IEP goals for writing: written expression, spelling and mechanics
By the IEP Atlas editorial teamLast updated
Short answer
A strong IEP goal for writing names the prompt and time allowed, the writing skill, and how the sample will be scored: correct word sequences, rubric points or correct letter sequences. For example: given a story starter and 3 minutes, the student will write at least 9 correct word sequences per minute in 3 of 4 weekly probes. The 16 goals below run from sentences to essays.
Writing goals are the hardest academic goals to measure well. Two samples from the same student can look very different because the prompts differed, the time differed or the scorer differed. A goal that says "will improve written expression" leaves all three open.
Every goal on this page fixes the prompt, the time and the scoring method. Each shows the baseline from scored writing samples, so the target has a starting point. The numbers are illustrations, not grade-level benchmarks. Each goal links to its template, and together they cover all five writing skill pages in the free goal bank: written expression, sentence construction, paragraph organization, spelling and writing mechanics.
Match the writing problem to the measure
Start from what the student's writing samples show, then pick the measure that captures it.
| What the samples show | Measure | Why it fits |
|---|---|---|
| Writes very little in the time given | Total words written (TWW) per minute | Counts output, ignoring quality |
| Writes enough, but sentences break down | Correct word sequences (CWS) per minute | Counts output that is spelled and built correctly |
| Sentences are fine, organization is not | Rubric points | Scores structure: topic, details, order, conclusion |
| Spelling errors make writing hard to read | Correct letter sequences (CLS) per minute | Gives credit for partly correct spellings |
| Errors in capitals and end marks | Errors per 100 words, or percent of sentences | Ties mechanics to the student's own writing |
| Does not start or keep writing | Minutes of sustained writing | Measures engagement, not product |
TWW and CWS come from timed curriculum-based measurement probes. The guide on how to measure writing with TWW and CWS shows how to score a sample, with a worked example. For rubric goals, the rubric scoring page shows how to define rows so two scorers agree.
What the research recommends for writing instruction
The What Works Clearinghouse practice guide for elementary writing recommends daily time for writing, explicit teaching of the writing process for different purposes, and teaching students to become fluent with handwriting, spelling, sentence construction, typing and word processing.[1] Those recommendations map neatly onto goal levels: foundational skills (spelling, sentences, fluency) and process skills (planning, revising, organizing). Most students with writing goals need some of each. The secondary-grades guide recommends explicit teaching of writing strategies and connecting reading with writing, which fits the essay and constructed-response goals below.[2] Speech-language pathologists also work on written language, so a student's writing goals may be shared between the teacher and the SLP.[3]
Sentence-level goals
Start here when samples show fragments, run-ons or sentences without a subject or verb. The guide to IEP goals for writing simple sentences has 20 more.
| Goal | Writing-sample baseline |
|---|---|
| Write a complete simple sentence: By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly. | 1 of 5 prompts produced a complete sentence |
| Picture prompt sentences scored on a rubric: By the annual IEP review date, given a detailed picture prompt (such as a busy playground or kitchen) and 10 minutes, the student will write three sentences about the picture that each tell who, what they are doing, and where or when independently, earning a score of at least 7 out of 9 on a 9-point picture sentence rubric, on 3 of 4 consecutive weekly samples, as measured by a defined scoring rubric collected weekly. | 3 of 9 rubric points across 3 samples |
| Write sentences without run-ons or fragments: By the annual IEP review date, in independent writing samples of at least eight sentences, the student will independently write complete sentences without run-ons or fragments with at least 90% accuracy on sentences written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks. | 60% of sentences complete in 4 class samples |
| Combine short sentences: By the annual IEP review date, given 10 pairs of short related sentences, the student will combine each pair into one grammatically complete compound or complex sentence that keeps the meaning of both sentences independently with at least 80% accuracy on sentence-combining items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 4 of 10 pairs combined correctly |
Paragraph and essay goals
Use these when sentences hold together but the piece does not: no topic sentence, details out of order, no conclusion.
| Goal | Writing-sample baseline |
|---|---|
| Write an organized paragraph: By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks. | 5 of 12 rubric points, median of 3 paragraphs |
| Make a written plan before drafting: By the annual IEP review date, before drafting a writing assignment that calls for a paragraph or longer, the student will complete a written or typed plan listing the topic, at least three ideas, and a closing idea independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly. | Planned before 1 of 5 assignments |
| Revise a draft by changing content: By the annual IEP review date, after completing a first draft of a paragraph or longer and receiving a revision checklist, the student will revise the draft by making at least three content changes (adding a detail, removing an off-topic sentence, or reordering ideas) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly. | 0 of 5 drafts revised for content |
| Write a multi-paragraph essay: By the annual IEP review date, given an informational or argument prompt and two class periods to plan, draft, and revise, the student will write a multi-paragraph essay with an introduction that states the controlling idea, body paragraphs that each begin with a topic sentence, and a conclusion independently, earning a score of at least 9 out of 12 on a 12-point multi-paragraph organization rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly. | 4 of 12 rubric points on 2 essays |
Genre goals: opinion and constructed response
Genre goals fit students who can write a paragraph but not for a specific purpose.
| Goal | Writing-sample baseline |
|---|---|
| Write an opinion piece: By the annual IEP review date, given an opinion prompt on a familiar topic and a 40-minute writing period, the student will write an opinion piece that states an opinion, gives at least two reasons with supporting examples, and ends with a concluding statement independently, earning a score of at least 8 out of 10 on a 10-point opinion writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected twice monthly. | 4 of 10 rubric points |
| Write a constructed response: By the annual IEP review date, given a short text at the student's instructional reading level and a written question about it, the student will write a constructed response that answers the question, cites evidence from the text, and explains how the evidence supports the answer independently, earning a score of at least 6 out of 8 on an 8-point constructed-response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks. | 3 of 8 rubric points |
Writing fluency goals
Fluency goals use short, timed probes scored the same way every week. They show growth faster than rubric goals, which helps when you need a trend by the first progress report.
| Goal | Writing-sample baseline |
|---|---|
| Write correct word sequences on story-starter probes: By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly. | 5 correct word sequences per minute, median of 3 probes |
| Grow correct word sequences on expository probes: By the annual IEP review date, given an unpracticed expository prompt on a general topic, 1 minute to plan, and 5 minutes to write, the student will write an explanation in response to the prompt independently at a rate of at least 11 correct word sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks. | 7 correct word sequences per minute |
| Sustain writing during independent writing time: By the annual IEP review date, during a 20-minute independent writing block with an assigned topic, the student will sustain writing on the assigned topic by handwriting, typing, or dictating independently for at least 12 minutes, on 4 of 5 observed writing blocks, as measured by duration recording collected twice weekly. | 4 minutes of writing in a 20-minute block |
Spelling and mechanics goals
Spelling and mechanics goals belong in writing when errors make the student's writing hard to read. The guide to spelling IEP goal examples has 16 spelling goals, including goals for students with dyslexia.
| Goal | Writing-sample baseline |
|---|---|
| Increase correct letter sequences on spelling probes: By the annual IEP review date, given a 2-minute spelling probe of grade-appropriate words dictated at a rate of one every 10 seconds, the student will write each dictated word independently at a rate of at least 20 correct letter sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly. | 12 correct letter sequences per minute |
| Spell words correctly in own writing: By the annual IEP review date, in handwritten independent writing samples of at least 50 words, the student will spell words in self-composed writing independently with at least 85% accuracy on words written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks. | 70% of words spelled correctly in 3 samples |
| Lower capital and end-mark errors per 100 words: By the annual IEP review date, in the edited copy of a paragraph or longer written for any class, the student will reduce missing or incorrect capitals and end marks to no more than 2 instances per 100 words of edited writing, across 4 consecutive scored pieces, as measured by frequency recording collected weekly. | 8 errors per 100 words |
Written expression goals for 3rd grade
Third grade is where many writing goals begin, because classroom writing shifts from sentences to paragraphs. A typical 3rd-grade set pairs one foundational goal with one process goal: for example, the run-on and fragment goal above with the organized paragraph goal, or the correct word sequences goal with the planning goal. See all writing goals for grades 3 to 5.
How to measure writing goals
Collect the baseline and every probe the same way: the same type of prompt, the same time limit, the same scoring rules. Write those three things at the top of the data sheet.
- Timed probes (TWW, CWS, CLS): one probe a week, scored in about 3 minutes once you know the rules. Record the count and divide by the minutes. See rate per minute.
- Rubric goals: score one sample every two weeks on the rubric scoring data sheet. Have a second adult score every fifth sample to check agreement.
- Percent in own writing: use the accuracy data sheet, with the number of sentences or words as the denominator.
The IEP must say how progress will be measured and when it will be reported.[4] Keep scored samples in a folder; they are your evidence at the annual review.
Objectives for writing goals
Paragraph goals break into component skills: topic sentence, then details, then conclusion. Fluency goals step the rate: 6, then 7, then 8 correct word sequences per minute by report dates. The page of IEP goals and objectives examples shows both patterns.
Adapting writing goals by grade
| Grade band | Typical focus | Typical measure |
|---|---|---|
| Kindergarten to grade 2 | Labeling, simple sentences, phonetic spelling | Opportunities, CLS, picture-sentence rubric |
| Grades 3 to 5 | Complete sentences, paragraphs, planning | CWS, paragraph rubric |
| Grades 6 to 8 | Multi-paragraph essays, constructed response, revising | Essay rubric, CWS on expository prompts |
| Grades 9 to 12 | Argument, research writing, workplace writing | Rubric, errors per 100 words |
| Students who type or dictate | Same skills, with tool settings in the condition | CWS on typed probes, percent of sentences |
For the whole goal-writing method, see how to write IEP goals. For present levels that lead into these goals, see present levels examples for writing. Before the meeting, paste your draft into the goal checker.
Frequently asked questions
What is a good written expression IEP goal?
One that fixes the prompt, the time and the scoring method. For example, writing at least 9 correct word sequences per minute on unpracticed story starters, or scoring 10 of 12 points on a paragraph rubric. Both can be scored the same way by any adult.
Should writing goals use rubrics or timed probes?
Often both, in different goals. Timed probes like correct word sequences show fluency and grow week by week. Rubrics show organization and purpose. Pick the one that matches the problem in the student's samples.
Can a student who types or dictates have writing goals?
Yes. Put the tool and its settings in the condition, such as a laptop with word prediction off, and score the output the same way. The goal then measures composing, not handwriting.
Use it in IEP Atlas
- Written expression goals (writing)
- Written expression in the IEP glossary
- Spelling goals (writing)
- Correct letter sequences in the IEP glossary
- Writing mechanics goals (writing)
- Grades 3 to 5 IEP goals
- IEP goal checker
Related guides
- IEP goals for writing simple sentences
- Spelling IEP goal examples, including goals for students with dyslexia
- How to measure writing: total words written and correct word sequences
- How to write IEP goals: a step-by-step method with examples
- Spelling interventions for students with IEPs
- How to measure spelling progress with correct letter sequences
- Paragraph writing IEP goals: 20 examples by sub-skill
- Compound and complex sentence IEP goals: 12 examples
- Functional writing IEP goals: forms, lists, emails and notes
- Graphic organizers for writing goals: when they are a support and when they are the goal
- How to score a writing sample against a rubric for IEP progress
- IEP goals for capitalization and punctuation: 16 examples
- IEP goals for editing and revising: 24 examples and a student editing checklist
- IEP goals for narrative writing: 20 examples from labels to dialogue
- IEP goals for opinion and argument writing: 12 examples
- IEP goals for subject-verb agreement: 16 examples for speech and writing
- Informative and explanatory writing IEP goals: 24 examples
- Self-regulated strategy development for writing
- Sentence combining as a writing intervention
- Teaching paragraph writing with color coding
- Typing and keyboarding IEP goals: 12 examples
Sources
- Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
- Teaching Secondary Students to Write Effectively, What Works Clearinghouse, Institute of Education Sciences
- Written Language Disorders, ASHA
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
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.