Writing IEP goals
Sentences, paragraphs, written expression, and spelling. Choose a skill to see sample goals, customize one in the builder, and download a matching data sheet.
Written Expression
6 templatesWritten expression goals describe how a student composes text: getting ideas down, organizing them for a purpose, and producing enough writing to show what they know. Because writing quality is hard to count, these goals usually rely on a defined rubric, a curriculum-based writing probe, or a clear count of a strategy the student uses. Start from writing samples in present levels and pick the one part of the process that is holding the student back most.
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.
Sentence Construction
6 templatesSentence construction goals target the building block of all writing: a complete, readable sentence with correct capitals and end marks, and later sentences that combine and expand ideas. Many of these skills can be measured on short, structured tasks, but the real test is whether they show up in the student's own writing. A good plan often pairs one controlled task with one goal measured in writing samples.
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.
Paragraph Organization
6 templatesParagraph organization goals focus on how sentences fit together: a main idea, details that support it, a logical order, and a clear ending. Rubrics with named rows work well for the finished paragraph, while recognition tasks, transition counts, and step-by-step routines can target the parts that are missing. Writing samples and the student's present levels should decide whether to start with a single paragraph or move to multi-paragraph work.
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.
Spelling
6 templatesSpelling goals work best when they target a specific pattern or word set identified through a spelling inventory or error analysis, rather than a weekly list. Dictated probes of unpracticed words show whether the student can apply a pattern, and scoring the student's own writing shows whether it transfers. For students whose spelling remains a barrier, a goal for using spell-check or word prediction can sit alongside pattern instruction.
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.