Writing IEP goals for Autism
83 writing templates across 5 skills: written expression, paragraph organization, sentence construction, capitalization, punctuation & grammar, spelling. Each opens in the builder with a matching data sheet.
83 templates · 5 skills · Pre-K, 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.
Written Expression Writing
Write a personal narrative with a beginning, middle, and end
Narrative writing
By the annual IEP review date, given a personal narrative prompt and a 30-minute writing period, the student will write a personal narrative with a clear beginning, middle, and end independently, earning a score of at least 11 out of 15 on a 15-point narrative writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
Dictate a sentence about a drawing for an adult to write
Dictating a message about a drawing
By the annual IEP review date, after completing a drawing during center or journal time, the student will dictate a complete sentence about the drawing for an adult to write under it with one open question such as what is happening in your picture in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Paragraph Organization Writing
Use transition words to connect sentences in a paragraph
Transitions between sentences
By the annual IEP review date, when writing a sequence or how-to paragraph, the student will use at least three different transition words or phrases that correctly signal order or connect ideas between sentences independently in at least 4 of 5 opportunities, across 3 consecutive weeks of writing samples, as measured by opportunity-by-opportunity data collected weekly.
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.
Sentence Construction Writing
Expand kernel sentences with when, where, why, or how details
Sentence expansion
By the annual IEP review date, given 10 short kernel sentences of three to four words each, the student will expand each sentence by adding at least two details that tell when, where, why, or how while keeping it a complete sentence independently with at least 80% accuracy on kernel sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Build a sentence from word cards and read it back
Building a sentence from word cards
By the annual IEP review date, given three to four picture-supported word cards that form a sentence, presented out of order, the student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Write a note, text, or email with capitals and end punctuation
Conventions in functional messages
By the annual IEP review date, when writing a note, text message, or email to a teacher, employer, or family member for a real purpose, the student will write a message in which every sentence begins with a capital letter and ends with an end mark independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Write first name with one capital and the rest lowercase
Uppercase and lowercase in own name
By the annual IEP review date, when asked to write their first name on a paper or project, the student will write their first name with a capital first letter and lowercase letters after it independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Spelling Writing
Write first name with the letters in order
Writing own first name
By the annual IEP review date, when asked to write their name on a paper or project, the student will write their first name with every letter present and in order independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Spell personal information words for forms
Functional personal-information words
By the annual IEP review date, given a blank form that asks for first and last name, street, city, state, school, and birth month, the student will write each piece of personal information spelled correctly in the matching field independently with 100% accuracy on personal information fields, on 3 consecutive forms, as measured by work-sample analysis collected weekly.
Sentences, paragraphs, written expression, and spelling. The eligibility category is autism, but goals are written for the student, not the label: a goal names an observable skill, the setting it happens in, and how it will be counted. Many teams pair a communication or social goal with a regulation or routine goal so progress in one supports the other.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 27 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 21 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 28 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What areas do IEP goals for autistic students usually cover?
Common areas are functional communication, pragmatic language, peer interaction, emotional regulation, flexibility with changes, and classroom routines. Academic goals are added when assessment shows a need. The IEP team chooses areas from the student's present levels, not from the diagnosis.
Should a goal mention autism?
No. A measurable goal describes what the student will do, under what conditions, and to what criterion. The disability category belongs in the eligibility section of the IEP, not in the goal sentence.
What writing measures work for students with autism?
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.