom charts.
9. By the end of the IEP period, [Student Name] will spell twenty words containing common prefixes with 90% accuracy during classroom activities over a semester as measured by teacher data.
10. By the end of the IEP period, through structured phonics worksheets, [Student Name] will spell ten words containing common suffixes with 85% accuracy over one month as measured by teacher records.
11. By the end of the IEP period, using multisensory techniques, [Student Name] will independently spell ten words with diphthongs with 80% accuracy during bi-weekly reviews over six weeks as measured by teacher charts.
12. By the end of the IEP period, [Student Name] will spell fifteen multisyllabic words with correct syllable division at 90% accuracy during group exercises over eight weeks as measured by teacher data.
13. By the end of the IEP period, when presented with ten homophone pairs, [Student Name] will spell each word accurately and demonstrate meaning with 85% accuracy across semester assessments as measured by teacher records.

Spelling Goals Focused on Mental Orthographic Images

1. By the end of the IEP period, when provided word lists, [Student Name] will identify and correct misspellings in 90% of opportunities across two monthly editing tasks as measured by teacher logs.
2. By the end of the IEP period, using visual flashcards, [Student Name] will rewrite newly introduced orthographic words correctly with 85% accuracy each week as measured by teacher checklists.
3. By the end of the IEP period, through dictation activities, [Student Name] will retain accurate mental images and spell twelve irregular words bi-weekly with 80% success as measured by teacher data.
4. By the end of the IEP period, during guided word-study sessions, [Student Name] will visualise and accurately spell fifteen high-frequency words with 85% accuracy over six weeks as measured by teacher records.
5. By the end of the IEP period, by engaging in multisensory spelling activities, [Student Name] will spell ten word pairs correctly with 80% accuracy on weekly tests as measured by teacher charts.
6. By the end of the IEP period, using interactive word-mapping tools, [Student Name] will identify and recreate ten words with complex orthographic patterns with 90% accuracy on bi-weekly assessments as measured by teacher data.
7. By the end of the IEP period, through targeted drills, [Student Name] will memorise and accurately spell twenty challenging words with 85% consistency over four weeks as measured by teacher records.
8. By the end of the IEP period, in context-specific writing exercises, [Student Name] will include twelve advanced vocabulary words spelled correctly with 75% accuracy by the eight-week checkpoint as measured by a writing rubric.

Working memory is key to spelling success—check out these working-memory IEP goals for more ideas.

Blending Phonological Awareness with Spelling Goals

1. By the end of the IEP period, [Student Name] will segment sounds in twelve three-syllable words and spell each accurately with 80% proficiency during guided writing sessions as measured by teacher data.
2. By the end of the IEP period, when dictated ten rhyming words, [Student Name] will spell at least nine correctly (90%) over one month as measured by teacher records.
3. By the end of the IEP period, during auditory drills, [Student Name] will transcribe phonetically irregular words with 80% accuracy in 3 out of 4 trials as measured by teacher data.
4. By the end of the IEP period, [Student Name] will identify and generate rhyming words for fifteen prompts with 90% accuracy during small-group literacy activities as measured by teacher charts.
5. By the end of the IEP period, [Student Name] will blend individual phonemes to form and spell ten words successfully in 4 out of 5 trials as measured by teacher records.
6. By the end of the IEP period, [Student Name] will recognise and correct initial-sound errors in twelve words with 85% proficiency during guided practice as measured by teacher checklists.
7. By the end of the IEP period, [Student Name] will isolate and pronounce the medial vowel sound in ten two-syllable words with 80% accuracy across three consecutive sessions as measured by teacher data.
8. By the end of the IEP period, [Student Name] will categorise twelve spoken words by initial sound with 90% proficiency during auditory exercises as measured by teacher records.

Expanding Spelling IEP Goals Through Patterns and Syllable Knowledge

1. By the end of the IEP period, after instruction on open versus closed syllables, [Student Name] will spell fifteen target words with 85% accuracy on weekly quizzes over nine weeks as measured by teacher data.
2. By the end of the IEP period, through handwriting and typing practice, [Student Name] will retain ten irregular spelling patterns weekly and demonstrate 90% retention during monthly reviews as measured by teacher logs.
3. By the end of the IEP period, using chunk-focused exercises, [Student Name] will identify and spell twenty new multisyllabic words correctly in 4 out of 5 trials by the end of the quarter as measured by teacher records.
4. By the end of the IEP period, through structured phonics activities, [Student Name] will decode and spell twelve unfamiliar consonant-blend words correctly in 3 out of 4 attempts as measured by teacher checklists.
5. By the end of the IEP period, during weekly vocabulary-building sessions, [Student Name] will correctly use and spell fifteen new high-frequency words in context with 85% accuracy on bi-weekly assessments as measured by a writing rubric.

If you’re looking for more examples of IEP goals to help your struggling readers, this list of decoding goals should help, as should this one of reading fluency IEP goals.

How Do You Write an IEP Goal for Spelling Words Correctly?

Writing IEP goals for spelling may seem like a daunting task, but there’s a simple formula that can make it easy to craft effective and measurable objectives. This method will help you make sure that the goals you write are tailored to your students’ needs and that you’re able to monitor progress effectively.

Here’s the formula that you can use as a foundation for creating a spelling IEP goal:

When given [instruction or task], the student will [demonstrate skill or behavior] with __% accuracy in __ out of __ trials [within a specific time frame].

This format will help you clearly define what success looks like for the student. It also makes sure the goals are measurable and time-bound, making progress tracking and assessments a bit more straightforward.

For example, a goal might look like this for a fifth-grader struggling with spelling two-syllable words:

This approach sets clear expectations for everyone involved and also allows everyone on your team, including you as the teacher, parents, and other professionals (along with the student themselves!) monitor growth in a systematic, evidence-based manner.

6 Evidence-Based Tips for Teaching Spelling

Now that we’ve clarified how to set spelling IEP goals (and given you some examples to get the creative juices flowing), the next step is equipping students with the best teaching strategies to help them achieve these goals.

1. Focus on the Building Blocks of Spelling

When you teach spelling, you shouldn’t just be memorizing word lists—you should also be incorporating the building blocks of language. These key components include semantics, morphology, mental orthographic images, phonics, and phonological awareness.

Once you’ve laid these foundations for your students, you’ll find that they’re better equipped to grasp and apply spelling rules.

2. Practice Word Study and Teach Sight Words

Word study is a combination of phonics and understanding word parts, which improves spelling and reading comprehension. Teach students to decode unfamiliar words by analyzing prefixes, roots, and suffixes. Sight words—common words that don’t follow typical phonics rules—should also be introduced sequentially.

For younger students, you should first focus on recognizing simple sight words like “was” and “said.” You can introduce fun activities like matching games or creating context sentences, both of which can reinforce these foundational words. While it might sound rote, the reality is that mastering these sight words will give your students the confidence they need to go on to tackle more complex spellings.

3. Consider Using a Structured Program

Sometimes, an evidence-based structured program is the best solution for students who struggle significantly with spelling.

There are several programs, like Barton Reading or Alphabetic Phonics, that use systematic approaches to teach phonemic awareness and spelling patterns. These methods are particularly effective for students with dyslexia and are worth taking some time to explore.

Introducing these programs into your curriculum can provide consistent, incremental learning. The idea is that students work through clearly defined levels, with concepts and skills building progressively over time.

4. Remind Students to Use Context Clues

Encourage your students to harness the power of context when they’re spelling unfamiliar words. Reading sentences or short stories that include the word in question can provide visual or semantic cues, while teaching your students how to break words down into recognizable parts will help them infer spelling based on context.

For example, a student struggling with “bright” can look at how it’s used in a sentence like, “The sky was so bright yesterday!” Breaking down the word into “br” and “ight” and associating it with its meaning can help solidify its spelling.

5. Give Ample Practice for Decoding

Spelling improves with practice, particularly when your students are given opportunities to decode words. Use short books and age-appropriate stories with targeted word families or spelling patterns, and pair this with activities like forming words with letter tiles or engaging in phonics-based flashcard drills.

Plenty of repetition is key here, so be sure to recycle previously taught words regularly to reinforce retention.

6. Teach and Practice Self-Monitoring

Self-monitoring is an effective strategy for students to assess their spelling performance independently. Research shows that self-monitoring improves not only accuracy in students’ work but also their sense of responsibility during spelling practice.

Simple tools like a self-monitoring checklist or prompts can encourage students to reflect on their work—did they go over each word? Did they check for common errors like missing vowels or extra letters?

This practice will nurture autonomy and foster accountability. And if you’re looking for more tips on how to improve your students’ self-monitoring skills, be sure to check out this list of self-monitoring IEP goals, too.

Data Tracking Methods for Spelling

Consistently tracking progress is key to a successful IEP, ensuring that spelling goals remain relevant and effective in supporting student growth.

One of the easiest (and most obvious!) ways to check for progress in reaching spelling goals is to conduct weekly tests. Weekly spelling assessments will provide you with the quantitative data you need on accuracy and retention (just make sure you track performance over time to assess your students’ growth).

It’s also wise to keep track of students’ spellings within their writing assignments via simple observation and, ideally, through rubrics. Look not just for accuracy but also for improvement in applying the strategies you’ve taught them, like using context clues or root analysis.

Finally, take some time to break down the mistakes. Analyze the types of spelling errors students make (e.g., phonetic errors, omission errors) for patterns, then use this data to adjust your instruction for their specific needs.

Measuring Progress for Spelling

Progress monitoring links directly to your IEP goals, showing you whether your student is making adequate progress or you need to tweak something in your instruction.

One of the simplest ways to monitor success in spelling IEP goals is to keep track of accuracy rates, which provides a tangible measure of improvement. Simply calculate the percentage of correctly spelled words on weekly or bi-weekly tests.

You can also monitor how long students retain high-frequency words or patterns they’ve mastered. Recurring errors might signal to you areas in need of additional instruction.

Finally, set and track important milestones. Use milestones in your IEP (e.g., correctly spelling two-syllable words) to determine both short-term and long-term progress.

Final Thoughts

Spelling can be tricky for many students (and even adults!), particularly those with learning disabilities like dyslexia, as well as other neurodivergent individuals who may experience unique challenges with language processing and memory.

However, with the right strategies and measurable IEP goals like the ones we gave you as examples in this post, you can offer the structure and guidance they need to build confidence and master this vital skill.

Remember: progress takes time, but every small step forward is a victory worth celebrating.

FAQ

What is an example of an IEP goal for spelling?

A sample goal could be, “When given multi-sensory spelling practice, the student will spell CVC (consonant-vowel-consonant) words correctly with 90% accuracy over 4 out of 5 trials.”

What is the IEP goal for decoding and spelling?

One example could be, “When provided with phonics instruction, the student will decode and spell words with common vowel-consonant patterns correctly with 85% accuracy across multiple assessments.”

What is the IEP goal for spelling CVC words?

A good example might be, “With teacher-directed practice, the student will spell CVC words accurately in 3 out of 4 opportunities with at least 80% accuracy.”

What are examples of IEP goals for writing?

Some great examples include improving sentence structuring, organizing ideas coherently, or integrating spelling and grammar rules into writing projects.

Further Reading

• National Assessment of Educational Progress: The Nation’s Report Card
• University of Michigan: More on Teaching Spelling
• Vanderbilt University: Phonics and Word Study
• What Works Clearinghouse: Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder.
• Pierce, Rebekah: 8 Self-Monitoring IEP Goals For Real Life