IEP goals for editing and revising: 24 examples and a student editing checklist
By the IEP Atlas editorial teamLast updated
Short answer
An editing IEP goal names the routine or tool the student uses, what they check for, and what share of errors they find and fix. For example: after drafting a paragraph, given a checklist with one row per pass, the student will reread once per row, fix that error type and check it off in at least 4 of 5 drafts across 5 consecutive edited drafts.
Most students with writing goals are told to "check your work" and hand it back unchanged. They reread what they meant to write, not what is on the page. Editing is a skill with steps, and like any skill it can be taught, practiced and measured.
Revising and editing are different jobs. Revising changes the content: adding a detail, moving a sentence, cutting a weak idea. Editing fixes the surface: capitals, punctuation, spelling, grammar. Students need both, and a goal should say which one it targets.
The 24 goals below cover editing routines, proofreading, revising content and sentences, editing with tools, and checking against criteria. Each links to its template and shows a sample baseline. For the whole writing area, start with the pillar guide to IEP goals for writing. For the conventions themselves, see IEP goals for capitalization and punctuation.
How to choose an editing or revising goal
Give the student a draft they wrote a few days ago and ask them to make it better. Watch what they do.
| What you see | Sub-skill to target | Measure |
|---|---|---|
| Hands it back unchanged, or traces over letters | Editing routine with a checklist | Opportunities or task-analysis steps |
| Rereads but misses most errors | Proofreading: finding errors | Percent of errors found and fixed |
| Fixes spelling only; content never changes | Revising content and organization | Percent of comments addressed, opportunities |
| Choppy, repetitive or wordy sentences survive every draft | Revising sentences and word choice | Percent of items, rubric points |
| Accepts every spell-check suggestion, or ignores them | Editing with tools | Percent of flagged items handled correctly |
| Misses required parts of an assignment | Checking against criteria | Opportunities |
Editing routine and checklist goals
A checklist turns "check your work" into steps. The goals here measure whether the student uses the steps, from a three-picture checklist in first grade to a personal error-pattern list in high school.
| Goal | Baseline |
|---|---|
| Check capitals and periods with a picture checklist: After writing two or more sentences, given a picture checklist (capital, spaces, end mark), the student will touch each sentence, check it against the checklist and fix any missing capital or end mark independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly. | 1 of 6 opportunities |
| Follow an editing routine for capitals, punctuation and spelling: After completing a draft of at least a paragraph, the student will carry out an editing routine that checks capitals, end punctuation and spelling before turning in the draft, using a written checklist, performing at least 5 of 6 steps independently, across 3 consecutive observed drafts, as measured by a task-analysis checklist collected weekly. | 1 of 6 steps |
| Edit in one pass per error type: After drafting a paragraph or longer, given a conventions checklist with one row per pass (capitals, end marks, commas, spelling), the student will reread once for each row, fix errors of that type and check off the row before the next pass independently in at least 4 of 5 opportunities, across 5 consecutive edited drafts, as measured by opportunity-by-opportunity data collected per draft. | 1 of 5 opportunities |
| Edit with a personal error-pattern checklist: After drafting an essay or report, given a personal checklist of the student's three to five most frequent error patterns, the student will check the draft for each pattern and fix the errors found before submitting independently in at least 5 of 6 opportunities, across 6 consecutive submitted drafts, as measured by opportunity-by-opportunity data collected per draft. | 1 of 6 opportunities |
Weak: "Will edit work before turning it in."
Measurable: "After drafting a paragraph, will reread once per checklist row, fix that error type and check off the row in at least 4 of 5 drafts across 5 consecutive edited drafts."
Proofreading goals: finding and fixing errors
Using the routine is half the job. These goals measure how many errors the student actually catches.
| Goal | Baseline |
|---|---|
| Find and fix sentences with construction errors: Given a paragraph of 10 sentences in which five contain a construction error (missing word, wrong word order, unclear pronoun or run-on), the student will identify each faulty sentence and rewrite it so it is clear and complete independently with at least 80% accuracy on faulty sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 30% of faulty sentences |
| Peer-edit for capitals and end marks: During peer editing, given a classmate's draft and an editing checklist, the student will mark each missing or incorrect capital and end mark with an editing symbol independently with at least 80% accuracy on errors in the draft, on 3 of 4 consecutive scored editing tasks, as measured by work-sample analysis collected weekly. | 30% of errors |
| Reread a draft with text-to-speech and fix it: After typing a draft of a paragraph or longer, given text-to-speech and headphones, the student will play back the draft, stop at each sentence with a missing word, repeated word or unclear meaning, and fix it independently with at least 75% accuracy on sentence errors in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected weekly. | 20% of errors |
| Reduce errors in final drafts: In final drafts of at least 100 words submitted for a class assignment, the student will reduce capitalization, punctuation and usage errors to no more than 4 per 100 words, across 3 consecutive final drafts, as measured by frequency recording collected every two weeks. | 12 errors per 100 words |
Weak: "Will proofread for errors."
Measurable: "After typing a draft, will play it back with text-to-speech and fix at least 75% of sentences with a missing word, repeated word or unclear meaning on 3 of 4 scored drafts."
Students often find errors in someone else's writing before their own, which is why peer editing makes a useful first step. Plant a known number of errors in practice drafts so the percent has a fixed denominator.
Revising content and organization goals
| Goal | Baseline |
|---|---|
| Revise a shared document from teacher comments: Given a typed draft in a shared document with teacher comments on content or organization, the student will make a change that responds to each comment and reply with a short note saying what was changed independently with at least 80% accuracy on teacher comments, on 3 of 4 consecutive revised drafts, as measured by work-sample analysis collected every two weeks. | 25% of comments |
| Reorder sentences in own draft so ideas flow: When revising a draft paragraph of six or more sentences, the student will move at least one out-of-place sentence so the paragraph reads in a logical order and explain the move in a margin note independently in at least 4 of 5 opportunities, across 5 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft. | 0 of 5 opportunities |
| Reverse outline a draft to check organization: After drafting a multi-paragraph essay for any class, the student will reverse outline the draft and make the organization changes it shows using a template, performing at least 5 of 6 steps independently, on 3 consecutive essay revisions, as measured by a task-analysis checklist collected per essay. | 1 of 6 steps |
| Carry out the stages of the writing process: When given a multi-day writing assignment, the student will carry out each stage of the writing process from planning through publishing a final copy using a writing process checklist, performing at least 5 of 6 steps independently, across 3 consecutive assignments, as measured by a task-analysis checklist collected per assignment. | 2 of 6 steps |
Weak: "Will revise writing."
Measurable: "Given teacher comments on a shared draft, will make a change for each comment and reply saying what changed for at least 80% of comments on 3 of 4 revised drafts."
The core revising template, which asks the student to add, remove or reorder content, appears in the pillar guide. The goals above are narrower versions for students who need one revising move at a time.
Revising sentences and word choice goals
| Goal | Baseline |
|---|---|
| Replace overused words with precise words: Given a draft with 10 overused or vague words highlighted, the student will replace each with a more precise word or phrase that fits the sentence independently with at least 80% accuracy on highlighted words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 words (30%) |
| Revise wordy sentences to be clear and concise: Given 10 wordy sentences of 20 or more words, the student will rewrite each so it keeps the meaning in fewer words with no repeated ideas independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 sentences (30%) |
| Add when and where details while revising: When revising a draft with three bare sentences marked by the teacher, the student will expand each marked sentence with a when, where, why or how detail that fits the draft independently in at least 8 of 9 opportunities, across 3 consecutive revised drafts, as measured by opportunity-by-opportunity data collected per draft. | 2 of 9 opportunities |
| Revise essay sentences for clarity and flow: When revising an essay draft of three or more paragraphs for a high school course, the student will vary sentence structure and length, connect sentences with transitions, combine choppy sentences and cut wordy phrases, earning at least 9 of 12 points on a sentence craft rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly. | 4 of 12 points |
Weak: "Will use better word choice."
Measurable: "Given a draft with 10 overused words highlighted, will replace at least 8 of 10 with a precise word that fits the sentence on 3 of 4 weekly probes."
Editing with tools goals
Spell-check, grammar checkers, word prediction and speech-to-text help only if the student judges their output. These goals measure that judgment.
| Goal | Baseline |
|---|---|
| Proofread for spelling with a spell-checker or word list: Before turning in a typed assignment with spell-check and word prediction available, the student will mark uncertain words and correct them with a spell-checker, word prediction or a word list independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly. | 1 of 5 opportunities |
| Catch correctly spelled wrong words in a draft: After running spell-check on a typed draft, the student will reread and correct each real-word error spell-check did not flag, such as a homophone or near miss, independently with at least 75% accuracy on real-word errors, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks. | 20% of errors |
| Accept or reject grammar checker suggestions: When editing a typed draft with the grammar checker on, the student will read each flagged sentence with and without the suggestion, accept suggestions that fix a real error and reject ones that change the meaning independently with at least 85% accuracy on suggestions, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks. | 40% of suggestions |
| Compose with speech-to-text and correct recognition errors: Given a paragraph prompt and speech-to-text software, the student will compose by dictation, then review and correct the text so it reads as intended using a dictation routine card, performing at least 5 of 6 steps independently, across 3 consecutive observed sessions, as measured by a task-analysis checklist collected weekly. | 2 of 6 steps |
Weak: "Will use spell-check."
Measurable: "After running spell-check on a typed draft, will find and correct at least 75% of real-word errors spell-check missed on 3 of 4 scored drafts."
Checking against criteria and audience
| Goal | Baseline |
|---|---|
| Check a constructed response against a four-part checklist: After writing a constructed response to a text question, the student will check it against a restate, answer, cite and explain checklist and add any missing part before turning it in, without an adult reminder, in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly. | 1 of 5 opportunities |
| Write a specific comment on a peer's draft: During peer review, given a classmate's draft and a feedback form, the student will write at least one specific comment about organization, word choice or ideas that names what to keep or change and where independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions, as measured by opportunity-by-opportunity data collected every two weeks. | 1 of 5 opportunities |
| Rewrite passive sentences in active voice: Given 10 passive sentences that name the doer, the student will rewrite each in active voice so the doer comes first and the meaning stays the same independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 2 of 10 sentences (20%) |
| Rewrite casual sentences in academic language: Given 10 casual sentences on academic topics, the student will rewrite each in academic language by replacing slang or vague words with precise words and removing direct address while keeping the meaning independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 sentences (30%) |
Weak: "Will check that work is complete."
Measurable: "After writing a constructed response, will check it against a four-part checklist and add any missing part, without a reminder, in at least 4 of 5 opportunities across 3 consecutive weeks."
Editing checklist for students
Use the version that fits the student and tape it to the desk or the inside of the writing folder. Teach one row at a time and add rows as the student masters them. Each row is one reread.
Grades K to 2 (picture checklist)
- Every sentence starts with a capital letter.
- There are spaces between my words.
- Every sentence ends with a period, question mark or exclamation point.
- I read it out loud and it makes sense.
Grades 3 to 5
- I read my writing out loud, or played it back, and fixed any missing or extra words.
- Every sentence starts with a capital, and so do names, places and the word I.
- Every sentence ends with the right mark.
- Commas are in lists and dates.
- I circled words I was unsure of and checked them on the word wall or with spell-check.
- My paragraph has a topic sentence, details and an ending.
Middle and high school
- Revise first: every paragraph supports the thesis and is in a logical order.
- Each body paragraph explains its evidence, not just quotes it.
- Sentences vary in length; choppy ones are combined and wordy ones trimmed.
- One pass each for capitals, end marks, commas and spelling.
- I checked my personal error list (for example: its and it's, comma splices, verb tense).
- I reviewed every spell-check and grammar suggestion instead of accepting all of them.
- Quotations and citations follow the class format.
A widely taught four-part check covers capitals, overall appearance, punctuation and spelling. The versions above add a read-aloud step and, for older students, a revising pass first, because fixing commas in a paragraph that will be cut wastes time.
How to measure editing goals
- Planted errors. For proofreading probes, give a draft with a known number of errors (5 to 10) of the types taught. The denominator is fixed, and you can score the percent found and fixed on the accuracy data sheet.
- Own drafts. Before the student edits, count the errors yourself and write the number in pencil on your copy. After editing, count how many were fixed.
- Routine goals. Score each step on a task-analysis checklist or count opportunities where the student completed the routine without prompts.
- Errors per 100 words. For final-draft goals, count errors and divide by total words, times 100. Fewer is better.
The What Works Clearinghouse secondary writing guide recommends teaching writing strategies explicitly and using assessments of student writing to guide instruction and feedback.[1] The elementary guide recommends teaching the writing process, which includes revising and editing.[2] An editing goal measured on the student's own drafts gives both kinds of information at once. Check the wording of each goal in the goal checker.
Objectives for editing goals
For a student moving to the one-pass-per-error-type routine:
- Read the draft aloud and fix missing or extra words in 4 of 5 drafts.
- Make one pass for capitals and one for end marks in 4 of 5 drafts.
- Add passes for commas and spelling in 4 of 5 drafts.
- Complete all four passes and check off each row in 4 of 5 drafts across 5 consecutive drafts.
Adapting by grade
Targets are illustrations, not norms.
| Grade band | Typical editing target | Typical support |
|---|---|---|
| Kindergarten to grade 2 | Capital, spaces and end mark on a picture checklist; read aloud | Picture checklist, adult models |
| Grades 3 to 5 | Routine for capitals, punctuation and spelling; first revising moves | Written checklist, word wall, peer editing |
| Middle school | Revising from comments; proofreading with text-to-speech; word choice | Shared documents, highlighted drafts |
| High school | Reverse outlines, sentence craft, personal error lists, judging tool suggestions | Personal checklist, grammar checker |
More templates are in the written expression goal bank and the writing mechanics goal bank. Grammar goals that often pair with editing are in IEP goals for subject-verb agreement.
Frequently asked questions
What is the difference between an editing goal and a revising goal?
Revising changes content and organization: adding details, moving sentences, cutting ideas. Editing fixes surface errors: capitals, punctuation, spelling and grammar. Write separate goals, because a student can be strong at one and weak at the other, and the data look different.
How do I measure editing when every draft has a different number of errors?
Count the errors in the draft before the student edits, then count how many the student fixed, and report the percent. For practice probes, plant a set number of errors so the denominator stays the same every week.
Should students use a published editing checklist?
Any short checklist works if it matches what has been taught and has one item per reread. Build it with the student, start with two or three rows, and add one at a time. A personal list of the student's own frequent errors is often the most useful row.
Use it in IEP Atlas
- Written expression goals (writing)
- Writing mechanics goals (writing)
- Written expression in the IEP glossary
- Accuracy data sheet
- IEP goal checker
Related guides
- IEP goals for writing: written expression, spelling and mechanics
- IEP goals for capitalization and punctuation: 16 examples
- IEP goals for subject-verb agreement: 16 examples for speech and writing
- Paragraph writing IEP goals: 20 examples by sub-skill
- Teaching paragraph writing with color coding
- IEP goals for writing simple sentences
Sources
- Teaching Secondary Students to Write Effectively, What Works Clearinghouse, Institute of Education Sciences
- Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
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.