IEP goals for writing hold up when they name the part of writing a student can’t do yet and give a way to count it. Written expression IEP goals usually target one of four parts (sentences, organization, transcription or revision), and each needs a baseline, a condition, an observable behavior, a criterion with a window and a measurement method. “Will improve written expression” names no part and no count, so nobody can score it.
Written expression IEP goals by skill
- Sentence goals: complete, combined and varied sentences (5 goals)
- Organization goals: from three ordered sentences to a multi-paragraph response (5)
- Handwriting, spelling and keyboarding goals (4)
- Revising and editing goals (4)
- More IEP goals for writing: 26 one-line variants across Grades K–5, 6–8, and 9–12 and 18–22 programs
Score one writing sample four ways before you choose a goal
In the two weeks before you draft the goal, collect three samples under the same conditions: the same kind of prompt, the same time and no adult help. The Fuchs and Fuchs story-starter probe gives students 30 seconds to think, then 3 minutes of writing in mid-elementary, 5 in late elementary and 7 in middle and secondary grades. The time stays the same all year (Fuchs & Fuchs, ERIC ED519251). The manual starts the probe in Grade 1, once students can write sentences. For kindergarten, start with the goals on this page that use framed or copied sentences.
Read each sample four ways:
- Amount: total words written and correct word sequences.
- Sentences: complete sentences out of all sentences.
- Organization: a beginning, middle and end, in an order a reader can follow.
- Revision: asked to improve it, did the student change the meaning?
The probe gives baseline numbers for the first two; the other two only point to an area. Once you’ve chosen it, take each goal’s baseline from three samples of that goal’s own task, under its conditions, and baseline only the goals you will write.
| What you see in the three samples | Start with |
|---|---|
| Much less on the page than the student can say; letters hard to read; many misspelled words | Handwriting, spelling and keyboarding goals |
| Enough words, but fragments, run-ons or the same simple sentence every time | Sentence goals |
| Complete sentences in no clear order, with no topic or closing sentence | Organization goals |
| Asked to improve it, the student recopies it neatly or fixes only spelling | Revising and editing goals |
Ask the student to say the idea first, then compare the spoken version with the written one. A spoken version far richer than the written one points to transcription, though planning can also play a part. If they can’t say it either, the breakdown may be oral language, and the speech-language pathologist should join the conversation. A student who is slow to start has a different problem from one who writes too little. One who writes well for two minutes and then stops may need focus and attention IEP goals as well, once handwriting fatigue is ruled out.
Present levels must say how the disability affects involvement and progress in the general curriculum (34 CFR 300.320(a)(1)(i)). Add what the numbers mean in class, for example: “In three 3-minute probes in September, Jordan wrote a median of 14 words with 9 correct word sequences, and a median of 2 of his 4 sentences were complete. He can’t yet write a classroom response without a sentence frame.”
The IEP must contain measurable annual goals (300.320(a)(2)(i)). Students on alternate assessments aligned to alternate achievement standards also need benchmarks or short-term objectives, and some states require them for every student, so check your state.
Written expression is one of eight learning disability areas (34 CFR 300.309(a)(1)(iii)), and a student found eligible in another category can still need written expression IEP goals.
Sentence goals: complete, combined and varied sentences
An IEP goal for writing simple sentences names the parts to check (a capital letter, a subject and a verb in a complete thought, an end mark), the support allowed and the count out of all sentences. In Grades K–5, that can be 8 of 10 sentences meeting all three checks, given a picture prompt and a frame, on 2 consecutive weekly samples.
The What Works Clearinghouse recommends teaching students “to become fluent with handwriting, spelling, sentence construction, typing, and word processing,” and its guide places sentence-combining practice under that recommendation (WWC, 2012). The goals below also use framed sentences, faded from frame to word bank to organizer to blank page, and each goal’s condition names the support still allowed.
- [Grades K–5] Complete sentences with a frame. In the daily small-group writing session, given a picture prompt and a frame that supplies only the ending phrase (for example “_____ at the park”), [Student] will write sentences that begin with a capital letter, contain a subject and a verb in a complete thought, and end with an end mark, in 8 of 10 sentences written across the week, on 2 consecutive weekly samples by the annual review, as scored by the special education teacher on a three-item sentence checklist (baseline: median 2 of 10 sentences across 3 September weeks).
- [Grades K–5] Correct word sequences on a 3-minute probe (Grades 1–4). Given a story starter read aloud, 30 seconds to think and 3 minutes to write, [Student] will write at least 25 correct word sequences, as the median of the 3 most recent weekly probes, by [date], as scored by the case manager on the weekly probe log (baseline: median 9 correct word sequences and 14 total words written across 3 probes in September). Set a number like 25 from the student’s own baseline and your school’s local norms, not from a national benchmark.
- [Grades 6–8] Compound sentences with and, but and so. In the weekly 7-minute story-starter probe, written without adult help, [Student] will write at least 3 compound sentences joined with and, but or so, each with a comma before the conjunction, on 4 consecutive weekly probes by [date], as counted by the special education teacher on a sentence-type tally (baseline: median 1 correctly punctuated compound sentence across 3 September probes, range 0–1).
- [Grades 6–8] Complete sentences in a timed probe. In the weekly 7-minute story-starter probe, written without adult help, [Student] will write at least 8 sentences, 85% or more of them complete (complete sentences ÷ all sentences; a run-on counts as one incomplete sentence), as the median of the 3 most recent weekly probes, by the annual review, as scored by the case manager on the weekly probe log (baseline: 50%, or 6 of 12 sentences, median of 3 September probes).
- [Grades 9–12 and 18–22 programs] Explaining reasoning with because, since and so that. In four short constructed responses each grading period (3–5 sentences answering a “why” question in science or social studies, written in class without adult help, with a connector list available), [Student] will write at least one sentence that joins a claim to a fitting reason with because, since or so that in 3 of 4 responses, for 2 grading periods in a row, by [date], as scored by the special education teacher, who collects the responses from the content teachers (baseline: 0 of 4 September responses).
Organization goals: from three ordered sentences to a multi-paragraph response
An IEP goal for writing a paragraph names the prompt, the support allowed and the minimum length, then scores the paragraph on a rubric. In Grades 6–8, that can mean a paragraph of at least 5 sentences scoring 8 or more of 10 points on 3 of the 4 most recent weekly samples.
The paragraph goals use a 10-point rubric with five rows, each scored 0–2:
| Row | 0 | 1 | 2 |
|---|---|---|---|
| Topic sentence | missing | present but unclear | clear |
| Supporting details | none | one or two | three or more on topic |
| Closing sentence | missing | present but does not restate the main idea | restates the main idea |
| Logical order | two or more sentences out of place | one sentence out of place | no sentence would need to move |
| Transitions | none | one, used correctly | two or more, used correctly |
The opinion and multi-paragraph goals define their own rubrics. For planning, the WWC secondary guide’s strong-evidence recommendation is to “explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle” (WWC, 2016). The teacher plans aloud with the organizer, the class plans one together, then each student plans alone.
- [Grades K–5] Three sentences in order. Given a three-box organizer (first, next, last) and a personal-event prompt read aloud, and after telling the event to the teacher, [Student] will write one complete sentence for each box (capital, subject and verb in a complete thought, end mark) in the order told, completing all 3 boxes on 4 of the last 5 weekly samples by [date], as scored by the special education teacher on a sequence checklist (baseline: median 1 of 3 boxes written as a sentence across 3 September samples; the others held single words or drawings).
- [Grades K–5] Opinion paragraph (Grades 3–5). Given an opinion prompt read aloud and 15 minutes, [Student] will write an opinion paragraph that scores 6 or more of 8 points on a four-element rubric (opinion, first reason, second reason, closing sentence; each scored 0 for missing, 1 for present but not tied to the opinion, 2 for clear and tied to it) on 3 consecutive weekly samples by the annual review, as scored by the special education teacher on the checklist and rubric data sheet (baseline: median 2 of 8 points across 3 September samples; a clear opinion, with no reasons or closing).
- [Grades 6–8] Five-element paragraph. Given a grade-level prompt, a four-box planning organizer and 15 minutes, [Student] will write a paragraph of at least 5 sentences that scores 8 or more of 10 points on the paragraph rubric (topic sentence, supporting details, closing sentence, logical order and transitions, each scored 0–2), on 3 of the 4 most recent weekly samples by the annual review, as scored by the special education teacher on the checklist and rubric data sheet (baseline: median 4 of 10 points across 3 September samples; no closing sentence in any of them).
- [Grades 9–12 and 18–22 programs] Multi-paragraph explanatory response. Given an explanatory prompt from the current unit and an outline template, [Student] will independently draft an introduction, two body paragraphs and a conclusion that score 12 or more of 16 points on a four-trait analytic rubric (controlling idea, paragraph organization, evidence, transitions; each scored 1 for missing, 2 for attempted, 3 for clear in most of the response, 4 for clear throughout), on 2 consecutive unit essays and 1 timed 40-minute sample with the outline template allowed, by the annual review, as scored by the special education teacher before any writing conference (baseline: median 6 of 16 across 3 September samples, two unit-prompt responses and one timed 40-minute sample, each written as one undivided paragraph).
- [Grades 9–12 and 18–22 programs] Daily work log at a job site. At the end of each shift at a community work site, using a log template, [Student] will write an entry with all 5 items (date, task, what was done, one problem or question, next step; “no problem today” counts for the fourth item) on 8 of 10 consecutive work days by [date], as checked by the job coach on a 5-item checklist and reviewed and reported by the case manager (baseline: median 2 of 5 items across 10 September entries; date and task only).
Handwriting, spelling and keyboarding goals
Transcription is the handwriting, spelling and typing that get words onto the page, and each needs its own measure. When occupational therapy is a related service, the teacher and the occupational therapist agree on the legibility rules. Spelling is measured on dictated words, since a spell-checked draft shows how well the student uses spell-check. A speech-to-text goal measures dictating and then correcting.
- [Grades K–5] Legible copying from near point. Copying a sentence of 5–8 words from a card on the desk onto lined paper, [Student] will meet all 3 legibility items (no more than 2 letters off the line, a finger space between every pair of words, tall and short letters each a consistent size) in 9 of 10 copied sentences (2 a day, totaled as one weekly check) on 3 weekly checks in a row by the annual review, as scored by the special education teacher on a 3-item legibility check, with the occupational therapist co-scoring one check a month (baseline: median 4 of 10 sentences across 3 September checks).
- [Grades 6–8] Spelling across the year’s patterns. On a weekly dictated list of 15 words drawn from the patterns on this year’s teacher-built spelling plan (such as vowel teams), none of them practiced that week as list words, and written without spell-check, [Student] will spell 12 or more of 15 words correctly for 4 consecutive weeks by [date], as scored by the special education teacher on the weekly spelling probe log (baseline: median 5 of 15 across 3 September lists from the same plan).
- [Grades 6–8] Keyboarding a copy task. Copying a printed passage for 3 minutes on a school laptop, with spell-check and autocorrect turned off and a different passage at the same reading level each week, [Student] will type 18 or more correct words per minute (words with every letter and the following space correct, ÷ 3) on 3 consecutive weekly probes by the annual review, as scored by the case manager on the keyboarding probe log (baseline: median 8 correct words per minute across 3 September probes).
- [Grades 9–12 and 18–22 programs] Dictating and correcting with speech-to-text. Given a content-area question and 15 minutes, using speech-to-text for a response of at least 5 sentences, [Student] will dictate the response and then correct recognition errors (wrong homophones, missing punctuation, misheard words) so that the final text has 2 or fewer recognition errors per 50 words (errors ÷ words × 50) on 4 consecutive weekly assignments by [date], as counted by the special education teacher on an error tally that compares the final text with the saved raw dictation (baseline: median 9 per 50 words across 3 September responses; the dictation was left unedited).
Revising and editing goals
Count revision and editing separately. Revision changes meaning: one sentence added, cut or moved, with the piece still on topic. Editing fixes capitals, end marks and spelling. A neat recopy, with no marked first draft to compare, shows neither.
- [Grades K–5] Editing with a three-item checklist. After writing a draft of 3 or more sentences, and given a picture-cued checklist (capitals, end marks, spaces between words), [Student] will correct 75% or more of the errors on those three items (errors fixed ÷ errors marked before editing; a new error added while editing cancels one fix) on 3 of 4 weekly drafts that each contain at least 4 marked errors, by the annual review, as counted by the special education teacher, who marks the errors on a copy before the student edits (baseline: 2 of 12 marked errors corrected, or 17%, across 3 September drafts).
- [Grades 6–8] Revising for meaning. Given a first draft and the prompt “add a detail, cut a sentence that’s off topic, or move a sentence,” [Student] will make 2 or more meaning-level revisions (a sentence added, cut or moved that keeps the piece on topic) on 4 of the 5 drafts in a grading period, by the end of the second grading period, on a revision tally kept by the special education teacher, with separate columns for meaning-level and surface changes (baseline: 0 meaning-level revisions across 3 September drafts; each was recopied neatly).
- [Grades 9–12 and 18–22 programs] Revising a workplace or school message. After drafting a message to a teacher, supervisor or coworker (email or chat), [Student] will revise it, using a 5-item checklist, so that it has a greeting, a stated purpose, one clear question or request, a respectful closing, and no text abbreviations or all-caps words, scoring 5 of 5 on 4 consecutive weekly practice messages by the annual review, as scored by the teacher or job coach on the checklist and rubric data sheet (baseline: median 1 of 5 items across 3 messages revised with the same checklist in September; text abbreviations in all 3).
- [Grades 9–12 and 18–22 programs] Editing a final copy. Using an editing checklist (capitals, end punctuation, spelling, verb tense, sentence boundaries) on a typed multi-paragraph final copy, with spell-check and grammar check turned off and no adult editing help, [Student] will reduce convention errors to 4 or fewer per 100 words (errors ÷ words × 100, each error counted once) on 3 consecutive final copies by the annual review, as counted by the special education teacher on an error tally (baseline: median 12 per 100 words across 3 September final copies).
More IEP goals for writing: 26 one-line starting points
Treat these as starting points to individualize: take a baseline from three samples of the task, then set the criterion from that baseline.
| Skill or area | Grade band | Goal |
|---|---|---|
| Sentence dictation | Grades K–5 | When the teacher reads a 5- to 7-word sentence aloud twice, [Student] will write it with every word in order, a capital and an end mark in 8 of 10 sentences on 3 consecutive weekly dictation checks, as scored on a 3-item dictation checklist. |
| Capitals and end marks | Grades K–5 | In a journal entry of at least 4 sentences written without reminders, [Student] will start 90% of sentences with a capital and end 90% with an end mark across 6 entries in a row, as counted on a conventions tally. |
| Expanding a sentence | Grades K–5 | Given a kernel sentence (“The dog ran.”) and who, where and when question cards, [Student] will add 2 or more details to write one expanded sentence on 8 of 10 items in each of 3 consecutive weekly sets, as scored on a sentence-expansion checklist. |
| Letter formation | Grades K–5 | Writing the 26 lowercase letters from dictation in random order, [Student] will form 24 or more correctly (starting point, stroke direction and size) on 3 monthly checks in a row, as scored on the occupational therapist’s letter-formation checklist. |
| Copying from the board | Grades K–5 | Copying a 3-sentence homework note from the board, [Student] will finish within 4 minutes with no missing or added words on 9 of 10 school days, as checked by the teacher against the board text. |
| Spelling in daily writing | Grades K–5 | In 3 unedited journal entries collected each month, [Student] will spell 95% or more of the words drawn from the first 100 high-frequency words correctly on 2 monthly checks in a row, as counted by the teacher on a spelling-in-context tally. |
| Personal narrative | Grades K–5 | Given a personal-narrative prompt and a story map, [Student] will write a beginning, at least 2 events in order and an ending, scoring 5 of 6 on a 3-trait rubric (beginning, events in order, ending; 0–2 each) on 3 of 4 monthly samples, as recorded on the checklist and rubric data sheet. |
| Home-row keyboarding | Grades K–5 | On a 1-minute typing check of home-row words, eyes on the screen, [Student] will type 10 correct words per minute at 95% accuracy on 2 of 3 trials in each of 3 consecutive weekly sessions, as recorded on the keyboarding log. |
| Sentence combining | Grades 6–8 | Given 6 pairs of short sentences, [Student] will combine each pair into one correctly punctuated sentence with a conjunction, a relative pronoun (who, which, that) or an introductory phrase, scoring 5 of 6 on 3 weekly sets, as scored against an answer key. |
| Fixing fragments and run-ons | Grades 6–8 | In a 10-item set of fragments and run-ons, [Student] will rewrite 9 or more as complete, correctly punctuated sentences on 3 consecutive biweekly sets, as scored against an answer key. |
| Two-column notes | Grades 6–8 | During a 10-minute content-area video, using two-column notes, [Student] will record 5 key ideas in their own words with no copied sentences on 8 of 10 note-taking lessons in a grading period, as checked against the teacher’s key-idea list. |
| Summary | Grades 6–8 | After reading a 300- to 400-word article at instructional level, [Student] will write a 3- to 5-sentence summary that states the main idea and 2 supporting points with no opinion, meeting all 3 items on a summary checklist in 80% of weekly summaries in a grading period. |
| Planning before drafting | Grades 6–8 | Given a writing prompt and 5 minutes, [Student] will complete a planning organizer with a main idea and 3 related details before drafting, needing no more than 1 verbal prompt, on 9 of 10 assignments, as recorded on a prompt-level log. |
| Academic vocabulary | Grades 6–8 | In a weekly paragraph answer on the current science or social studies unit, [Student] will use at least 3 words from the unit’s vocabulary list correctly in context, as the median of the 3 most recent answers, as counted on a vocabulary tally. |
| Using spell-check | Grades 6–8 | Typing a draft with spell-check on, [Student] will choose the right suggestion or retype the word correctly for 85% of flagged words (correct fixes ÷ flagged words) on 3 consecutive typed assignments, as checked against saved before-and-after copies. |
| Claim and evidence | Grades 6–8 | Given two short texts on one topic and 30 minutes, [Student] will write a claim supported by 2 pieces of evidence, scoring 6 of 8 on a 4-row argument rubric on 2 consecutive unit tasks, as scored by the ELA teacher. |
| Writing for a set time | Grades 6–8 | Given a story starter and 12 minutes, [Student] will keep writing for the full time and produce at least 90 words, with no more than 1 adult prompt to continue, on 4 consecutive weekly samples, as recorded on the probe log. |
| Thesis statement | Grades 9–12 and 18–22 programs | Given an informational prompt and 10 minutes, [Student] will write a thesis that answers the prompt and names 2 reasons, rated 2 of 2 on a thesis checklist on 6 of 8 prompts in a grading period, as scored by the special education teacher. |
| Citing text evidence | Grades 9–12 and 18–22 programs | In unit essays, [Student] will quote or paraphrase at least 3 pieces of text evidence, each with a source tag such as “In the article,” in 2 of 3 consecutive unit essays, as scored on an evidence checklist. |
| Short answers on tests | Grades 9–12 and 18–22 programs | On constructed-response items in science or history tests, [Student] will restate the question and give 2 supporting facts, scoring 3 or more of 4 on the course’s short-answer rubric on 75% of items in a grading period, as collected from the content teachers. |
| Timed essay length | Grades 9–12 and 18–22 programs | In a 20-minute timed writing to a prompt, [Student] will write at least 150 words in 3 or more paragraphs on 3 consecutive monthly timed writings, as counted on the timed-writing log. |
| Word prediction | Grades 9–12 and 18–22 programs | Using word-prediction software for a 4-sentence answer to a content question, [Student] will finish within 10 minutes with 90% of words spelled correctly on 3 consecutive weekly tasks, as scored from the saved file. |
| Job application | Grades 9–12 and 18–22 programs | Given a paper or online job application and a personal information card, [Student] will complete every required field with no more than 1 error on 3 different applications, as checked on a field-by-field checklist. |
| Personal information from memory | Grades 9–12 and 18–22 programs | On a practice form, without a card, [Student] will write their full name, street address, phone number, date of birth and an emergency contact with 100% accuracy on 5 consecutive forms, as checked against school records. |
| Résumé | Grades 9–12 and 18–22 programs | Using a résumé template, [Student] will write a one-page résumé with 5 sections (contact, objective, experience, skills, references) that scores 9 or more of 10 on a résumé checklist by the end of the second grading period, as scored by the case manager. |
| Daily to-do list | Grades 9–12 and 18–22 programs | At the start of each class or work day, using a posted schedule, [Student] will write a to-do list of 3–5 tasks with start times that matches the schedule on 18 of 20 days in a month, as checked by staff on a daily log. |
Speech-to-text, scribes and spell-check: what the goal is measuring
To write a speech-to-text IEP goal, name the tool in the condition and measure what the student produces with it, as the dictating-and-correcting goal above does. A dictated paragraph measures composing and says nothing about spelling or handwriting.
The IEP team must consider whether the student needs assistive technology devices and services (34 CFR 300.324(a)(2)(v)). Speech-to-text, word prediction and training in their use start there. Record the result, not only the discussion: whether assistive technology is needed, which tool, and who teaches the student to use it.
A scribed sample works like a dictated one. The scribe writes the student’s words exactly, without prompting, and the sample is scored for content and organization only; conventions and correct word sequences stay unscored. A documented transcription need usually gets its own goal, or services and accommodations that address it, with the reason recorded.
When a probe turns spell-check off or withholds a scribe that the accommodations page grants for classwork, the IEP should say so and why. Otherwise a parent or reviewer will read it as a denied accommodation.
The IEP should also say whether a support is an accommodation or a modification. An accommodation changes how the student works and keeps the expectation. A modification changes the expectation, such as a shorter piece or a simpler prompt, and the criterion should reflect it.
State rules on scribes and speech-to-text for writing tests differ, so check your state’s current accommodations manual before listing either for state testing.
Two goals from this page, rewritten
The two written expression IEP goals below, quoted from earlier versions of this page, each lack a starting count, a named sample condition or a window for how long the result must hold. Each rewrite is a goal from the sections above.
| Goal as it was on this page | What was missing | The rewrite |
|---|---|---|
| “By (date), the student will write sentences that include both a subject and a predicate, with errors in sentence structure reduced by 50% as measured by teacher observations and writing samples.” | No starting count (50% of what?), no sample condition, no window. | The timed-probe sentence goal (Grades 6–8) above: at least 8 sentences in the weekly 7-minute probe, 85% or more of them complete, as the median of the 3 most recent probes (baseline: 50%, or 6 of 12). |
| “By (date), the student will organize writing into paragraphs with a clear main idea and supporting details, demonstrating this skill in 80% of writing assignments, up from 50%.” | “Demonstrating” isn’t scored; assignments differ in prompt and help; no window. | The five-element paragraph goal (Grades 6–8) above: given a grade-level prompt, a four-box organizer and 15 minutes, a paragraph of at least 5 sentences scoring 8 or more of 10 on the paragraph rubric, on 3 of the 4 most recent weekly samples (baseline: median 4 of 10). |
Before you keep a goal, ask whether two people scoring the same sample would get the same number.
Checking progress with a weekly writing probe
Use the probe that produced the baseline, given once a week with the same timing all year (Fuchs & Fuchs; timings in the first section). Anyone in the class can take it; score only the students whose goals use it.
A correct word sequence is two adjacent words, spelled correctly, that a native English speaker would accept in context. Sequences also count between the start of a sentence and its first word and between the last word and the end mark, so “Joe went to the store.” has 5 words and 6 correct word sequences.
The Fuchs and Fuchs manual suggests correct word sequences for Grades 1–4 and correct minus incorrect word sequences for Grades 5–12. Correct word sequences take more judgment to score than total words, so practice with a colleague until your counts agree, then have them rescore one sample a month. For targets, the manual points to school or district norms.
Most rubric and checklist goals here use one weekly classroom sample written without adult help, and goals can share a sample. The two Grades 6–8 sentence goals use the same 7-minute probe. The meaning-revision goal can take its 5 drafts a grading period from the weekly paragraphs. Other goals need their own weekly task, so plan one data stream per area.
Here is the paragraph goal from the organization section, four weeks in, for a seventh grader, Julia R.
J.R. · Resource ELA · 5-element paragraph: 8 of 10 on 3 of the last 4 samples · Baseline: median 4 of 10 across 3 early-September samples
| Element (0–2) | Sep 28 | Oct 5 | Oct 12 | Oct 19 |
|---|---|---|---|---|
| Topic sentence | 1 | 2 | 2 | 2 |
| Supporting details | 1 | 1 | 1 | 2 |
| Closing sentence | 0 | 0 | 1 | 1 |
| Logical order | 1 | 1 | 1 | 2 |
| Transitions | 1 | 1 | 1 | 1 |
| Score (of 10) | 4 | 5 | 6 | 8 |
| % of points | 40% | 50% | 60% | 80% |
| Sentences written | 4 | 5 | 5 | 6 |
| Total words written | 38 | 44 | 47 | 58 |
Criterion not yet met: 1 of the last 4 samples scored 8 or more. On Sep 28 the paragraph also ran to only 4 sentences, one short of the goal’s length condition.
Print a blank copy (one page, no sign-up): Download the checklist and rubric data sheet (PDF, one page)
Plot the scores against an aim line from the baseline median to the goal and look at the graph every two weeks (a practical routine; the manual does not require it). Report progress on the schedule the IEP states. The regulation asks for both how progress is measured and when reports are provided (34 CFR 300.320(a)(3)), and the goal’s method answers only the first.
The Fuchs and Fuchs decision rule was written for CBM scores, so treat it as a rule of thumb for rubric data. If the 4 most recent consecutive scores fall below the aim line, change the instruction. If they are above it, propose a higher goal to the IEP team. The National Center on Intensive Intervention describes the wider cycle as data-based individualization.
Instruction changes to try first: more sentence combining, an explicitly taught planning strategy or more transcription practice. Once a month, score a science or social studies assignment with the same rubric to check that the skill carries over.
Alongside the progress data the IEP requires, one plain sentence from the graph helps families: “Julia’s paragraph scored 8 of 10 this week, up from 4 in September. Her next step is a closing sentence that sums up her idea.”
Questions about written expression and writing goals
What are written expression skills?
Written expression is putting ideas into written words. It covers composing (choosing ideas, building sentences and ordering them into paragraphs), transcription (handwriting, spelling and typing), and revising and editing. A student can be strong in one and weak in another, which is why the samples are read four ways before a goal is chosen.
Can you give me some examples of written expression?
A picture caption, a journal entry, a story written to a starter, a paragraph answering a science question, an opinion paragraph, a multi-paragraph essay, an email to a supervisor and an end-of-shift work log are all written expression. For an IEP, choose the kind of writing the student does in class now, give it under the same conditions each time and score it the same way, so one week’s number can be compared with the next.
What are examples of writing goals for an IEP?
Most writing goals target sentences (8 of 10 sentences complete, given a frame), paragraphs (8 of 10 points on a paragraph rubric), transcription (12 of 15 dictated words spelled correctly) or revision (2 meaning-level revisions per draft). The 18 worked goals above each carry a baseline; the 26 one-line variants are starting points to adapt.
What are some IEP goals for handwriting?
Handwriting goals count legibility on a defined task: letters on the line, a space between words and consistent letter size in copied sentences, or correct letter formation from dictation. Handwriting is one part of writing, so when it is what holds a student back, pair the handwriting goal with a composing goal scored on dictated or typed samples.
A lesson where students revise a workplace message
Lesson 8, “Workplace Communication”, in Unit 3 “Employment Skills” of the Transition 18+ course, gives students 18 and older practice in writing and revising a workplace message. Its teacher guide aligns it to Common Core writing standards W.9-10.4 / W.11-12.4 and W.9-10.5 / W.11-12.5. Students watch the lesson video and take notes on a graphic organizer, then rewrite a casual message: “Rewrite this message to be suitable for the workplace. Original – Hey i don’t get it, what u want.”
The lesson defines tone: “Tone is how your message sounds to someone else.” They practice with sentence frames or a template and finish with a short journal response. One of the teacher guide’s objectives is that students “write a professional chat or email with a greeting, purpose, question, and closing”, four of the five items on the checklist in the message-revision goal above. For students 16 and older, that goal and the work-log goal can be annual steps toward the measurable postsecondary employment goal the IEP must contain (34 CFR 300.320(b)).
Choosing a tone and the details a reader needs is also a perspective-taking skill, with goals for adjusting what you say to a listener.
The lesson is part of the Transition Curriculum.
Sources
- U.S. Department of Education. IDEA regulations, 34 CFR 300.320 (present levels; measurable annual goals; short-term objectives for students on alternate assessments; how and when progress is reported; postsecondary goals), 300.324 (assistive technology) and 300.309 (written expression as a learning disability area). eCFR.
- Graham, S., et al. (2012). Teaching Elementary School Students to Be Effective Writers (NCEE 2012-4058). What Works Clearinghouse.
- Graham, S., et al. (2016). Teaching Secondary Students to Write Effectively (NCEE 2017-4002). What Works Clearinghouse.
- Fuchs, L. S., & Fuchs, D. (2011). Using CBM for Progress Monitoring in Written Expression and Spelling. National Center on Student Progress Monitoring (ERIC ED519251).
- National Center on Intensive Intervention. Data-Based Individualization.
