Writing IEP goals for Developmental Delay
31 writing templates across 5 skills: sentence construction, spelling, written expression, capitalization, punctuation & grammar, paragraph organization. Each opens in the builder with a matching data sheet.
31 templates · 5 skills · Pre-K, K–2, 3–5, 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Sentence Construction Writing
Write a complete simple sentence from a picture or oral prompt
Writing 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.
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.
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.
Write the first letter of pictured words
Initial sound spelling
By the annual IEP review date, given 10 pictures of familiar objects whose names begin with taught consonant sounds, the student will write the letter for the first sound of each pictured word independently with at least 90% accuracy on pictured words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Written Expression Writing
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.
Label a drawing with letters or words
Emergent writing with letters and labels
By the annual IEP review date, after completing a drawing during journal or center time, the student will write at least one label on the drawing using the first letter sound or more of the word independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Use a, an, the, and plural -s correctly in sentences
Articles and plural markers
By the annual IEP review date, given 10 sentences with blanks where an article or plural marker belongs, the student will write a, an, or the before singular nouns and add -s or -es to plural nouns where needed independently with at least 90% accuracy on nouns requiring an article or plural marker, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.
Paragraph Organization Writing
Order three pictures and dictate or write a sentence for each
Sequencing pictures and telling one sentence per picture
By the annual IEP review date, given three pictures of a familiar routine or short story, presented out of order, the student will arrange the pictures in order and dictate or write one sentence for each picture using first, then, and last, performing all 4 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
Turn a three-box organizer into sentences
From graphic organizer to paragraph
By the annual IEP review date, given a three-box organizer (topic, detail, detail) the student filled in with words or pictures, the student will write one sentence for each box, in the same order as the organizer, so the three sentences tell about one topic independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Sentences, paragraphs, written expression, and spelling. Developmental Delay is a category states may use for young children, generally ages 3 through 9, when a delay in one or more areas calls for special education. The goals below are preschool and early elementary goals across communication, motor, social, adaptive, and readiness skills.
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 16 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
Until what age can a child be eligible under Developmental Delay?
IDEA lets states use the category for children ages 3 through 9, and each state sets its own age range within that. After the state's cutoff the child is reevaluated under another category.
What do preschool IEP goals look like?
They name a skill in a classroom routine, such as following a two-step direction during cleanup or requesting a turn during play, and measure it with opportunities or task-analysis steps. Numbers are small and sessions are short.
What writing measures work for students with developmental delay?
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
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.