IEP Writing Goals
What are IEP writing goals?
IEP writing goals usually cover two areas: written expression (putting ideas onto the page in sentences, paragraphs and longer pieces) and spelling. A well-written writing goal names where a child is starting, a measurable target and a way to measure it, so progress is something the team can see rather than guess. The examples below are starting points to shape with your child's team, not goals to copy.
What a measurable writing goal looks like
A measurable annual writing goal names the skill, the condition, the criterion and how it is measured. IDEA requires annual goals to be measurable (34 CFR 300.320(a)(2)) and requires the IEP to describe how progress toward each goal will be measured (34 CFR 300.320(a)(3)), so a goal like 'will become a better writer' is not enough; a goal names a rubric score, a percentage of words spelled correctly or a count of the parts a sentence or paragraph needs.
Example goals by grade band
Each goal below is an example to discuss and adapt with your team, never a target your child must meet. The specific rates and percentages are illustrations of what a measurable goal looks like. To see how the parts fit together, try the goal practice builder.
Lower elementary (K-2)
Example · Written expression: sentence writing
Given a picture prompt and a sentence starter, [student] will write a complete sentence with a capital letter at the beginning and correct end punctuation on 4 of 5 writing samples by the annual review date, as measured by scored classroom writing samples.
What to ask your team: Ask what [student] can do today, so the goal starts from a clear baseline and the target sentence fits where they are now.
Example · Spelling: high-frequency words
Given a weekly list of grade-level high-frequency words, [student] will spell 8 of 10 words correctly on 4 of 5 weekly probes by the annual review date, as measured by teacher-recorded spelling probes.
What to ask your team: Ask which word list the goal draws from and how those words are chosen for [student].
Upper elementary (3-5)
Example · Written expression: paragraph writing
Given a writing prompt and a graphic organizer, [student] will write a paragraph that has a topic sentence, at least three supporting details and a closing sentence, scoring 3 of 4 on the class writing rubric on 4 of 5 samples by the annual review date, as measured by rubric-scored writing samples.
What to ask your team: Ask to see the rubric the goal is scored against so you know what each score stands for.
Example · Spelling: accuracy in writing
Given a piece [student] has written, [student] will spell 90 percent of the words correctly on 4 of 5 writing samples by the annual review date, as measured by teacher analysis of spelling accuracy in [student]'s own writing.
What to ask your team: Ask whether spelling is measured on a word list, inside [student]'s own writing or both.
Middle school (6-8)
Example · Written expression: multi-paragraph composition
Given a writing assignment and a planning template, [student] will produce a multi-paragraph composition with a clear introduction, a body and a conclusion, scoring at least 4 of 6 on the school writing rubric on 3 of 4 assignments by the annual review date, as measured by rubric-scored writing assignments.
What to ask your team: Ask how the rubric weighs ideas against mechanics so the goal targets the area [student] needs most.
Example · Written expression: editing and revising
Given a first draft and an editing checklist, [student] will revise the draft for complete sentences, capitalization and end punctuation, correcting 80 percent of the marked errors on 4 of 5 drafts by the annual review date, as measured by a comparison of the drafts before and after editing.
What to ask your team: Ask how the team will record which errors [student] corrected on their own and which needed a prompt.
High school (9-12)
Example · Written expression: text-based response
Given a text-based prompt, [student] will write a response that states a claim and supports it with at least two pieces of evidence from the text, scoring 3 of 4 on the assignment rubric on 3 of 4 tasks by the annual review date, as measured by rubric-scored written responses.
What to ask your team: Ask how this goal connects to the reading and the coursework [student] is doing right now.
Example · Spelling and mechanics: using tools
Given a word-processing tool with spell-check, [student] will turn in a final draft with no more than three uncorrected spelling errors per page on 4 of 5 assignments by the annual review date, as measured by teacher review of the final drafts.
What to ask your team: Ask whether tools like spell-check are part of [student]'s plan and how the goal accounts for them.
What makes a goal measurable
- Names a measurable criterion (a rubric score, a percentage or a count), not just 'will improve'
- States how progress is measured and how often
- Keeps written expression and spelling separate where they are different needs, so each is tracked on its own
- Is written in person-first language
- Is a starting point for the team, never a fixed prescription
Common mistakes to watch for
- A goal with no baseline, so there is no way to judge progress
- Bundling spelling, handwriting and composition into one goal so it is unclear which skill is being measured
- The same goal copied across years with no change in the target
- Deficit-first wording that describes the child by what they cannot do
Get the free IEP Goal-Tracking Sheet (PDF)
One page per goal to log the baseline, the target and every progress update, so you see a pattern across the year.
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