Grades K-2 Writing IEP goals

• K-2, 3-5Opportunities

  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.

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• K-2, 3-5, 6-8Percent accuracy

  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.

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• K-2, 3-5Percent accuracy

  Spell dictated short-vowel words

  Short-vowel words with blends and digraphs

  By the annual IEP review date, given 10 dictated unpracticed one-syllable short-vowel words with consonant blends and digraphs, the student will spell each dictated word in writing independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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• K-2, 3-5Percent accuracy

  Spell words with silent-e, vowel-team, and r-controlled patterns

  Long-vowel and r-controlled patterns

  By the annual IEP review date, given 15 dictated unpracticed one-syllable words with silent-e, vowel-team, and r-controlled vowel patterns, the student will spell each dictated target word in writing independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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See all 55 spelling goals

• K-2, 3-5, 6-8Rate (per minute)

  Write correct word sequences on timed story-starter probes

  Writing production and fluency (CBM story starters)

  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.

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• K-2, 3-5Rubric score

  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.

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See all 85 written expression goals

• K-2, 3-5, 6-8, 9-12Rubric score

  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.

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• K-2, 3-5, 6-8Opportunities

  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.

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• K-2, 3-5Percent accuracy

  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.

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• K-2, 3-5Percent accuracy

  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.

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See all 50 capitalization, punctuation & grammar goals