Writing IEP goals for ADHD
149 writing templates across 5 skills: paragraph organization, capitalization, punctuation & grammar, written expression, sentence construction, spelling. Each opens in the builder with a matching data sheet.
149 templates · 5 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Paragraph Organization Writing
Write an organized paragraph with a topic sentence, details, and a conclusion
Topic sentence, supporting details, and conclusion
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.
Choose details that support a topic sentence
Selecting relevant supporting details
By the annual IEP review date, given a topic sentence and a list of 10 sentences, some related and some unrelated, the student will sort the sentences by marking each one that supports the topic sentence and crossing out each one that does not independently with at least 90% accuracy on sentence-sorting decisions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Begin each sentence with a capital letter in own writing
Capital letter at the start of a sentence
By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
End each sentence with the correct punctuation mark in own writing
End punctuation in own writing
By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Written Expression Writing
Make a written plan before drafting
Planning before writing
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.
Write an opinion piece with reasons, examples, and a conclusion
Opinion writing
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.
Sentence Construction Writing
Edit a passage for capitalization and punctuation
Capitalization and end punctuation
By the annual IEP review date, given a short passage containing 15 errors in capitalization (sentence beginnings, proper nouns, and the pronoun I) and end punctuation, the student will edit the passage by marking and correcting each capitalization and punctuation error independently with at least 85% accuracy on embedded capitalization and punctuation errors, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write complete sentences without run-ons or fragments in own writing
Avoiding run-ons and fragments in extended writing
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.
Spelling Writing
Proofread for spelling with a spell-checker or word list
Spelling self-check with tools
By the annual IEP review date, before turning in a typed writing assignment with spell-check and word prediction available, the student will proofread for spelling by marking uncertain words and correcting 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.
Write dictated sentences with correct spelling
Dictated sentences
By the annual IEP review date, given five dictated sentences of four to seven words made of taught spelling patterns and high-frequency words, the student will write each sentence with every word spelled correctly independently with at least 90% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Sentences, paragraphs, written expression, and spelling. Students with ADHD are most often served under Other Health Impairment, and the goals that follow are the executive function, attention, and self-management goals that teams write most. Each one uses a unit that fits the behavior: seconds for starting work, minutes for staying engaged, and percent for work turned in.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 25 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 43 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 63 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 10 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
Frequently asked questions
Does a student with ADHD automatically get an IEP?
No. ADHD is not its own IDEA category. A student may qualify under Other Health Impairment when the condition affects educational performance and the student needs specially designed instruction. Some students are served with a Section 504 plan instead. The evaluation team decides.
What makes an attention goal measurable?
A clear definition of the behavior (eyes on task, materials in hand, responding when asked), a defined observation period, and a numeric criterion such as minutes engaged or intervals on task. 'Will pay attention' is not measurable; 'will remain engaged for 15 of 20 minutes of independent work' is.
What writing measures work for students with ADHD?
Rubrics with defined criteria for written expression, counts of correct writing sequences on a timed sample, percent of sentences with correct mechanics, and task-analysis steps for the writing process. Allow typing or dictation in the condition when handwriting is not the target.
Should the goal address handwriting or composition?
Measure one thing per goal. If letter formation is the barrier, use a handwriting or fine motor goal; if ideas and organization are, use a written expression goal with the output mode stated.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.