Writing IEP goals for Down Syndrome
9 writing templates across 4 skills: spelling, sentence construction, paragraph organization, written expression. Each opens in the builder with a matching data sheet.
9 templates · 4 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.
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.
Sentence Construction Writing
Build a sentence from a three-column word bank
Sentences from a word bank for students with significant support needs
By the annual IEP review date, given a word bank with three columns (who, does, what) of picture-supported words and a sentence strip, the student will choose one word from each column to build a sentence that makes sense and write or place it on the sentence strip independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Write job task sentences from a word bank
Sentences from a word bank for students with significant support needs
By the annual IEP review date, at the end of a work shift, given a printed word bank of job tasks, tools, and places with photos, the student will write two sentences that tell what tasks the student did at work using words from the bank (such as I stocked the shelves in aisle 3) independently in at least 5 of 6 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected after each shift, summarized weekly.
Paragraph Organization Writing
Complete a paragraph frame about a choice
Paragraph frames for significant support needs
By the annual IEP review date, given a five-sentence paragraph frame with spaces for a favorite thing, two reasons, and a closing, and a picture word bank, the student will fill in every space in the paragraph frame so the topic, two reasons, and closing all fit the student's choice, then read or play it back independently in at least 4 of 5 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Write a paragraph about a job or interest
Paragraph frames for significant support needs
By the annual IEP review date, given a topic about the student's job, volunteer work, or interests and a paragraph planner with a topic box, three detail boxes, and a closing box, the student will write a paragraph of at least four sentences that starts with a topic sentence, gives three details about the topic, and ends with a closing sentence independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected weekly.
Written Expression Writing
Make a written list for a real task
Functional writing: lists, notes, forms
By the annual IEP review date, when planning a class activity (such as a snack, a garden job, or a craft), given a list form with numbered lines, the student will write a list of at least three items needed for the task, one item per line, that an adult can read independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Recount a community outing using photos
Writing with significant support needs
By the annual IEP review date, after a community outing (such as a store, library, or job site visit), given three photos from the outing and a word bank, the student will write a recount of at least three sentences, one for each photo, that tell what happened in order independently in at least 4 of 5 opportunities, across 5 consecutive outings, as measured by opportunity-by-opportunity data collected after each community outing.
Sentences, paragraphs, written expression, and spelling. Down syndrome is not an IDEA category on its own; students are usually served under Intellectual Disability, Speech or Language Impairment, or Developmental Delay. The goals below are the ones teams most often write: speech intelligibility, expressive language, fine and gross motor skills, and daily living routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
Which eligibility category applies to a student with Down syndrome?
The evaluation team decides based on the student's needs. Common categories are Intellectual Disability, Speech or Language Impairment, and, for young children, Developmental Delay. The category does not limit which goals can be written.
How are intelligibility goals measured?
Usually by percent of words understood by an unfamiliar listener in a short sample, or by accuracy on target sounds in words and phrases. The SLP picks the measure that matches the student's speech profile.
What writing measures work for students with Down syndrome?
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.