essay writing goal iep

Written Expression IEP Goals

Special education teachers often have the job of working with and developing written expression goals for students with IEPs. Many teachers feel that it’s important to target this skill in order to help their students communicate more effectively. However, setting achievable goals can be a challenge. Here are some tips for developing effective written expression IEP goals.

WHAT IS A WRITTEN EXPRESSION IEP GOAL?

A written expression IEP goal is a target that is set for a student with an Individualized Education Plan. This type of goal is usually related to the student’s ability to communicate through writing. The written expression goals may be based on the student’s current level of functioning and are often aimed at improving their skills in this area.

WHY ARE WRITTEN EXPRESSION IEP GOALS IMPORTANT?

There are a few reasons why written expression IEP goals may be important for a student. There’s no doubt about it written expression is a fundamental life skill. In order to be successful in school and in most jobs, individuals need to be able to communicate effectively through writing. Written expression goals can help students to improve their communication skills. Many students with written expression goals also see an improvement in other areas, such as reading skills.

How to Write IEP Goals Workbook

Tools to help students with written expression.

Using effective tools in your writing instruction will help you identify a student’s present level and where they need the most help in their written expression. This will enable you to write useful goals for the students in your classroom. Here are some tools you can use as benchmarks. Effective…

• Graphic organizer
• Writing rubric
• Writing samples
• Writing prompts
• Comprehension questions
• Writing assignment
• Editing checklist

HOW TO WRITE WRITTEN EXPRESSION IEP GOALS

Besides using these tools, there are a few things to keep in mind when writing written expression IEP goals. The goals should be realistic and measurable goals that are based on the student’s current functioning and grade level. They should work with the student’s strengths and weaknesses .

The goals should also be SMART Goals (Specific Measurable Achievable Relevant and Timed). Another important thing to remember is that the goals should be reviewed and updated on a regular basis. As the student makes progress, the goals should be revised to ensure they are still appropriate and challenging.

Written expression goals can come up in many different areas of writing. Understanding this will help you write written expression goals for student IEPs that are effective. Here are some types written expression goals and examples of each.

CAPITALIZATION GOALS FOR AN IEP

One type of written expression goal has to do with the proper use of capitalization. This is an important rule of grammar and one that students should be able to master. A capitalization goal for an IEP might look something like this:

• The student will correctly capitalize 80% of words that should be capitalized when writing a sentence.
• The student will use proper capitalization when writing the days of the week, months of the year, and holidays.
• The student will capitalize the first word of a sentence 80% of the time.

PUNCTUATION GOALS FOR AN IEP

Another type of written expression goal has to do with proper punctuation usage. Just like capitalization, this is an important rule of grammar that students should be able to master. Here are some ideas for punctuation IEP goals:

• The student will use proper punctuation (such as a period, question mark, or exclamation point) at the end of a sentence 80% of the time.
• The student will use commas correctly when writing a list.
• The student will use quotation marks correctly when writing dialogue.

SPELLING GOALS FOR AN IEP

Spelling is a component of written expression that can be quite complex in the English language. Many students struggle with spelling words correctly. Some spelling goals for an IEP could be:

• The student will spell words correctly 80% of the time when writing.
• The student will successfully spell high-frequency words when writing.
• The student will correctly spell words that follow a certain pattern (such as words that rhyme or words with the same ending sound).
• The student will use a word wall and/or spelling dictionary when writing to help with spelling words correctly.

TRANSITION WORD GOALS FOR AN IEP

Transition words are words that help to connect ideas in writing. They are often used at the beginning of a sentence to show how the current sentence is related to the previous one. Transition words can be a challenge for many students. Some examples of transition word IEP goals are:

• The student will use transition words (such as first, next, then, or finally) when writing a story.
• The student will use transition words to connect ideas within a paragraph. The student will use transition words to show cause and effect.

VOCABULARY GOALS FOR AN IEP

Vocabulary goals are also important in student development when it comes to written expression. Students should be exposed to a variety of words so that they can use them in their own writing. A few ideas for vocabulary IEP goals are:

• The student will use new vocabulary words when writing 80% of the time.
• The student will describe the meaning of new vocabulary words when writing.
• The student will use a thesaurus to find different words with similar meanings when writing.

WRITING FLUENCY GOALS FOR AN IEP

Writing fluency is another important aspect of written expression. Fluency is the speed at which a student can write. Many students struggle with writing fluently. A goal related to writing fluency might be:

• The student will write for a certain amount of time (such as 5 minutes) without stopping.
• The student will write a certain number of words in a certain amount of time (such as 100 words in 5 minutes).
• The student will write a certain number of sentences in a certain amount of time (such as 10 sentences in 5 minutes).

PARAGRAPH WRITING GOALS FOR AN IEP

A paragraph is a group of related sentences that share a common topic. Many students struggle with writing paragraphs that are correctly organized and have all of the necessary elements. Paragraph writing IEP goals could include:

• The student will write a paragraph that includes a topic sentence, supporting details, and a concluding sentence.
• The student will indent the first line of each paragraph when writing.
• The student will write a five-sentence paragraph.

ESSAY GOALS FOR AN IEP

An essay is a type of written assignment that is typically longer and more detailed than other types of writing. Essays can be difficult and tedious for many students. An essay goal for an IEP might look something like this:

• The student will write a five-paragraph essay with a clear introduction, three body paragraphs, and a conclusion.
• The student will write an essay that is at least 500 words long.
• The student will edit and revise an essay for grammar, spelling, and punctuation errors.

If you are a teacher who is responsible for developing written expression IEP goals, remember to keep the goals realistic, specific, and measurable. Review and update the goals on a regular basis to ensure they are still appropriate. With these tips in mind, you’ll be well on your way to helping your students improve their written expression skills!

Assistive Technology, Classroom Implementation Strategies & Resource Recommendations for Kids Who Struggle to Write

Related resources.

Self Advocacy IEP Goals

Executive Functioning IEP Goals

SMART Goals – Examples for Students

Daily Living Skills – Goals and Objectives

Social Emotional IEP Goals

Behavior IEP Goals

Self Regulation IEP Goals

Fine Motor IEP Goals

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IEP Goal Bank & Goal Writing Resources

Browse our FREE Common Core aligned IEP goal bank! Find socio-emotional and academic goals and objectives in reading, writing, and mathematics for your students, along with sample baselines, assessment ideas, and modification ideas!

Socio-Emotional Goal Bank

Strengths and skills focused socio-emotional goals with intervention ideas

Mathematics Goal Bank

Common Core aligned IEP goals for word problems, computation, and number sense

Reading Goal Bank

Common Core aligned goals for decoding, fluency, inferencing, and comprehension

Writing Goal Bank

Common Core aligned goals for fluency, facts, word problems, & number sense & more

Tips for Writing IEP Goals

• Tip #1: Limit Your Goals
• Tip #2: Find Key Standards
• Tip #3: Look at the Assessments
• Tip #4: Serve the Whole Student
• Tip #5: Listen to the Family

Don’t overload the goals! IEP goals are supposed to be what you work on in addition to the state standards. The goals are what you focus on in interventions– and you can’t focus on everything at once! 

My rule of thumb is up to two goals per subject area:

• A reading comprehension and a procedural reading (decoding/fluency/level) goal
• A math problem solving and procedural (number sense, addition, etc) goal
• A writing content (narrative, paragraph, etc) and procedural (spelling, fluency, typing) goal
• A self-regulation or advocacy goal
• One other socioemotional goal as needed.

Those ten goals would enable you to provide support across all key subjects and on socioemotional skills! For students with fewer needs, I do even fewer goals. 

If a student has related services, conference with the providers and combine your goals! Students are going to grow more if you are all rowing in the same direction– and focusing on the same key skills! Find ways to combine your goals.

When it comes to actually writing the goals, work from key standards. What are the standards that 1) hit on students’ areas of need; and 2) are worth working on again and again and again all year long? 

All of the goals in Spedhelper’s goal banks have been carefully chosen to reflect key standards. Don’t like our goals? Steal the standards and write your own!

Focus goals on students’ key areas of need– the areas where they are the most below grade level. And think about the bigger picture– what are the deficits that are likely to compound and keep them from accessing the general education curriculum?

Don’t limit yourself to academic goals! Students need more than content knowledge to succeed in school. Think about socioemotional needs too. Does the student stand up for themself? Can they request accommodations as needed? Do they have impulse control strategies to draw on?

All of us (me included!) have socioemotional needs. Our goal is for our students to become successful, independent learners….. what socio-emotional skills are there that might help them get there?

This is the biggest one! The law says parents need to be involved. Don’t make parent participation a check box! Talk to the family before the IEP and get to know what goals they want to see for their child! 

Families know their children better than we ever will so draw on them as a resource. They might not be able to give you a writing goal– but they are really likely to have amazing ideas on self-advocacy goals and organization goals!

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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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Home » Blog » General » Understanding IEP Goals for Writing: A Step-by-Step Approach

Understanding IEP Goals for Writing: A Step-by-Step Approach

Individualized Education Program (IEP) goals are an essential component of supporting students with special needs in their educational journey. When it comes to writing, having clear and measurable goals is crucial for guiding instruction and monitoring progress. In this blog post, we will explore a step-by-step approach to understanding and developing IEP goals specifically for writing.

Step 1: Assessing the student’s current writing skills

Before setting goals, it is important to gather information about the student’s current writing skills. This can be done through observations, assessments, and reviewing previous work samples. By understanding the student’s strengths and areas for improvement, we can tailor the goals to their specific needs.

Step 2: Setting specific and measurable goals

Effective IEP goals for writing are specific and measurable. They provide a clear target for the student to work towards and allow for progress monitoring. When setting goals, it is helpful to use the SMART criteria: Specific, Measurable, Achievable, Relevant, and Time-bound. This ensures that the goals are realistic and meaningful.

Here are some examples of specific IEP goals for writing:

• The student will write a paragraph with a clear topic sentence, supporting details, and a concluding sentence, demonstrating proper paragraph structure.
• The student will use appropriate punctuation (e.g., commas, periods, question marks) in their writing with 80% accuracy.
• The student will increase their writing fluency by completing a given writing prompt within a specified time frame.

Step 3: Breaking down goals into smaller objectives

Breaking down goals into smaller objectives allows for better progress monitoring and ensures that the student is making consistent and meaningful progress. Objectives should align with the overall goal and target specific writing skills. For example, if the goal is to improve sentence structure, the objectives could focus on using different sentence types, incorporating descriptive language, or expanding vocabulary.

Step 4: Developing strategies and accommodations

Once goals and objectives are established, it is important to develop strategies and accommodations to support the student’s needs. Evidence-based strategies such as graphic organizers, sentence starters, and peer editing can be effective in improving writing skills. Accommodations, such as extended time or the use of assistive technology, can also be considered to provide additional support.

Collaboration with teachers and other professionals is crucial in implementing these strategies and accommodations effectively. By working together, we can ensure that the student receives consistent support across all settings.

Step 5: Monitoring progress and making adjustments

Regularly assessing and tracking the student’s progress is essential in determining the effectiveness of the goals and strategies. This can be done through ongoing observations, work samples, and formal assessments. If the student is not making expected progress, it may be necessary to modify the goals and objectives to better meet their needs.

It is important to involve the student and their family in the monitoring process. Their input and feedback are valuable in understanding the student’s perspective and making necessary adjustments. Ongoing collaboration and communication between all stakeholders are key to the success of the IEP goals.

Developing and understanding IEP goals for writing is a step-by-step process that requires careful assessment, goal setting, and ongoing monitoring. By following this approach, we can ensure that the goals are individualized, specific, and measurable, leading to meaningful progress for the student.

If you are a parent, teacher, or professional seeking guidance and support in developing IEP goals for writing, consider starting your free trial with EverydaySpeech. EverydaySpeech offers a wide range of resources and tools to support social-emotional learning and communication skills, including writing. Start your EverydaySpeech free trial today and empower your students with the skills they need for success.

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IEP Goals for Written Expression or Difficulty with Writing

Two Quick Tips Before Creating IEP Goals for Written Expression:

When your child struggles with his writing skills, you need Measurable IEP Goals for Written Expression. This page shares information about writing measurable IEP goals, so you can tell if your child is making progress in writing.

If your child has a hard time with handwriting, be sure to check out the IEP Goals for Writing , Keyboarding and Copying for Students with Dysgraphia or Handwriting Difficulties too.

You may also want to check out these other resources about writing: + “ How To Teach Handwriting to A Child with Dysgraphia .” And + “ Help Your Child Learn Grammar Without Hating It! ” too.

NOW, let’s talk about written expression itself. If your child can write more easily, then he is more likely to express himself well in writing.

How To Write Measurable IEP Goals for Written Expression

Even though your child’s IEP may specify a writing program, you may find it hard to determine if your child is making progress with written expression. This is where great IEP Goals for written expression are necessary.

You need to KNOW if your child is making progress in his ability to write. Therefore, you need specific, measurable goals for writing in your child’s IEP, like those below. The example IEP goals for written expression must be changed to meet your child’s specific needs, so you need to learn how to create good goals. The examples make more sense once you know what a measurable goal looks like. 😉

After learning how to write great IEP goals for written expression below, you can use the examples below to create great goals for your child, especially if he has dysgraphia or dyslexia.

Why Written Expression is a Problem:

Learning to write well involves many complex mental processes for organizing the writing in the child’s mind. Your child must hold information in his brain, recall phonemes, syllables, and sight word spellings for writing. Then he uses motor planning skills to get his ideas into written form.  Thus, your child needs goals for each writing skill that makes writing hard for him.

Your child may also have a lot problem with handwriting itself. Writing by hand might not allow your child to express himself at the same level at which he thinks. You see this when a child uses big words when talking, but writes at a much lower level. In that case, setting goals that include keyboarding, dictation, a scribe, or the use of dictation software helps.

There are sample IEP Goals for written expression below. The list includes goals for many skills used in writing.

For your child, you can write goals that are similarly worded. However, you need to change the goals, so they are based on your child’s current skill level.

To make good IEP Goals for written expression, add similar goals or modify these goals to create great goals for your child.

Examples of MEASURABLE IEP Goals for Written Expression:

For each writng assignment, [Child’s name] will independently create a keyword outline. He will have a main topic and three supporting points as a basis for his essay.

[Child’s name] will use the keyword outline process to create a written composition which contains paragraphs of at least three sentences each, an introduction, conclusion. [Child] will include at least three supporting points in three separate paragraphs. [Child’s name] will demonstrate this ability in all content areas and all settings.

For each essay assignment, [Child’s name] will independently develop his ideas fully. [Child] will write passages that contain well developed main ideas. [Child’s name] will give at least 3 details in each paragraph . [Child’s name] will demonstrate this ability in all content areas and all settings for all written essays.

When assigned essays, [Child’s name] will independently develop his ideas. [Child] will create five-paragraph essays with proper essay structure using Dragon Naturally Speaking software to dictate his ideas to the computer. [Child’s name] will demonstrate the ability to use Dragon Naturally Speaking to dictate essays in all class subjects.

Given general curriculum writing assignments, [Child’s name] will edit his writing for spelling, punctuation, and grammar errors. [Child] will have fewer than 2 overlooked errors per 250 words , without assistance. [Child’s name] will demonstrate this ability across all settings.

Consider writing goals for all skills in your child’s IEP Goals for written expression.

Keep in mind, when writing, your child must hold information in his head, then process it in his working memory. Your child can learn to use fine motor skills and good planning to get his ideas into writing. Thus, you’ll want to consider all of the necessary skills when creating IEP goals for written expression for your child.

Don’t forget to check out the IEP Goals for Writing, Keyboarding and Copying for Students with Dysgraphia or Handwriting Difficulties too. Keyboarding and handwriting are important as written expression skills as well.

You may ALSO want to check out Assistive Technology for kids with dysgraphia or writing difficulties . Include assistive technology in your IEP goals for written expression to set your child up for better long-term success.

Check related IEP Goals :

Executive Functioning IEP Goals for Organization Skills and ADHD IEP Goals for Reading Example IEP Goals for Spelling IEP Goals for Copying

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Written Expression Goals for an Individualized Education Plan (IEP) 

by Special Ed Corner | Sep 27, 2023 | Assistance , Definitions | 0 comments

When creating an IEP for a student struggling with written expression, it’s important to set SMART goals. SMART goals are:

• Specific:  They clearly state what the student needs to improve.
• Measurable:  They can be tracked and measured to see how well the student is progressing.
• Achievable:  They are challenging but realistic, given the student’s current ability level.
• Relevant:  They are aligned with the student’s academic needs and goals.
• Time-bound:  They have a clear deadline.

Here are some sample written expression goals:

• Sentence Structure & Complexity:  By the end of the academic year, [Student] will write complex sentences, correctly joining two related ideas with a conjunction in 8 out of 10 trials.
• Organization:  [Student] will write a five-paragraph essay with an introduction, three supporting details, and a conclusion in 4 out of 5 writing assignments by May.
• Spelling & Grammar:  Over the next six months, [Student] will reduce spelling errors to no more than three mistakes per written page.
• Writing Fluency:  By the end of the term, [Student] will be able to write a complete paragraph within 10 minutes on a given topic in 7 out of 10 trials.
• Vocabulary Usage:  Within the next semester, [Student] will use at least five new vocabulary words appropriately in their written assignments.

These are just a few examples, and the specific goals you set will vary depending on the student’s individual needs. It’s important to collaborate with the student’s teachers, therapists, and parents to create a personalized IEP that will help them succeed.

Tips for Writing Written Expression Goals :

• Make sure the goals are specific and measurable. For example, instead of saying “The student will improve their writing skills,” say “The student will write complex sentences, correctly joining two related ideas with a conjunction in 8 out of 10 trials.”
• Set realistic goals that are achievable for the student. Don’t try to change too much too quickly.
• Make sure the goals are relevant to the student’s academic needs. For example, if the student is struggling to write essays, focus on setting goals related to essay writing.
• Set deadlines for the goals. This will help the student stay on track and motivated.
• Review the goals regularly and adjust them as needed. The student’s needs may change over time.

Setting clear written expression goals in an IEP can help a 9th grade student overcome challenges and become a confident, skilled writer. By working together, teachers, therapists, parents, and the student can create a personalized IEP that will help them succeed.

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What is a Good IEP Goal for Writing?

Updated: Jun 1, 2022

A good IEP goal for writing will be based on the student's grade level standards, which will be backward scaffolded through objectives to the student's current performance level. Writing goals should show reliable progress over time to ensure that the student's aim is properly addressing a need. Writing IEP Goal Bank.

Developing IEP Goals and objectives for Writing: Text types and purposes

Writing is a critical skill for success in school and beyond. But what's the best way to teach it in special education? Is there one right answer? In fact, research has shown that different writing approaches work better for different types of learners. It's critical to know the requirements and break them down into smaller pieces.

A writing rubric is essential for grading with specific criteria. When considering your student's writing

I couldn't fathom trying to keep track of what the student could do accurately unless it was broken down into smaller elements on a rubric. Could you imagine keeping track of an IEP objective for a five-paragraph essay when only three of the five skills were obtained? You wouldn't be able to measure the achievement in three abilities since the goal was to develop the whole essay.

You will need to utilize a writing rubric to help guide your IEP goals for writing and make sure they are accurate, making it easier for you as an educator to figure out what portion of each standard is lacking in order to improve quality. The student will need feedback on their work after you've determined target areas of improvement so they can gauge their own progress. As the student obtains more skills on the rubric, you will be able to set new targets for them to aim toward.

Let me show you how to make IEP goals that truly demonstrate the student's ability much simpler and more accurately.

What are the objectives of writing skills?

Although the goal gets more specific and complex they are all still working off the same primary foundational skills. Each grade level objective list directly ties to the next grade level standard. This makes it particularly easy to write the same goal with the alternate objectives from 2-5th grades. There are not many things about special education iep goal writing that are easy so take this small win and run with it.

Second grade IEP goals or objectives for writing

We'll start with the second grade for our first example when developing IEP goals for writing. Text and purpose is the major standard for all elementary grade levels.

There are three categories in this area starting with writing opinion pieces, informative/explanatory texts, and narrative writing. Our examples will only cover opinion writing but figuring out the others would be a very easy task given our breakdown.

Opinion writing at a second-grade level requires that the student can:

Write an introduction to a topic or book they are writing about

State an opinion about their topic

Supply reasons that support the opinion

Use the linking words because and also to connect their thoughts

Write a concluding statement or section

Third grade IEP goals or objectives for writing

Opinion writing at a third-grade level requires that the student can:

Write an introduction to a topic

Create an organizational structure that lists reasons to support their topic

Use linking words and phrases like because, therefore, since, and for example

Fourth grade IEP goals or objectives for writing

Opinion writing at a fourth-grade level requires that the student can:

Write an introduction to a topic with a clearly stated opinion

Provide reasons that are supported by facts and details

Link reasons and opinions using words and phrases such as for instance, in order to, and in addition

Write a concluding statement related to the opinion presented

Fifth grade IEP goals or objectives for writing

Opinion writing at a Fifth-grade level requires that the student can:

Write an introduction to the main topic with a clearly stated opinion with an organizational structure that lists reasons to support their topic

Provide logically ordered reasons that are supported by facts and details

Link reasons and opinions using words, phrases, and clauses such as consequently and specifically

Common writing assignments for elementary school

Elementary school writing emphasizes opinion writing, informative/explanatory writing, and narrative writing primarily. A writing assignment is often kept to one page with the instructions encouraging students to include pictures as a way to expand their stories beyond their current vocabulary levels.

When it comes to text and purpose, some common writing assignments include writing book reports, summaries, persuasive essays, and descriptions.

Depending on the grade level the measurable IEP goals can vary but the writing instruction will have a lot of similarities. Many of the child's IEP goals may include proper essay structure, to create five paragraph essays, demonstrate well developed main ideas, or the traditional five sentence paragraph. The level of sentence complexity and subject matter is the largest key factor in determining the mastery level.

Sample IEP goals for written expression

There are several components that go into the writing process. Some examples include pre-writing, drafting, revising, editing, reteaching/scaffolding, and fluency.

Higher order components such as planning, transcribing (drafting), reviewing and modifying are all examples of written expression.

Planning is a higher order component that entails thinking about things in advance.

Translating ( drafting) entails understanding the original material, which may involve analysis and synthesis. The process of translation includes lower-level transcription abilities (such as handwriting and typing).

Reviewing entails going over the piece to correct any errors and make sure it makes sense.

Modifying entails making changes to improve a piece of writing.

Writing is a process, not a product. A student may be able to write their thoughts down on paper or type them into a computer but that doesn't mean they can form organized and complex sentences and paragraphs. By incorporating measurable IEP goals with clearly defined writing skills students will gradually independently develop reading fluency and reading comprehension skills as well.

Reading comprehension and written expression are often referred to as reciprocal skills. When reading comprehension and written expression skills are tied together across multiple content areas supported by IEP goals a student's progress will be significant.

Pre-writing IEP goals

By (date), when given a ten note cards set write a sequenced five paragraph essay outline

By (date), when given a storyboard to organize their thoughts write a sequenced five paragraph essay outline

By (date), when given a brain map graphic organizer right a brain map of a five paragraph essay

By (date), when given a graphic organizer, use the keyword outline process write an outline for a given essay topic

Revising IEP goals

By (date), when given a revision assignment, rewrites sentences for clarity and grammar correction

By (date), when given a revision assignment, delete unnecessary words to improve sentence clarity

Editing IEP goals

By (date), when given a revision assignment, correct spelling and grammar errors

IEP writing goals for students?

A printable List of IEP Writing Goals by grade level can be found in our IEP goal bank

In conclusion, when it comes to elementary school assignments, there are a few key things that students need to be able to do in order to demonstrate mastery. These include being able to write opinion pieces, informative/explanatory essays, and narratives. Depending on the grade level, other measurable IEP goals may also include proper essay structure, developing well-developed main ideas, or writing using traditional five sentence paragraphs. In order for students with disabilities to reach these objectives, instruction must focus on the higher order skills of planning, transcribing (drafting), reviewing, and modifying. As students gradually learn how to independently carry out these steps in the writing process, their reading fluency and comprehension will also improve.

Thanks for reading! I hope that this article was helpful in understanding IEP goals and objectives for writing. If you have any questions, please don't hesitate to leave a comment below.

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Measurable IEP Goals for Writing: A Guide for Elementary Students

• Post author: dane furfaro
• Post category: Education

Measurable IEP Goals for Writing: A Comprehensive Guide

When it comes to mapping out the educational journey for students with special needs, Individualized Education Program (IEP) goals are essential, particularly in the realm of written expression.

Writing is a fundamental skill that plays an important role in a student’s academic, professional, and personal development.

Therefore, developing writing skills is critical to ensuring that students have the ability effectively communicate through written language.

The Importance of Written Expression for Students

Written expression is a vital aspect of academic success, as it enables students to convey their thoughts, ideas, and knowledge coherently.

Developing strong writing skills not only fosters effective communication but also enhances critical thinking abilities.

Furthermore, for students with special needs, proficient writing skills can unlock avenues for self-expression and empowerment , thereby promoting overall cognitive and emotional growth .

Understanding IEP Writing Goals

Defining iep goals for writing.

Writing goals refer to specific targets designed to assess a student’s progress in various areas of writing, such as sentence construction, paragraph organization, and proficiency in different writing formats.

These goals are tailored to meet individual student needs and are an integral part of the IEP, which is crafted by a collaborative team involving educators, parents, and the student (if appropriate).

Components of Measurable IEP Goals

Goals should be specific, measurable, achievable, relevant, and time-bound (SMART).

This ensures that the goals are well-defined, can be measured to track progress, are realistic and relevant to the student’s needs, and have a set timeframe for completion.

With SMART goals, students are better able to work towards success and reach their full potential.

Measurable goals for written expression encompass several components, including the identification of specific writing skills to be targeted, the level of proficiency expected based on the student’s grade level, and the criteria for measuring progress, often through the use of writing rubrics or samples.

Additionally, these goals should be aligned with the student’s educational objectives and must be attainable within the specified timeframe. 

Connection Between Reading and Writing

Both reading and writing skills are essential for academic success and overall language development.

Reading and writing are reciprocal processes, meaning that they rely on and reinforce each other. 

When writing IEP goals for elementary students, educators should consider the student’s reading skills and how they impacts their writing ability.

For example, if a student struggles with decoding and fluency, it may impact their ability to generate ideas and express themselves through writing.

In this case, a goal related to reading fluency and comprehension may also impact their ability to write coherent and organized paragraphs or essays.

Example Writing Goals

Adapting iep writing goals for individualized needs.

Adapting IEP writing goals involves tailoring the objectives to meet the individualized needs of the student.

This may encompass modifying the level of proficiency expected based on the student’s abilities and incorporating appropriate accommodations or modifications, such as extended time for writing assignments or the use of assistive technology.

The goals should be detailed, outlining the specific writing skills targeted, the criteria for measurement, and the timeline for assessment.

Additionally, they should be accompanied by clear and objective rubrics for each writing assignment to facilitate accurate evaluation. These goals should be dynamic, allowing for adjustments based on the student’s progress and the evolving educational needs within the special education setting.

It is critical to ensure that the adapted goals remain challenging yet attainable, providing the necessary support to facilitate the student’s progress in written expression within the special education context.

Sample IEP Goals for Written Expression

 1. By the end of the semester, the student will independently write a five-sentence paragraph with a topic sentence, three supporting details, and a concluding sentence, with 80% accuracy.

2. By the end of the grading period, the student will correctly use capitalization and punctuation in 95% of their written assignments.

3. By the end of the year, when writing a sentence, the student will be able to consistently use proper spacing between words in 90% of their written work.

4. By the end of the grading period, the student will include descriptive language and adjectives in their writing, with at least 70% accuracy.

5. By the end of the term, the student will independently write a narrative with a clear beginning, middle, and end, with 80% accuracy.

6. By the end of the semester, the student will use a variety of sentence structures (simple, compound, and complex) in their writing, with 75% accuracy. 

7. By the end of the school year, when given a friendly letter writing prompt, the student will write a letter that includes a greeting, body with at least three details or questions, and a closing, with correct spelling, capitalization, and punctuation, with at least 85% accuracy on six different prompts.

8. By the end of the school year, when given a poetry writing prompt, the student will write a poem that includes at least three stanzas, uses sensory language and imagery, and follows a specific poetic form, with at least 75% accuracy on three different prompts.

9. By the end of the school year, when given a creative writing prompt, the student will write a short story that includes a memorable main character, a problem to solve, and a resolution, with at least 80% accuracy on four different prompts.

10. By the end of the school year, when given a narrative writing prompt, the student will write a story with a clear beginning, middle, and end, using descriptive language and dialogue, with at least 80% accuracy on four different prompts.

11. By the end of the school year, the student will correctly form all uppercase and lowercase letters, without reversals, with 80% accuracy in isolation and in sentences.

12. By the end of the first semester, the student will write legibly on the lines provided, and within given spatial constraints, with 90% accuracy in written assignments.

Developing Sentence and Paragraph IEP Goals

When developing IEP goals for sentence and paragraph construction, it is crucial to consider the specific writing skills targeted, the level of proficiency expected, and the criteria for measuring progress.

These goals should encompass the development of complete and coherent sentences, as well as well-structured and organized paragraphs. 

 1. By the end of the term, when given a topic, the student will be able to write a complete sentence with correct grammar and punctuation with 80% accuracy in 4 out of 5 trials.

2. By the end of the IEP period, the student will be able to organize their ideas into a well-structured paragraph with a topic sentence, supporting details, and a concluding sentence with 70% accuracy in 3 out of 4 opportunities.

3. When given a picture prompt, the student will be able to write a descriptive paragraph with at least 4 sentences, using appropriate adjectives and adverbs, with 75% accuracy in 3 out of 4 trials.

4. When provided with a writing prompt, the student will be able to write an opinion paragraph with a clear main idea and supporting reasons, using transition words, and convincing language with 85% accuracy in 3 out of 5 opportunities.

5. By the end of the IEP period, the student will be able to write a narrative paragraph with a clear sequence of events and sensory language, using proper grammar and punctuation with 70% accuracy in 4 out of 6 trials.

6. When given a self-editing checklist, the student will be able to revise and improve their written work by adding details, using varied sentence structures, and correcting spelling and grammar errors with 80% accuracy in 4 out of 5 opportunities. 

Final Thoughts on Written Expression IEP Goals

Implementing IEP goals for writing involves a strategic approach to cater to the diverse needs of each student.

Special education teachers need to employ a range of effective writing instruction techniques to address individualized writing skills, including sentence construction, paragraph organization, and the development of coherent written expression.

Utilizing writing samples, varied writing assignments, and goal banks can aid in the creation and implementation of measurable IEP goals, ensuring that the objectives are aligned with the student’s grade level and educational requirements.

Measuring Progress and Adjusting IEP Writing Goals

Special education strategies for measurable writing IEP goals encompass the use of differentiated instruction to meet the unique writing needs of students with special needs.

These strategies may involve providing explicit writing instruction tailored to individualized objectives, incorporating assistive technology to support writing proficiency, and implementing multi-sensory approaches to enhance the writing process.

Additionally, fostering a supportive and inclusive environment within the IEP team is crucial for effectively implementing strategies that address the diverse written expression goals and ensure measurable progress.

Regular reviews and adjustments to the objectives for writing and written expression enable students with special needs to make meaningful strides in their written communication abilities within the special education context.

About the Author

In addition to being a bestselling children’s book author , Dane Furfaro is a Licensed Professional Clinical Counselor and has worked with children in elementary schools for over 10 years. He has a bachelor’s degree in Psychology from Concordia College and a master’s degree in Educational Psychology with a specialization in counseling from the University of Minnesota. He has been fortunate to support many children and families in their journeys to create better futures for themselves.

Disclaimer: The content on this website does not aim to diagnose, treat, or prevent any form of medical condition and is not meant as personalized medical/psychological guidance. It is important that you consult a qualified healthcare professional before making any decisions regarding your own and your family’s health and medical treatments.  

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Sample IEP Goals for Writing - Content, Fluency, Focus, Convention and Editing, and Style

• Meredith Laden
• Categories : Special education law ID ea, ieps, 504s, cses & planning
• Tags : Special ed information for teachers & parents

Developing IEP Goals for Writing

Content Goals

The following sample IEP writing goals are directed at improving the student’s content which includes the presence, development and support of ideas.

• Given a writing assignment, the student will improve his content from a score of 2 (Basic) to a score of 3 (Proficient) using a district writing rubric.
• With the use of a graphic organizer, the student will produce a (insert anticipated number) paragraph essay that includes a topic sentence, at least (insert anticipated number) transition words and a conclusion.
• Given a topic, the student will compose (insert number of paragraphs required) in which each will include a topic sentence, at least (insert anticipated number) supporting details and logical sequence.

Fluency Goals

Depending on the level of the student, fluency goals can be used to measure letters written, words written or words written correctly (where words with spelling errors are not given credit).

• Given a (insert number of minutes) timed writing probe, the student will increase the total number of words written correctly from (current baseline number of words) to (anticipated number of words)

Focus Goals

Focus is important in writing so the student does not go off topic and confuses the reader or presents too much, or conflicting, information.

• Given a written assignment at his current grade level of (insert current grade level), the student will improve his focus (single topic or staying on a given topic) from a rubric score of 2 (Basic) to a rubric score of 3 (Proficient) on three out of four written assignments.

Conventions and Editing Goals

The goals in this section focus on the student’s ability to use the conventions of language properly, including correct spelling, grammar, punctuation and word usage and to correct mistakes through editing.

• Given a one paragraph writing sample at the (student’s current grade level), the student will correct spelling, punctuation and grammatical errors accurately with two or fewer errors.
• Given a prompt, the student will complete (anticipated number) sentences using correct capitalization and punctuation with (percentage of accuracy anticipated) increasing from baseline of (current percentage of accuracy).

Style Goals

Helping a students find his “voice” and improve his writing style can be one of the most difficult things to teach and measure. Goals should be specific, as whether a student has improved his writing style can be subjective.

• Given a written assignment, the student will include at least three descriptive words appropriate to the text.
• Given a three paragraph written assignment, the student will vary sentence structure throughout each paragraph.
• Given a written assignment, the student will correctly include one or more simile and/or metaphor in his response.

Image by  Luci Goodman  from  Pixabay IEP Goals and Objectives Bank : Search IEP goals and objectives by content area. National Writing Project : Ideas and strategies by experienced teachers to help support and enhance writing instruction at all grade levels.

This post is part of the series: IEP Sample Goals in Academic Domains

Sample IEP goals for primary students with learning disabilities.

• Reading and Math IEP Goals for Students With Disabilities
• IEP Goals for Writing - With Samples

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Written Expression IEP Goals: Writing Goals in Special Ed

It’s not uncommon for special education students to have reading IEP goals set out by the IEP team. Reading is an essential skill. Where we often drop the ball as a special education teacher is focusing as much time and effort on writing IEP goals. When a child struggles with reading, they often struggle with written expression. An important first step in focusing in on the specific skills associated with reading is to write companion written expression IEP goals.

What are Written Expression IEP Goals?

Written expression goals refer to specific objectives that students with special needs aim to achieve in the area of written communication. These goals are designed to address the student’s individual needs and abilities as part of their Individualized Education Program (IEP).

Written expression goals can cover various aspects of writing, such as grammar, vocabulary, sentence structure, paragraph development, organization, and coherence. The goals can be short-term or long-term. They should be measurable, achievable, relevant, and time-bound (see below). The goals are developed collaboratively by the student, parents, educators, and other professionals on the IEP team. They monitor and adjust those goals as needed to ensure that the student makes progress toward achieving them.

Why Write Written Expression IEP Goals?

Whether it’s writing an essay, taking notes, sending an email, or communicating in the workplace, the ability to write is essential. Being able to write as a functional skill can improve all aspects of postsecondary life. That includes independent living, employability, and social skills. On top of that, writing skills support all content areas. They allow a student to express their ideas on any given subject.

Written expression IEP goals should go hand in hand with reading goals in a child’s IEP. The National Reading Panel outlines the pillars of reading. They include phonemic awareness , phonics, fluency, vocabulary, and comprehension. I think writing should accompany that.  

If a student struggle with reading, they likely struggle with writing too. Coupling instructional goals in this manner is a good educational practice since the two skills go hand in hand. A student that doesn’t master phonics likely struggles with spelling during writing assignments. Likewise, a student that has difficulty learning phonic skills or has weak phonemic awareness skills may also lack the necessary components needed to write successfully. Systematic instruction focused on writing is how you build better writing skills. An unintended consequence is building better reading skills.  

The Form and Function of Writing

Written expression IEP goals are goals that support a student’s ability to write. Remember, though, that this is a goal based on the function of writing, not the form of writing. In other words, it’s about the process of conveying one’s thoughts and ideas in writing. Goals about the form of writing, like properly holding a pencil or forming letters, is more about the student’s physical abilities, not cognitive skills.

For many students with complex access needs, the task of writing is a challenge. Beyond the many physical and sensory issues that make writing difficult, there are disability related hurdles too. Students may have learning and attention issues, memory and recall deficits, and problems organizing information. This makes written expression a challenging task. That’s why IEP goals that focus on the function of written expression are crucial. As is providing individualized support and instruction to help students improve their writing skills.

When Do We Write These IEP Goals?

IEP goals for written expression are typically written as annual goals. This is during the IEP development process for students with disabilities who qualify for special education services. The IEP team includes parents, educators, specialists, and the student (when appropriate). They meet to discuss the student’s strengths, weaknesses, goals, and progress in various areas, including written expression. Based on the student’s needs and abilities, the team identifies specific areas of writing that require improvement and sets individualized goals.

The goals should be designed to help the student make progress toward grade level standards. They should also address the student’s functional needs in daily life. The goals should also be appropriate for the student’s age, grade, and disability. They should consider the student’s learning style, interests, and preferences. Once the goals are written, the team discusses the instructional strategies, accommodations, and services that will support the student in achieving the goals and documents them in the IEP. Lastly, the team reviews the goals and the student’s progress toward them regularly. They should then adjust them as needed to ensure that the student makes progress toward achieving them.

SMART & Measurable Goals

SMART goals are S pecific, M easurable, A chievable, R elevant, and T ime-bound. SMART IEP goals are important because they provide clarity, motivation, accountability, and a clear framework for evaluating progress toward the goal. They help to ensure that the goals are relevant and achievable for the student. They also help to make sure instruction and supports are effective in helping the student achieve the goals.

Drafting measurable IEP goals is essential. Those are goals that can be quantified or observed. That makes tracking and evaluating progress toward the goal easier. Rubrics make a great grading tool. It’s an objective way to measure performance and progress in a consistent manner.  Then it’s easier to determine if the student is developing specific skills as an intended outcome of instruction and if the outlined educational program is effective. If not, then it’s easier to adjust the instruction and supports in a meaningful way.

Strategies for Setting Written Expression IEP Goals

Setting effective written expression IEP goals requires careful consideration of the student’s needs, abilities, and interests. Here are some strategies for setting written expression IEP goals:

• Use assessment data : Assessments can provide valuable information about the student’s strengths and weaknesses in writing. Use the data to identify specific areas of writing that require improvement. Then use it to set measurable goals that address those areas.
• Collaborate with the student : Involve the student in the goal-setting process as much as possible. Ask the student about their writing strengths and weaknesses, interests, and preferences, and use their input to set goals that are relevant and achievable.
• Use SMART criteria : Set goals that are specific, measurable, achievable, relevant, and time-bound. This will keep the goals clear, focused, and relevant to the student’s needs.
• Consider the writing process : Set goals that address various stages of the writing process. That includes planning, drafting, revising, and editing. This will help the student to have a comprehensive understanding of writing and is able to produce high-quality written work.
• Use visual models and graphic organizers : Provide visual models and graphic organizers. This can help the student understand the structure and organization of written work. This can be particularly helpful for students with learning and attention issues.
• Use informal assessments : Use informal assessments to monitor the student’s progress towards the goals and to adjust instruction and supports as needed. This can help ensure progress is being made toward the goals and that the goals remain relevant and achievable.

By using these strategies, educators and IEP teams can set effective written expression goals that are tailored to the student’s needs and abilities, and that help the student develop the skills needed to succeed in academic and personal settings.

Areas of Focus with Written Expression IEP Goals

When setting written expression IEP goals, it’s important to consider the specific areas of writing that require improvement. Here are some areas of focus to consider:

• Sentence structure and syntax : Set goals that address the student’s ability to write complete sentences with proper syntax and grammar. This can include goals related to sentence variety, subject-verb agreement, punctuation, and capitalization.
• Paragraph structure and organization : Set goals that address the student’s ability to organize their writing into coherent paragraphs with a clear topic sentence and supporting detail sentences. This can include goals related to clear main ideas, transitions, paragraph length, and the use of graphic organizers.
• Word usage and vocabulary : Set goals that address the student’s ability to use appropriate and varied vocabulary in their writing. This can include goals related to word choice, the use of descriptive language, and the use of word lists and dictionaries.
• Writing style and tone : Set goals that address the student’s ability to write with a clear and appropriate style and tone. This can include goals related to the use of figurative language, the use of dialogue, and the development of a personal voice.
• Written composition and essay assignments : Set goals that address the student’s ability to write longer, more complex pieces of writing, such as essays and research papers. This can include goals related to research skills, thesis development, and the use of sources.

By focusing on these areas, educators and IEP teams can set goals that are specific, measurable, and relevant to the student’s needs, and that helps the student develop the skills needed to produce high-quality written work.

Ideas for Written Expression IEP Goals

Examples of written expression goals include writing a complete sentence, constructing a five-sentence paragraph, developing a thesis statement, using transition words, revising and editing one’s work, and writing an essay on a given topic. Here are five examples of written expression IEP goals that can help students improve their writing skills. Use these as models for your personal goal bank as you work to collect sample IEP goals for writing.

• Example Goal #1: By the end of the school year, given a writing assignment, the student will write a five-sentence paragraph with transition words and detailed sentences, in 80% of opportunities, as measured by teacher observation.
• Example Goal #2: By the end of the first semester, given a writing assignment, the student will write a complete sentence with correct capitalization and punctuation, with no more than two errors, in 90% of opportunities, as measured by a writing rubric.
• Example Goal #3: By the end of the second semester, given a writing assignment, the student will write a paragraph with a clear main idea and at least two key details, in 80% of opportunities, as measured by teacher observation and a writing rubric.
• Example Goal #4: By the end of the school year, given a writing assignment, the student will use appropriate vocabulary words and descriptive language to write a complete sentence with a clear subject-verb agreement, in 80% of opportunities, as measured by teacher observation and a writing rubric.
• Example Goal #5: By the end of the second quarter, given a writing assignment, the student will use a graphic organizer to plan and organize a written composition with a clear main idea, at least three supporting details, and a logical organizational structure, in 80% of opportunities, as measured by teacher observation and a writing rubric.

Special education teachers as well as the IEP team need to start with a good IEP goal. Ideally, you should be able to gather objective data to track the goal. You may also want to consider the supports you set out in as part of the condition of the goal. That could include a word list, a sample sentence or sentence starters , of set the goal for a specific number of sentences in the writing sample. Personalize the student’s goals and be sure they are achievable goals. And remember, these are example IEP goals, not an exhaustive goal bank.

Read More About Reading!

Implementing and Monitoring Written Expression IEP Goals

Implementing and monitoring written expression IEP goals is essential to ensure that students are making progress toward their goals. Here are some strategies that educators and IEP teams can use to implement and monitor written expression IEP goals:

• Regular progress monitoring: It’s important to regularly monitor the student’s progress toward their written expression goals. This can be done through regular writing assignments, teacher observations, and assessments. The data collected from progress monitoring can help educators make informed decisions about the student’s writing instruction and support. Remember to use short-term steps and objectives that support a larger goal.
• Provide accommodations and modifications: Students with written expression difficulties may benefit from accommodations and modifications, such as extended time, use of a word processor, or the use of graphic organizers. Graphic organizers are a great visual model to help students process information. Providing these accommodations and modifications can help students access the writing curriculum and make progress toward their goals.
• Deliver targeted instruction: Students with written expression difficulties may need targeted instruction to help them develop specific writing skills. This can include direct instruction on sentence structure, paragraph organization, or vocabulary development. Providing targeted instruction can help students develop the skills they need to achieve their written expression goals.
• Provide feedback: Providing timely and specific feedback to students on their writing can help them improve their skills and make progress toward their goals. Feedback can be provided through teacher conferences, peer review, or written comments.

By implementing and monitoring written expression IEP goals using these strategies, educators and IEP teams can help students develop the skills they need to succeed in academic and personal settings.

RECAP: Written Expression IEP Goals

Writing is a fundamental skill that can greatly impact a student’s academic and personal success. Setting effective written expression IEP goals is crucial to help students with writing difficulties make progress in their academic and personal lives. SMART and measurable goals, set collaboratively with the student and their support team, can help guide instruction and provide a clear target for progress monitoring. Strategies such as regular progress monitoring, accommodations and modifications, targeted instruction, and feedback can help implement and monitor written expression IEP goals.

With a focus on specific areas of writing skills such as sentence structure, paragraph organization, and vocabulary development, students can improve their writing skills and achieve success in their academic and personal lives. That all starts with a great writing goal that targets essential skills and is backed in educational research. And writing matters.

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Resources for Writing IEPs Aligned to Common-Core Standards

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A few weeks ago, I hosted a chat on writing standards-based individualized education program goals aligned to common core reading and math standards . The guests, Barbara Van Haren and Carol Kosnitsky, did a great job answering questions from our audience, but one inquiry that came up over and over was from educators looking for clear examples of just what a standards-based IEP goal would look like.

In the context of an hour-long webchat, we weren’t able to link to all the information out there on this topic. I’ve gathered some resources from educators and my own research for this blog post, with an eye out to resources that offer as many examples as possible.

This list is not meant to be exhaustive; it’s just a place for educators to start their own research.

• In the chat, both Carol and Barbara endorsed Goalbook , an online toolkit that guides special education teachers through the IEP-writing process. Carol is a member of the team of academic advisors working with the company. Goalbook also has an online slide show that walks teachers through examples of how to get to the essence of an academic standard, which is one of the first steps in writing a meaningful IEP.
• This Powerpoint presentation from Barbara and one of her colleagues, Nissan Bar-Lev, offers an overview of the philosophy of standards-based IEPs and an example of a standard written for an IEP reading goal connected to a common-core standard.
• For a 2012 meeting of the Alabama Council of Administrators in Special Education, Carol wrote a 30-page document on IEP-writing strategies.
• The Connecticut State Education Resource Center created a multimedia presentation on common core-aligned IEPs . The presentation features a lecture as well as slides.
• Illinois teachers can take advantage of the resources at the IEP Quality Tutorial , a project of the University of Illinois and Urbana-Champaign.

Readers, please offer your own suggestions on writing IEP goals in the comments. (To keep it relevant, let’s stick to the topic of IEP goals and common core, not the common core in general or common core-aligned lesson plans.) Let’s keep this conversation going!

A version of this news article first appeared in the On Special Education blog.

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Writing an IEP – A Complete Guide for Teachers

Writing an Individualized Education Plan (IEP) can be intimidating. After all, it’s a legally-binding contract that affects the wellbeing of someone else’s child! However, if you have an understanding of each of the elements of the IEP, how they’re all connected, and you follow the tips below, you will be able to write an impressive IEP that will definitely catch the attention of your administrator.

What is an IEP?

An IEP is an Individualized Education Plan for a student with a disability who is eligible for special education services. IDEA defines an IEP as “a written statement for each child with a disability that is developed, reviewed, and revised in a meeting…” this includes:

• A statement of the child’s present levels of academic achievement and functional performance
• A statement of measurable and annual goals, including academic and functional goals
• A statement of the special education, related services, and supplementary aids and services

The special education teacher (also known as an education specialist), writes an IEP for each student who is eligible for special education services. Typically, this person also facilitates the meeting where the IEP document is reviewed and agreed upon by all stakeholders (special education teacher, parents/guardians, general education teacher, related service providers, the student, and an administrator).

Preparing for an IEP

Check out this free resource on our Teachers pay Teachers store to help you get started: IEP Checklists! IEP Meeting/Process Preparation Templates: All types of IEP Meetings

Writing an IEP – Step 1: Assessments

In order to have the information you need to write an IEP, you need to have access to previous assessments in addition to having conducted new assessments. Click here (coming soon) to read an article about the different types of assessments and when/how to use them. The results of the assessments will give you the information needed to describe the student’s present levels of performance (AKA present levels of academic achievement and functional performance). If you want to write a good IEP, do NOT begin writing until you have conducted the appropriate assessments!

Examples of Assessments:

• Preference Assessments/Interest Inventories
• Interviews of the family, general educators, related service providers, and/or student
• Ecological Inventory
• Discrepancy Analysis
• Direct Observations
• Adaptive Behavior Scale
• Skills Inventories
• Academic Assessments
• Self-Determination Scales
• Related-Service Providers Assessments
• Transition Surveys

Writing an IEP – Step 2: Annual Goal Summaries

Before you write new IEP goals, you need to evaluate whether or not the student met their previous IEP goals. Each IEP goal should explicitly explain how to collect data (that is, if it’s written correctly in an objectively measurable way). This is usually identified at the end of the goal: “…as measured by ________”.

IEP Goal Example:

By 10/2/2022, when given a variety of simple job/volunteer applications or other employment-related forms, John will demonstrate knowledge of his personal and professional information (such as name, address, age, work experience, references, etc.) by correctly typing or writing his information into the given document with the support of models and self-accessed written reminders to stay on task, at 100% accuracy over 4 out of 5 opportunities, as measured by student work samples .

In this goal, it’s clear that the target skill is to correctly type/write his information into a given document. The teacher would measure this goal and evaluate whether or not it was met by looking at 5 different student work samples. If the student completed at least 4 of the 5 given documents with 100% accuracy, then the goal would be met.

For the goal summaries on the IEP, you will indicate whether or not the goal was met, and you can write an additional comment. Typically, a comment is not needed if the goal was met, however it’s always a good idea to include a comment if the goal was not met. For example, if our student did not meet the goal written above, my comment on the goal summary would look something like this:

“ As of 10/2/2022, when given a variety of simple job/volunteer applications or other employment-related forms, John can demonstrate knowledge of his personal and professional information (such as name, address, age, work experience, references, etc.) by correctly typing or writing his information into the given document with the support of models and self-accessed written reminders to stay on task, at 80% accuracy over 3 out of 5 opportunities , as measured by student work samples.

You will present the goal summaries at the IEP meeting. It’s also a best practice to provide the family with this information prior to the meeting for their review. This is a great opportunity to clear up any confusion and possibly avoid awkward moments at the IEP meeting! This also goes for the entire new IEP as well! Provide the draft to the family in advance to make this meeting as smooth as possible.

Writing all Components of an IEP

It’s important to note that the order/structure of each of the forms in the IEP varies state by state and even district by district. Typically, the forms you will be using and writing for the IEP are:

• Information/Eligibility
• Individual Transition Plan (ITP)
• Present Levels of Performance (PLOPs)
• Special Factors
• Statewide Assessments
• Services – Offer of FAPE (Free and Appropriate Public Education)
• Educational Setting – Offer of FAPE
• Behavior Intervention Plan (BIP) or Health Care Plan (if needed)

If you have an IEP open right now, and you aren’t seeing one of the forms or you’re seeing a form I didn’t mention, don’t worry! All of the information is the same, it’s probably just organized or labeled differently. We will dive into each element below.

Information/Eligibility:

This form is one of the easiest ones of the IEP! Usually, you won’t need to update this information unless there is an address change or an update to the student’s disability classification. One thing you will have to update is the IEP date. Put the day that the IEP meeting is planned to be held as the IEP date. The next annual (Plan Review) and triennial (Eligibility Evaluation) meeting due dates should be calculated from your IEP meeting date. Typically, your next IEP meeting will be one day before the exact one year mark of this year’s meeting. For example, if I was holding an IEP meeting this year on November 2nd, then the IEP would be due on November 1st of next year. Click here (coming soon) to learn more about an annual vs. a triennial IEP.

If this IEP meeting is the student’s initial meeting, then there is some additional information you will need to fill out.

Individual Transition Plan:

IDEA outlines that by law, students are required to have an ITP by the age of 16. It’s definitely a best practice to begin developing the ITP as soon as possible though, a great time being when the student enters high school.

In the ITP, you will describe the results of the assessments used in order to write the Post-Secondary goals. I like to send home a parent survey that touches on the central domains of transition: Continuing Education/Training, Employment, Independent Living, and Recreation/Leisure. ( Adulting Made Easy has a great survey on their TeachersPayTeachers ). From the results of the assessments (usually student questionnaires, interest inventories, and parent surveys/interviews), you can develop the ITP goals. These goals are different from annual IEP goals (to learn more about that, click here (coming soon)). You should have an ITP goal for the central domains of Transition listed above, except for recreation/leisure. These goals are structured “Upon completion of school I will…”, and then you type in the rest.

In addition to writing a Post-Secondary goal, you must include what transition service is applicable, activities to support the goal, community experiences to support it, and which annual IEP goals the ITP goal is linked to. For more in depth information on the ITP, click here (coming soon) .

Some districts will have you include other information in the ITP, such as district graduation requirements (course of study, record of completed/pending units, anticipated graduation date, etc.) and status of conservatorship.

Present Levels of Performance:

This is the place on the IEP where you will need to do the most writing! A lot of teachers get in the bad habit of not updating the present levels or not utilizing data from assessments to develop the present levels. This section of the IEP is SO important, because it will tell you what to write IEP goals for. Any areas of need (weaknesses) that are identified in the present levels, must have an IEP goal addressing that need. For example, if you wrote “John knows his personal information, however he still demonstrates a need in learning how to type or write the information into professional documents or provide the information when requested”, then you would need to write an IEP goal targeting writing/typing his information into given professional documents upon request.

Sections of the Present Levels of Performance:

• Strengths/Preferences/Interests
• Parent Input/Concerns
• Preacademic/Academic/Functional Skills
• Communication Development
• Gross/Fine Motor Development
• Social Emotional/Behavioral
• Adaptive/Daily Living Skills

Remember that it is crucial to use positive language when describing the student, their skills, and their areas of need. It’s a best practice to begin each section of the present levels with positives and the student’s strengths before describing their deficits. Write 1-3 paragraphs per section of the present levels, and include assessment data. For example: “His typing speed is 12 words per minute at 97% accuracy” or “She can identify her name from a field of 3, independently, in 4 out of 5 opportunities”.

Special Factors and Statewide Assessments:

This is where you will indicate whether or not the student uses Assistive Technology, requires low incidence services, equipment, and/or materials, and considerations if the student is blind, visually impaired, deaf, or hard of hearing. Sometimes in this section of the IEP you will also indicate if the student is an emerging multilingual student. This is also where you will describe behavioral supports if the student requires it. When you list which interventions, supports, and strategies you will use in the classroom to support the student with their behaviors, it’s best to use positive behavior support (tangible reinforcers, token economy systems, appropriate access to breaks, etc.)

The statewide assessments form is pretty self-explanatory. For students who no longer get tested, such as adult transitional students, you would check “out of testing range” and “not to participate”. The good news is that if you’re in post-secondary, this is an IEP form that you can skip!

Writing an IEP – Goals:

The annual goals are another central part to the IEP. Remember that your assessments conducted prior to writing the IEP will indicate areas of need for the student, and those areas of need are identified in the present levels of performance of the IEP. Now, you are going to write an IEP goal to address each area of need from the present levels.

On the form for the goals, you will include the area of need/target skill/goal description, a baseline (the student’s abilities and skills prior to instruction on this new goal), an observable and measurable annual goal, and 3 objectives/benchmarks that build up to your annual goal. It’s important to keep in mind that quality is more important than quantity when it comes to IEP goals!

For an in depth description on how to write quality IEP goals, click here . For IEP examples, click here (coming soon).

FAPE: Free Appropriate Public Education

The entire point of an IEP is to ensure that the student receives a free and appropriate public education (FAPE). The IEP outlines how the student will be provided with FAPE. The main factors of FAPE are services (program modifications, accommodations, and supports), and the educational setting. For more information on modifications vs. accommodations, click here (coming soon).

In this section of the IEP, you will list different supports that will be offered to the student. There is a lot of variety and levels of supports that can be offered ranging from visual cues to consultation between the teacher and occupational therapist to access to a calculator. You will also list the services that students will receive, such as: specialized academic instruction, language and speech, adapted physical education, psychological services, etc. In addition to what the service is, you will also document the frequency and duration of these services (i.e. language and speech weekly for 30 minutes).

A lot of districts include a section about Extended School Year (ESY) in this part of the IEP. If data demonstrates that the student is unable to retain critical skills over extended school breaks or recoup any lost skills within a reasonable amount of time when school resumes, then they will qualify for ESY, and this will be indicated on the IEP.

Important Tips for Writing an IEP:

Collaborate.

Collaborate with the family, student, related service providers, and other stakeholders. Each member of the IEP team has their own expertise and strengths, so it’s important to collaborate to ensure that everything is addressed!

Collect Data and Conduct Assessments

Begin collecting data and conducting assessments well in advance of when you begin writing an IEP so that you have the necessary information to develop present levels of performance, write IEP goals, and select appropriate services and supports.

Plan for Inclusion

Consider how IEP goals can be worked on in general education settings, how the student can access their supports across all environments, and collaborate with the general education teacher.

Become Aware of Your Own Identities and Biases

Your identities and beliefs might impact your behaviors related to teaching and the relationships with your students and their families. Be mindful of the language you use in the IEP! When writing an IEP, consider Pamela Hays ADDRESSING Framework :

• Disability (developmental)
• Disability (acquired)
• Socioeconomic status
• Sexual orientation
• Indigenous heritage
• National origin

Know Your Audience: Avoid Jargon

You don’t want to use language that will confuse/exclude the parents. It’s important for the parents to feel comfortable and understand what is being said in the IEP.

Write Appropriate, Observable, Measurable, and Meaningful IEP Goals

IEP Goals are appropriate if they apply to a majority of these factors:

• Addresses the general curriculum or a functional objective
• Functional: the skills can be used in student’s everyday life
• Generative: helps them learn other useful skills/concepts (a prerequisite skill)
• Important to the student and their family
• Age-appropriate (their chronological age, not their developmental age)
• Contributes to friendships/membership in society/their community
• Contributes to self-determination
• For goals addressing behavior: Competes with inappropriate responses

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Mastering the Art of Writing Effective Goal Statements: A Comprehensive Guide

You’re here because you want to make a change. You’re ready to set a goal and make it happen. But where do you start? It’s all about writing a compelling goal statement.

A well-crafted goal statement can be the difference between success and failure. It’s not just about stating what you want to achieve. It’s about defining your path, setting your milestones, and keeping you motivated.

In this guide, you’ll learn the art of crafting a goal statement that’s not only clear and specific but also inspiring. So, let’s dive in and start making your dreams a reality.

Key Takeaways

• A goal statement is a crucial roadmap for success, providing direction, setting milestones, and serving as a constant motivator in your journey towards achieving your goals.
• Before crafting a goal statement, reflecting on personal values and priorities is essential as it anchors your goals, ensuring they are realistically achievable and fulfilling.
• Implementing the SMART (Specific, Measurable, Achievable, Relevant, Time-bound) framework in goal setting helps to create tangible and manageable goals.
• A good goal statement should be clear and specific, reflecting your deeper values and what you want to accomplish with precision.
• Consistently tracking your progress and staying motivated are key to achieving the goals outlined in your goal statement.
• Goal statements aren’t rigid; they should evolve and adapt as you grow, reflecting changing aims and aspirations to remain relevant and effective.

Understand the Purpose of a Goal Statement

Think of a goal statement as your roadmap. It tells you where you’re going, how you’ll get there, and what you’ll see along the way. Without it, you’re just meandering aimlessly through your journey.

A well-crafted goal statement is vital because it gives your efforts a sense of direction. It offers critical milestones, marking your progress and giving you the reassurance that you’re on the right track. By understanding its purpose, you’ll be more inclined to invest time in drafting a statement that is clear, specific, and truly inspiring.

An excellent goal statement can be a powerful motivator. It’s constant in your life, a reminder of why you’re doing what you’re doing. It’s a reflection of your dreams and aspirations, turning them from abstract thoughts into tangible targets.

Your goal statement also serves as a touchstone for decision making. When faced with options, it’s your guiding light, helps you determine which choice aligns best with your ultimate ambitions. This purpose ultimately aids you in consistent decision-making towards achieving your goals.

However, bear in mind while goal statements are important, they aren’t set in stone. As you grow and evolve, so too should your goal statement. It should reflect the dynamic nature of your aims and aspirations, changing and adapting as you do. This ability to ebb and flow ensures your goal statement remains relevant and effective.

The purpose of a goal statement is now clear. It’s not just a piece of paper or a few lines on your screen – it’s your own personal beacon, guiding you towards your dreams and keeping you on track when the course seems unsure.

So invest time, give thought, and create a goal statement that truly speaks for you. You are now ready to step forward and begin to craft your vision in words, outlining the steps necessary to transition from dream to reality. Stay tuned as we delve deeper into the art of creating an inspiring and compelling goal statement.

Reflect on Your Values and Priorities

Developing a relevant and authentic goal statement starts with internal reflection. This stage is fundamental to the process, as it anchors your goals in your core values and priorities, ensuring they’re realistically achievable, fulfilling, and in sync with your life.

Begin by conducting a personal inventory of sorts. Ask yourself questions like:

• What do you value most in life?
• Which principles guide your day-to-day actions and decisions?
• What are your top priorities in various aspects of your life, professionally, personally, and even spiritually?

Take your time with this introspective exercise. It’s not about rushing to pinpoint a list of generic values or priorities – it’s about digging deep into your convictions, experiences, aspirations, and true self-regulation.

Perhaps you’ll find that education holds a place of honor in your value system, or maybe integrity and honesty are non-negotiable for you. You might discover that your family takes precedence over everything else, and achieving work-life balance is a priority you’re not willing to compromise on.

The output of this exercise is rich input for your goal statement. It’ll serve as the grounding layer, the foundation upon which to build your future aspirations. Use these revelations to shape your goal statement.

Remember, your goal statement is more than a pretty assortment of words. It’s the reflection of your deepest desires, aspiration and the roadmap to your dreams. So, let your values and priorities chart the course. By aligning your goal statement with what truly matters to you, you’re also promising yourself a journey that is not only successful, but also deeply fulfilling and personally significant.

With these insights in place, you’re now ready to define your goals with more clarity and precision. It’s time to put your dreams into words.

Set SMART Goals

You’ve identified your core values, you’ve reflected on what’s important, and now it’s time to get down to business – setting your goals . There’s a method to this that’s well regarded and proven to be very effective: Setting SMART goals.

SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. This streamlined framework allows you not just to set your goals, but to define them so you can track your progress effectively.

• Specific : You need to get real specific about what you want to achieve, this isn’t the time to be vague. Think about the Who, What, Where, When, Why, and How of your goal for total clarity. When you are specific, it’s easier to stay on track!
• Measurable : How will you know when you’ve achieved your goal without setting clear markers of success? A measurable goal means you have a way to testify the progress and know when you’ve hit the target.
• Achievable : Your goal must be within your ability to achieve. It’s great to aim big, but ensure your goal isn’t set so high that it’s unrealistic and sets you up for failure.
• Relevant : A goal that aligns with your values and long term objectives is a relevant goal. There’s no point investing time and energy on a goal that doesn’t align with your larger aspirations.
• Time-bound : Deadlines create urgency. By setting a timeline, you are not just building a beacon but also a pressure to act.

By using the SMART framework, you make your goals much more tangible and manageable. It gives you a concrete plan to follow as you aim to turn your dreams into a reality. It’s the difference between saying “I want to get fitter” and “I want to be able to run 5 miles in under 45 minutes within the next 6 months”. Notice the difference? That’s what SMART goals can do. It structures your abstract desires into concrete action steps.

Now that you’re aware of the SMART framework, consider applying it as you lay out your goal statement. You’ll realize it changes the scope of how you view and plan for your milestones.

Craft a Clear and Specific Statement

Crafting a clear and specific statement is fundamental in the SMART goal-setting process. After pinpointing your core values and contemplating potential aspirations, it’s time to integrate these insights into a robust, actionable goal statement.

It might seem challenging, but you don’t need to fret. Aim for relating your goal to your deeper values in the most specific way possible. Your statement should be a distinct reflection of what you want to accomplish. Avoid general or vague expressions that might lead to confusion. Instead, state clearly what you want to achieve, the steps you’ll take , and when you plan to reach your goal.

Let’s say you’re a budding entrepreneur looking to expand your business. A broad goal might be: “I want my business to grow”. However, this lacks the clarity and specificity required for an effective goal statement. Using the SMART framework, a more specific goal could be: “I want to increase my company’s revenue by 20% by the fourth quarter of the next fiscal year by expanding into the retail market and optimizing my ad spend.”

By clearly defining your goal, you increase the precision and clarity of your intention. Avoid incorporating indistinct phrases that invite procrastination or inaction. Specify the actions to be undertaken, providing a tangible road map to achievement.

Maintaining specificity in your goal statement reinforces your commitment, aids in recognizing progress, and ultimately, empowers you to make your dreams a reality. As you navigate this process, remember the importance of specificity, and how it influences your ability to achieve your aspirations effectively.

Remember that practicing and refining your goal statement drafting skills may take time, but the value added to your goal-setting process is warranting. This approach might change how you view and plan for your milestones, and how you set out to transform your abstract desires into concrete action plans.

Stay Motivated and Track Your Progress

Taking the leap to articulate and align your goals within the SMART framework is not the finish line. It’s just the starting point! The exciting journey begins when you kick-start the journey towards achieving your newly shaped goals. Staying motivated and tracking your progress are two vital pillars that’ll dictate how triumphant you become in your endeavors.

Making your aspirations as tangible and measurable as possible is critical. While the abstract and ethereal dream of becoming a successful entrepreneur might sound alluring, you need to break that dream down into concrete steps and more immediate tasks. Remember, it’s the systemic progress that keeps you grounded and fuels your motivation.

Keep a progress log . You can keep a digital journal, write physical notes, or use a comprehensive project management tool. The format doesn’t really matter – as long as you’re systematically recording your progress. The act of noting down your advancement lets you look back and see how far you’ve travelled. It’s a powerful reminder of your capabilities and resilience, which in turn amplifies your motivation.

It’s essential to equip yourself with tools and techniques tailored to your individual needs. There are countless apps and tools designed to help you track your activities and work on your tasks. Invest time in exploring which ones best complement your style, habits, and preferences. This way, you’re setting yourself up for success right from day one.

Goals that are rooted in your core values harbor an inherent drive. You’re resolving to improve, not because someone else wants you to but because it’s fundamentally important to you . So keep revisiting and reviving your cause. It’ll help you rebound from setbacks and build resistance to demotivation.

Embrace the art of perpetual fine tuning. It’s okay to adjust your sails as you journey forth, as long as you’re committed to reaching your destination. Remember, you’re not just shaping your goal – you’re reshaping your future. So dream, plan, execute, track, and recharge. Rinse and repeat. It’s all part of your magnificent journey towards your ultimate success.

You’ve learned the ropes of crafting a compelling goal statement. Remember, it’s not just about setting goals, it’s about making them work for you. Utilize the SMART framework as your starting point, but don’t forget to stay motivated and break your aspirations into manageable steps. Keep a log of your progress and use tools that cater to your specific needs. Align your goals with your core values, and you’ll find the journey towards achievement that much smoother. Don’t be afraid to refine your goals and strategies as you go along. The path to success isn’t a straight line, it’s an iterative process of dreaming, planning, executing, tracking, and recharging. So, go forth and conquer your dreams!

What is the essence of the SMART framework in goal setting?

The SMART framework helps in setting clear, attainable goals. It transforms vague aspirations into measurable, actionable targets by ensuring they are Specific, Measurable, Achievable, Relevant, and Time-bound.

How can an individual stay motivated while pursuing their goals?

Staying motivated can be achieved through continuous tracking of progress, breaking down goals into manageable steps, and aligning these goals with personal core values. Using tools tailored to individual needs can also keep one motivated.

Why is tracking progress important in achieving goals?

Tracking progress can help you visualize your achievements, stay focused, and remain motivated. It also provides important feedback for refining strategies and helps ensure the iterative process of goal setting is on track.

What role do individual tools play in the execution of goals?

Individual tools, like a progress log, allow effective management and tracking of goals. These tools offer a practical way to breakdown aspirations, monitor progress, and adjust strategies whenever necessary.

Why is it necessary to align goals with core values?

Aligning goals with core values ensures personal enthusiasm and commitment to the set targets. This alignment serves as a motivational engine which propels you to stay on course even through challenges.

What is the iterative process in goal achievement?

The iterative process in goal achievement involves dreaming, planning, executing, tracking, and recharging. Each stage plays a crucial role and the cycle continues with refinements until the goal is reached.

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Designing IEP Goals

In partnership with Model Teaching, an industry leader in supporting educators, this course provides you with insights into Individualized Education Plans (IEPs) and their importance in generating clear and explicit goals for your students to ensure their academic and behavioral growth. Model Teaching's Mission is to improve student performance by directly supporting teachers with quality content and resources. You will learn about the main components of an IEP and then analyze what makes effective goals. You will also learn the SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound) goal process for generating clear goals for your students that are measurable over time.

Requirements

This teacher professional development course will provide you with details on the main component of a student's Individualized Education Plan (IEP), also known as an Individualized Education Program, and discuss your role in supporting student progress as you follow the plan. The course curriculum provides you with insights into the effectiveness of IEP goals and teaches you an explicit strategy for generating goals using the SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound) goal approach. In generating specific, measurable, achievable, realistic, and time-bound goals, you can ensure the growth and success of every student you support and build your IEP goal bank. The course comes with a downloadable PDF of the content and a graphic organizer that supports you in generating your SMART goals for your students.

• The video and article will provide you with an understanding of the components of an IEP, the main requirements for strong IEP goals, and a structure approach for designing IEP goals. The course also includes some "Reflect or Discuss" prompts to help you connect with the course content and ends with a "Try This Task" to guide you explicitly on how you might implement the ideas into the classroom.
• You will answer questions related to IEP goals. Quizzes are automatically scored and provide feedback on answer choice rationale.
• The reflection prompt requires you to plan for use of the "try this task" by either reflecting on the content yourself or discussing them with the colleague. You will then discuss a new concept you can attempt to implement in the future based on something you learned in the course.
• This short statement helps you reflect on your ideas and assess whether you might be successful in your implementation.
• Additional content suggestions are provided to enhance and expand your understanding of Individualized Education Plans and their goals.

Prerequisites:

There are no prerequisites to take this course.

Requirements:

Hardware Requirements:

• This course can be taken on either a PC, Mac, or Chromebook.

Software Requirements:

• PC: Windows 10 or later.
• Mac: macOS 10.6 or later.
• Browser: The latest version of Google Chrome or Mozilla Firefox is preferred. Microsoft Edge and Safari are also compatible.
• Microsoft Word Online
• Editing of a Microsoft Word document is required in this course. You may use a free version of Microsoft Word Online, or Google Docs if you do not have Microsoft Office installed on your computer. Model Teaching can provide support for this.
• Adobe Acrobat Reader
• Software must be installed and fully operational before the course begins.
• Email capabilities and access to a personal email account.

Instructional Material Requirements:

The instructional materials required for this course are included in enrollment and will be available online.

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IEP Goals and Objectives Tracking IEP Goal Bank for preschool Special Education

• Google Drive™ folder
• Excel Spreadsheets

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Description

Do you struggle with the time-consuming task of writing IEP goals for your Preschool Special Education students? Or finding the correct wording to create specific, meaningful goals to meet the needs of your early intervention and Pre-K students? This resource is perfect for busy teachers looking to save time and simplify the task of writing IEP goals .

These IEP goals are customizable and written to help with progress monitoring , particularly for teachers of students with autism and related disabilities and in early childhood special education and ABA classrooms .

✔️ Save yourself some freakin’ time !

✔️ Get some fresh ideas for your IEPs with S.M.A.R.T. goal templates

✔️ Comes in multiple formats and editable so you can customize

✔️ Over 300 goals across 5 domains

✔️ Written for developmental 3- to 6-year-olds

⚠️IMPORTANT: I am making my way through this resource and adding FULL PROGRAMS with objectives broken down, materials, and data collection to help with progress monitoring that can be customized and used daily! Get it now and get all the updates as they are added!

✨Goals Include:

63 goals for Adaptive : 

• Follows Classroom Routine
• Group Instruction
• Classroom Skills
• Task Completion

19 goals for Behavior : 

• Cooperation

65 goals for Cognitive :

• Visual Skills
• Writing/Spelling

128 goals for Language : 

• Receptive Language
• Vocal Imitation
• Intraverbal

36 goals for Social-Emotional :

• Social Interactions

⭐ Created in Google sheets, this template of IEP goals allow you to filter by category and then copy and paste when creating individual student goals. Includes also a printable PDF and Google Slides versions for versatility!

➕ WHAT'S INCLUDED? 90-page formats…

• Google Sheets™ file (email me at [email protected] if you prefer to have it in Excel and don’t know how to do that)
• Google Slides file (easy to grab content for copy and paste)
• Printable PDF

✎ GET MORE IEP SUPPORT RESOURCES:

⭐ P reschool IEP Goal Bank BEST SELLER!< /a>

⭐ I EP Goal and Data Collection using GOOGLE SHEETS< /a>

⭐ P otty Training Toolkit< /a>

⭐ A daptive Domain IEP Goal Resource< /a>

⭐ B ehavior Domain IEP Goal Resource< /a>

⭐ N ouns Flashcards< /a>

⚠️ Make sure to check out the preview and video preview for a sneak peek!

✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤✤

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✤ Please contact me at [email protected] if you have questions about this resource or experience a problem. You can also use the ASK A QUESTION tab on my TPT page or the Q & A tab.

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For Google™ Drive Access

► A resource that has a “ Made for Google Drive ™” badge on its product page means it was created with Google Apps (e.g. Google Docs) and is listed from the Seller’s Google Drive.

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► TPT will not access your Google Drive for any other reason .

► Have additional questions? See the “Integration with Google Drive” section of our Privacy Policy for more information.

Copyright © ABA in School. All Rights Reserved.

The purchase of this resource gives the buyer permission to download and copy for single classroom or family use only. Electronic distribution is also limited to single use. Copying for other parents, teachers, school-wide use, or for school systems is only allowed with the purchase of additional licenses. These can be added to your account under “My Purchases” at a discounted price. Thank you for respecting my work.

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• World War II Part 2 Unit for Special Ed Leveled Adapted Books Vocabulary Activities Large Print

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This World War II unit contains over 150 pages with adapted/leveled text and corresponding activities. Large print. This unit is designed for students with intellectual disabilities and Autism but can be used in general education elementary grades or ELL.

This unit is the first part of World War II up until the attack on Pearl Harbor and the entrance of the United States into World War II.

Students will learn about how World War II started. Students will learn about the treatment of Jewish people and the Holocaust. Through this unit, students will make connections in their own lives to what was happening during the war.

This unit provides opportunities for repetition in the classroom, which is essential for students with intellectual disabilities, as well as the use of visuals. Visuals include real-life photos or illustrations. Some visuals may be interchangeable to teach the ability to generalize and transfer.

This Unit Includes four levels of the Assessment and True/False Questions

*Errorless option 1 large picture with word and 1 large response square, Level 1 with large pictures with words and large response squares 1 question per page for a total of 5 pages multiple choice out of 3, Level 2 pictures paired with words for responses 1-page multiple-choice, Level 3 words only 1-page multiple choice.

Use the assessment given as a pre-test and post-test. Do the pre-test before the first lesson. It is always fun to see what students already know and compare it to what they learned.

Activities included: Vocabulary Word Wall matching, Vocabulary definitions, Map activities, Cut and paste activities, and more.

**Color Coded Activities** for students who need more support!

Also included: Unit Implementation Suggestions and a Suggested Brief Unit Lesson Plan for 10 or 5 days.

***Feedback is always welcome!!***

If you have any questions or would like to report any errors feel free to contact me through email at: [email protected]

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Our mission is to enhance special needs classrooms around the globe with engaging "hands-on" learning materials and to provide effective resources for Special Education teachers and therapists to share with their students.

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