IEP progress report comments for writing

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A writing comment on an IEP progress report should quote the goal's own measure, such as correct word sequences in a 3-minute sample or points on a paragraph rubric, compare it with the baseline and the goal line, and name one next step. For example: "Mae writes 24 correct word sequences in 3 minutes, up from 11, and is on pace for 30."

Writing is the subject where progress comments drift into adjectives fastest. "Ideas are more developed." "Shows growth in conventions." A parent cannot check either sentence, and neither can next year's teacher. A writing goal needs a number that comes from a scored sample, and the comment needs that number.

The 12 comments below are annotated with what makes each one strong, and each section ends with a weak and strong pair built from the same data. Students and numbers are fictional illustrations, not benchmarks. For the full monitoring cycle, see the IEP progress monitoring pillar. For comments sorted by data pattern across subjects, see the IEP progress report comment examples.

Which writing number to report

Writing goals usually use one of four measures. Choose the one the goal names, and report it the same way every period.

Goal type	Report this	Skip this
Writing fluency	Total words written (TWW) or correct word sequences (CWS) in a timed sample, often 3 minutes	"Writes more"
Sentence construction	Complete sentences out of sentences written, or sentences with a capital and end mark out of a fixed number	"Better sentences"
Paragraph or essay organization	Points on a named rubric, with the score per row	A letter grade on the assignment
Spelling in writing	Words spelled correctly out of words written, or correct letter sequences on a dictated list	"Spelling is improving"

How to score TWW and CWS is covered in the guide to measuring writing with TWW and CWS. Rubric goals are scored with rubric scoring rules and kept on the rubric scoring data sheet.

Writing fluency comments (1 to 3)

Goal wording: written expression goal templates.

#	Comment	What makes it strong
1	"Mae writes 24 correct word sequences in a 3-minute story starter probe, up from 11 in September. She is on pace for her goal of 30 by the annual review."	Timed measure, baseline, goal and verdict
2	"Noor's total words written rose from 18 to 41 in 3 minutes, but her correct word sequences only rose from 9 to 15. She now writes more, with many run-on sentences. Instruction for the next 6 weeks targets end punctuation."	Reports both numbers and explains the gap
3	"Owen has written between 12 and 14 correct word sequences for 5 probes (baseline 10), below the 18 he needs by now. He stops after the first sentence. Starting next week he plans with a 3-box organizer before the timer starts."	Flat data as a range, with the cause and a change

The pair in comment 2 matters. Total words written can climb while quality stays flat. If the goal uses TWW only, consider adding CWS at the next IEP meeting.

Weak: "Writing fluency has improved this quarter."
Strong: "Writes 24 correct word sequences in 3 minutes, up from 11. On pace for 30."

Sentence construction comments (4 to 6)

Goal wording: sentence construction goal templates. For goal writing at this level, see IEP goals for writing simple sentences.

#	Comment	What makes it strong
4	"Pia writes 4 of 5 sentences with a capital letter, a subject, a verb and an end mark when given a picture prompt, up from 1 of 5. She is ahead of pace."	Names each part of a complete sentence
5	"Rio combines 2 short sentences into 1 compound sentence using and, but or so in 6 of 10 items, up from 2 of 10. He uses and correctly and confuses but and so. He will practice with a conjunction choice card."	Separates the parts he has from the part he lacks
6	"Sam writes complete sentences in 7 of 10 items when he dictates first and then writes, but in 3 of 10 without dictation. The team will discuss whether speech-to-text belongs in his accommodations."	Reports performance under 2 conditions and raises a decision

Weak: "Sentences are becoming more complete."
Strong: "4 of 5 sentences have a capital, subject, verb and end mark, up from 1 of 5."

Paragraph and essay comments (7 to 9)

Goal wording: paragraph organization goal templates.

#	Comment	What makes it strong
7	"Tal scores 9 of 12 on the 4-row paragraph rubric (topic sentence, 3 details, transitions, closing), up from 5 of 12. Topic sentence and details now score 3 of 3. Transitions score 1 of 3 and are next."	Total plus the row scores, so the next skill is clear
8	"Uma has scored 6 or 7 of 16 on the opinion essay rubric for 6 weeks (baseline 5). She states an opinion and 1 reason but does not add evidence. Starting this week she uses a reason and evidence chart during planning."	Flat, with the missing element named
9	"Vic scored 14 or 15 of 16 on the last 3 informational paragraphs, written independently in 20 minutes. Goal met. The team will propose a multi-paragraph goal."	Evidence for "met," with the conditions that held

Weak: "Paragraphs are more organized."
Strong: "Scores 9 of 12 on the paragraph rubric, up from 5. Transitions (1 of 3) are next."

Spelling and conventions comments (10 to 12)

Goal wording: spelling goal templates and writing mechanics goal templates.

#	Comment	What makes it strong
10	"Wren spells 34 of 40 words correctly in a 10-minute journal entry (85%), up from 60%. Most errors are vowel teams. She is on pace for 90%."	Words correct out of words written, with the error pattern
11	"Xan writes 52 correct letter sequences on a 12-word dictated list, up from 30. He is on pace for 65. He still drops the silent e."	Correct letter sequences show partial growth a word count would hide
12	"Yas capitalized and punctuated 6 of 10 sentences in her own paragraph, down from 8 of 10 last quarter. Her paragraphs are now twice as long. She will reread for capitals and end marks with an editing checklist."	Explains a dip caused by harder work

Weak: "Needs to proofread more carefully."
Strong: "Capitalizes and punctuates 6 of 10 sentences, down from 8 as paragraphs doubled in length. Editing checklist added."

What makes a writing comment strong

The 12 comments share five habits. Use them as a checklist before the report goes home.

The number comes from a scored sample, not a general impression.
The prompt type and time limit are the same as in the baseline.
The comment names the part of writing that changed, such as transitions or vowel teams.
When two measures disagree (TWW up, CWS flat), the comment says so.
The next step is one concrete change with a start date or review date.

How to collect writing data for these comments

Fluency probes: a 3-minute timed sample from a story starter, every 2 weeks. Score TWW and CWS on the same sample.
Rubric probes: one independent paragraph or essay every 2 to 3 weeks, scored with the same rubric all year. Record each row's score, not only the total.
Spelling in writing: count words spelled correctly in an unedited sample, or give a dictated list each week.
Conditions: note any scribing, speech-to-text, or graphic organizer use on the sheet. The goal's conditions decide which samples count.

Repeated, graphed samples of the same kind are what make a writing trend visible.^[2] Draw the goal line from the baseline to the target, and compare the median of the last 3 samples with it. The aimline and trend line guide shows how.

Adapting writing comments by grade

Grade band	Typical measure in the comment	Example phrase
K to 2	Letters, words, or simple sentences with a picture prompt	"Writes 3 of 5 sentences with a capital and end mark"
3 to 5	CWS in 3 minutes, paragraph rubric	"24 correct word sequences in 3 minutes"
6 to 8	Multi-paragraph rubric, conventions in own writing	"Scores 11 of 16 on the opinion essay rubric"
9 to 12	Essay rubric, revision, transition writing tasks	"Revises 3 of 4 flagged sentences for clarity"
Extensive support	Words or sentences with a named level of help	"Copies a 4-word sentence from a model with a verbal prompt"

The IEP must say how progress on each goal will be measured and when reports go home.^[1] Writing comments meet that standard when they quote the scored sample. Matching present levels wording is in the writing present levels examples.

Frequently asked questions

Should I attach a writing sample to the progress report?

If your district allows it, a dated sample next to the baseline sample is the clearest evidence a parent can get. Still put the score in the comment, because the sample alone does not show whether the student is on pace for the goal.

What if the writing goal has no number in it?

Report what you can measure now, such as rubric points, and say how it was scored. Then flag the goal for a rewrite at the next IEP meeting so the following reports have a clear measure from the start.

Can I report total words written instead of correct word sequences?

Report what the goal names. If the goal uses total words written, report it, and add correct word sequences when quality is the concern. A student can write more words without writing better sentences.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.