What is a written expression IEP goal?

Written expression goals measure how the student generates and organizes ideas: sentences, paragraphs, summaries, or essays. Spelling and handwriting can be separate goals when those skills, not idea generation, are the need.

How many sentences should a writing goal require?

Use the shortest length the student can reach with instruction and that still does the job. These examples range from one sentence to a multi-paragraph response. Match the length to baseline writing samples.

Can a writing goal include typing?

Yes, if typing is the mode the student uses. State that the sample may be typed, and do not require handwriting fluency in the same sentence unless both are instructional targets.

How do you measure a writing IEP goal?

Use a permanent product and a small rubric: required parts present, percent of items correct, or words correct on a dictated list. Collect the sample on a set schedule.

Should writing goals demand grade-level essays?

Demand the next measurable step from the baseline. A student who writes one sentence needs a sentence or short-paragraph goal before a four-paragraph essay.

Section 3 of 6

Writing IEP Goals: 50 Examples by Grade

Draft a goal for your studentLast updated October 5, 2026

This page lists 50 writing IEP goals for transcription, sentences, paragraphs, essays, conventions, and functional writing. Each goal can be scored from a writing sample or a short probe.

Written expression and mechanics are listed separately so a team can match the goal to the weakness the evaluation actually shows.

Grade

50 entries

Sentences and early writing

001
PreK-K · encoding
Within 36 instructional weeks, given 8 pictured words and a lined page, [Student] will write the letter for the initial sound of 8 pictured words with 75% accuracy on 3 of 5 weekly probes.
Present level
Currently, [Student] is able to write the letter for the initial sound of 8 pictured words with about 25% accuracy.
1. 1By the first progress review, given 8 pictured words and a lined page, with a highlighted direction, [Student] will write the letter for the initial sound of 8 pictured words with 50% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given 8 pictured words and a lined page, with a different adult and no visual cue, [Student] will write the letter for the initial sound of 8 pictured words with 60% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
002
PreK-K · transcription
By the annual review date, given a 5-word model sentence, [Student] will copy a modeled sentence with spaces between words on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to copy a modeled sentence with spaces between words on about 2 of 5 trials.
1. 1By the first progress review, given a 5-word model sentence, with a visual cue, [Student] will copy a modeled sentence with spaces between words on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a 5-word model sentence, with a new adult and a moved seating location, [Student] will copy a modeled sentence with spaces between words on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
003
PreK-K · transcription
By the end of the IEP period, given a name card that says the word student, [Student] will write a first name from a model with correct letter order with 70% accuracy on 3 of 5 weekly probes.
Present level
Currently, [Student] is able to write a first name from a model with correct letter order with about 25% accuracy.
1. 1By the first progress review, given a name card that says the word student, with a visual cue, [Student] will write a first name from a model with correct letter order with 45% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given a name card that says the word student, with a different adult in a second setting, [Student] will write a first name from a model with correct letter order with 55% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
004
1-2 · sentences
Within 36 instructional weeks, given a picture and a writing line, [Student] will write a complete sentence that names a picture scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write a complete sentence that names a picture on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a picture and a writing line, with an example paragraph beside the draft, [Student] will write a complete sentence that names a picture scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a picture and a writing line, with a new adult in another room, [Student] will write a complete sentence that names a picture scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
005
1-2 · spelling
Within 36 instructional weeks, given 8 dictated short-vowel words, [Student] will spell short-vowel words from dictation at 70 or more correct words per minute on 3 consecutive curriculum-based measures.
Present level
Currently, [Student] is able to spell short-vowel words from dictation at about 15 correct words per minute on this probe.
1. 1By the first progress review, given 8 dictated short-vowel words, with a check of the first step, [Student] will spell short-vowel words from dictation at 40 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given 8 dictated short-vowel words, in a setting the student does not choose, [Student] will spell short-vowel words from dictation at 55 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
006
1-2 · sentences
By the end of the IEP period, given a picture and a 6-word bank, [Student] will use a word bank to write two describing sentences on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to use a word bank to write two describing sentences on about 2 of 5 trials.
1. 1By the first progress review, given a picture and a 6-word bank, with one restatement of the task, [Student] will use a word bank to write two describing sentences on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a picture and a 6-word bank, with a new adult and a moved seating location, [Student] will use a word bank to write two describing sentences on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
007
3-5 · sentences
By the end of the IEP period, given 8 pairs of simple sentences, [Student] will combine two simple sentences with because on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to combine two simple sentences with because on about 2 of 5 trials.
1. 1By the first progress review, given 8 pairs of simple sentences, with a visual cue, [Student] will combine two simple sentences with because on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given 8 pairs of simple sentences, with the same adult in an unscheduled setting, [Student] will combine two simple sentences with because on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
008
3-5 · spelling
By the annual review date, given 10 dictated pattern words, [Student] will spell grade-band pattern words from dictation at 80 or more correct words per minute on 3 consecutive curriculum-based measures.
Present level
Currently, [Student] is able to spell grade-band pattern words from dictation at about 15 correct words per minute on this probe.
1. 1By the first progress review, given 10 dictated pattern words, with the passage marked for line tracking, [Student] will spell grade-band pattern words from dictation at 50 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given 10 dictated pattern words, in a setting the student does not choose, [Student] will spell grade-band pattern words from dictation at 65 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
009
1-2 · opinion
By the annual review date, given a familiar topic and two lines, [Student] will write an opinion sentence and one reason scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to write an opinion sentence and one reason on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a familiar topic and two lines, with a checklist of the rubric traits, [Student] will write an opinion sentence and one reason scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a familiar topic and two lines, in a setting the student does not choose, [Student] will write an opinion sentence and one reason scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
010
3-5 · sentences
By the end of the IEP period, given 6 kernel sentences, [Student] will add an adjective to 6 kernel sentences on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to add an adjective to 6 kernel sentences on about 2 of 5 trials.
1. 1By the first progress review, given 6 kernel sentences, with one verbal prompt, [Student] will add an adjective to 6 kernel sentences on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given 6 kernel sentences, with a different adult and no visual cue, [Student] will add an adjective to 6 kernel sentences on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
011
PreK-K · spelling
Within 36 instructional weeks, given 8 dictated high-frequency words, [Student] will write 8 high-frequency words from dictation at 40 or more correct words per minute on 3 consecutive curriculum-based measures.
Present level
Currently, [Student] is able to write 8 high-frequency words from dictation at about 15 correct words per minute on this probe.
1. 1By the first progress review, given 8 dictated high-frequency words, with the timer visible, [Student] will write 8 high-frequency words from dictation at 10 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given 8 dictated high-frequency words, with the same adult in an unscheduled setting, [Student] will write 8 high-frequency words from dictation at 25 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
012
1-2 · transcription
By the annual review date, given a 5-word dictation, [Student] will leave a space between each word in a 5-word dictated sentence on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to leave a space between each word in a 5-word dictated sentence on about 2 of 5 trials.
1. 1By the first progress review, given a 5-word dictation, with one verbal prompt, [Student] will leave a space between each word in a 5-word dictated sentence on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a 5-word dictation, during an unscheduled class period, [Student] will leave a space between each word in a 5-word dictated sentence on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
013
9-12 · transcription
Within 36 instructional weeks, given a paragraph prompt and 3 minutes, [Student] will type a paragraph at 70 or more correct words per minute on 3 consecutive curriculum-based measures.
Present level
Currently, [Student] is able to type a paragraph at about 15 correct words per minute on this probe.
1. 1By the first progress review, given a paragraph prompt and 3 minutes, with the passage marked for line tracking, [Student] will type a paragraph at 40 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given a paragraph prompt and 3 minutes, in a setting the student does not choose, [Student] will type a paragraph at 55 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures
014
1-2 · sentences
By the annual review date, given 4 dictated sentences and 3 minutes, [Student] will write dictated sentences at 80 or more correct words per minute on 3 consecutive curriculum-based measures.
Present level
Currently, [Student] is able to write dictated sentences at about 15 correct words per minute on this probe.
1. 1By the first progress review, given 4 dictated sentences and 3 minutes, with the timer visible, [Student] will write dictated sentences at 50 or more correct words per minute on 2 consecutive curriculum-based measures.
2. 2By the second progress review, given 4 dictated sentences and 3 minutes, with a different adult and no visual cue, [Student] will write dictated sentences at 65 or more correct words per minute on 2 consecutive curriculum-based measures.
Measurement
curriculum-based oral reading or writing measures

Paragraphs, essays, and revision

015
1-2 · conventions
By the annual review date, given 6 dictated sentences, [Student] will capitalize the first word in 6 dictated sentences with 80% accuracy on 3 of 5 weekly probes.
Present level
Currently, [Student] is able to capitalize the first word in 6 dictated sentences with about 25% accuracy.
1. 1By the first progress review, given 6 dictated sentences, with one rereading of the directions, [Student] will capitalize the first word in 6 dictated sentences with 55% accuracy on 3 of 5 weekly probes.
2. 2By the second progress review, given 6 dictated sentences, with the same adult in an unscheduled setting, [Student] will capitalize the first word in 6 dictated sentences with 65% accuracy on 3 of 5 weekly probes.
Measurement
weekly skill probes
016
1-2 · conventions
By the end of the IEP period, given 6 spoken sentences, [Student] will end 6 sentences with a period or question mark on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to end 6 sentences with a period or question mark on about 2 of 5 trials.
1. 1By the first progress review, given 6 spoken sentences, with one verbal prompt, [Student] will end 6 sentences with a period or question mark on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given 6 spoken sentences, during an unscheduled class period, [Student] will end 6 sentences with a period or question mark on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
017
1-2 · narrative
By the annual review date, given a picture prompt and 15 minutes, [Student] will write a narrative of at least 3 sentences with a beginning and an ending scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write a narrative of at least 3 sentences with a beginning and an ending on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a picture prompt and 15 minutes, with a check of the first step, [Student] will write a narrative of at least 3 sentences with a beginning and an ending scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a picture prompt and 15 minutes, with a different adult and no visual cue, [Student] will write a narrative of at least 3 sentences with a beginning and an ending scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
018
3-5 · paragraphs
Within 36 instructional weeks, given a planning box and a topic, [Student] will write a paragraph with a topic sentence and two details scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write a paragraph with a topic sentence and two details on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a planning box and a topic, with a checklist of the rubric traits, [Student] will write a paragraph with a topic sentence and two details scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a planning box and a topic, with a different adult in a second setting, [Student] will write a paragraph with a topic sentence and two details scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
019
3-5 · revision
By the annual review date, given a 3-sentence draft and a fact card, [Student] will revise a paragraph by adding one missing detail scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to revise a paragraph by adding one missing detail on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a 3-sentence draft and a fact card, with a picture organizer, [Student] will revise a paragraph by adding one missing detail scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a 3-sentence draft and a fact card, with a new adult in another room, [Student] will revise a paragraph by adding one missing detail scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
020
3-5 · conventions
Within 36 instructional weeks, given an 8-sentence sample with uncapitalized proper nouns, [Student] will capitalize proper nouns in an 8-sentence sample on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to capitalize proper nouns in an 8-sentence sample on about 2 of 5 trials.
1. 1By the first progress review, given an 8-sentence sample with uncapitalized proper nouns, with the task modeled once, [Student] will capitalize proper nouns in an 8-sentence sample on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given an 8-sentence sample with uncapitalized proper nouns, during an unscheduled class period, [Student] will capitalize proper nouns in an 8-sentence sample on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
021
3-5 · planning
Within 36 instructional weeks, given a topic and a 4-box organizer, [Student] will fill a graphic organizer before drafting a paragraph scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to fill a graphic organizer before drafting a paragraph on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a topic and a 4-box organizer, with a picture organizer, [Student] will fill a graphic organizer before drafting a paragraph scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a topic and a 4-box organizer, with a new adult and a moved seating location, [Student] will fill a graphic organizer before drafting a paragraph scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
022
6-8 · essays
By the annual review date, given a prompt and 25 minutes, [Student] will write a response with an introduction and a conclusion scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to write a response with an introduction and a conclusion on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a prompt and 25 minutes, with the task modeled once, [Student] will write a response with an introduction and a conclusion scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a prompt and 25 minutes, with a different adult in a second setting, [Student] will write a response with an introduction and a conclusion scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
023
6-8 · argument
By the end of the IEP period, given a claim starter and 20 minutes, [Student] will support a claim with two reasons scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to support a claim with two reasons on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a claim starter and 20 minutes, with a check of the first step, [Student] will support a claim with two reasons scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a claim starter and 20 minutes, with a new adult in another room, [Student] will support a claim with two reasons scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
024
6-8 · organization
Within 36 instructional weeks, given three sentences and a transition word bank, [Student] will use a transition word to connect three sentences scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to use a transition word to connect three sentences on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given three sentences and a transition word bank, with an example paragraph beside the draft, [Student] will use a transition word to connect three sentences scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given three sentences and a transition word bank, with the same adult in an unscheduled setting, [Student] will use a transition word to connect three sentences scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
025
6-8 · conventions
By the annual review date, given 8 sentences with one verb choice each, [Student] will mark subject-verb agreement on 8 sentences on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to mark subject-verb agreement on 8 sentences on about 2 of 5 trials.
1. 1By the first progress review, given 8 sentences with one verb choice each, with the material within reach, [Student] will mark subject-verb agreement on 8 sentences on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given 8 sentences with one verb choice each, during an unscheduled class period, [Student] will mark subject-verb agreement on 8 sentences on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
026
6-8 · research
By the end of the IEP period, given a note card and a paragraph frame, [Student] will place one source phrase inside a paragraph on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to place one source phrase inside a paragraph on about 2 of 5 trials.
1. 1By the first progress review, given a note card and a paragraph frame, with one verbal prompt, [Student] will place one source phrase inside a paragraph on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a note card and a paragraph frame, in a setting the student does not choose, [Student] will place one source phrase inside a paragraph on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
027
6-8 · summary
Within 36 instructional weeks, given a 150-word source and 15 minutes, [Student] will write a summary paragraph that does not copy a whole sentence scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write a summary paragraph that does not copy a whole sentence on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a 150-word source and 15 minutes, with the task modeled once, [Student] will write a summary paragraph that does not copy a whole sentence scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a 150-word source and 15 minutes, with a different adult and no visual cue, [Student] will write a summary paragraph that does not copy a whole sentence scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
028
6-8 · revision
By the annual review date, given a 5-sentence draft, [Student] will revise a paragraph so that two sentences do not start the same way scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to revise a paragraph so that two sentences do not start the same way on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a 5-sentence draft, with a check of the first step, [Student] will revise a paragraph so that two sentences do not start the same way scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a 5-sentence draft, with a new adult and a moved seating location, [Student] will revise a paragraph so that two sentences do not start the same way scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
029
9-12 · essays
By the end of the IEP period, given a prompt and 30 minutes, [Student] will write an essay of at least four paragraphs scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write an essay of at least four paragraphs on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a prompt and 30 minutes, with an example paragraph beside the draft, [Student] will write an essay of at least four paragraphs scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a prompt and 30 minutes, with a different adult in a second setting, [Student] will write an essay of at least four paragraphs scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
030
9-12 · argument
Within 36 instructional weeks, given a quotation and a claim, [Student] will introduce a quotation with a signal phrase and add one explanation sentence scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to introduce a quotation with a signal phrase and add one explanation sentence on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a quotation and a claim, with a checklist of the rubric traits, [Student] will introduce a quotation with a signal phrase and add one explanation sentence scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a quotation and a claim, with a new adult in another room, [Student] will introduce a quotation with a signal phrase and add one explanation sentence scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
031
9-12 · revision
By the annual review date, given a paragraph with one repeated sentence, [Student] will cut a repeated idea from a paragraph scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to cut a repeated idea from a paragraph on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a paragraph with one repeated sentence, with a picture organizer, [Student] will cut a repeated idea from a paragraph scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a paragraph with one repeated sentence, with the same adult in an unscheduled setting, [Student] will cut a repeated idea from a paragraph scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
032
9-12 · conventions
By the end of the IEP period, given 8 compound sentences, [Student] will place a comma in a compound sentence on 8 items on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to place a comma in a compound sentence on 8 items on about 2 of 5 trials.
1. 1By the first progress review, given 8 compound sentences, with a visual cue, [Student] will place a comma in a compound sentence on 8 items on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given 8 compound sentences, during an unscheduled class period, [Student] will place a comma in a compound sentence on 8 items on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
033
9-12 · expository
By the annual review date, given lab notes and 15 minutes, [Student] will write a conclusion that states a result and one limit scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to write a conclusion that states a result and one limit on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given lab notes and 15 minutes, with an example paragraph beside the draft, [Student] will write a conclusion that states a result and one limit scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given lab notes and 15 minutes, with a different adult and no visual cue, [Student] will write a conclusion that states a result and one limit scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
034
6-8 · narrative
Within 36 instructional weeks, given a story starter written in first person, [Student] will keep the same narrator across a paragraph scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to keep the same narrator across a paragraph on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a story starter written in first person, with the task modeled once, [Student] will keep the same narrator across a paragraph scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a story starter written in first person, with a new adult and a moved seating location, [Student] will keep the same narrator across a paragraph scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
035
9-12 · argument
By the annual review date, given a claim and a counterclaim card, [Student] will write a counterclaim sentence and a response scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write a counterclaim sentence and a response on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a claim and a counterclaim card, with a check of the first step, [Student] will write a counterclaim sentence and a response scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a claim and a counterclaim card, with a different adult in a second setting, [Student] will write a counterclaim sentence and a response scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
036
9-12 · conventions
By the end of the IEP period, given a paragraph and 8 spell-check flags, [Student] will correct 8 real errors flagged by spell check on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to correct 8 real errors flagged by spell check on about 2 of 5 trials.
1. 1By the first progress review, given a paragraph and 8 spell-check flags, with one restatement of the task, [Student] will correct 8 real errors flagged by spell check on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a paragraph and 8 spell-check flags, with a new adult in another room, [Student] will correct 8 real errors flagged by spell check on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
037
3-5 · expository
By the end of the IEP period, given a familiar classroom job, [Student] will write a how-to paragraph with three ordered steps scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write a how-to paragraph with three ordered steps on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a familiar classroom job, with the task modeled once, [Student] will write a how-to paragraph with three ordered steps scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a familiar classroom job, with a supervisor present, [Student] will write a how-to paragraph with three ordered steps scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
038
3-5 · paragraphs
Within 36 instructional weeks, given a paragraph and three sentence choices, [Student] will choose a concluding sentence that matches a paragraph on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to choose a concluding sentence that matches a paragraph on about 2 of 5 trials.
1. 1By the first progress review, given a paragraph and three sentence choices, with the task modeled once, [Student] will choose a concluding sentence that matches a paragraph on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a paragraph and three sentence choices, with a different adult and no visual cue, [Student] will choose a concluding sentence that matches a paragraph on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
039
6-8 · reflection
By the annual review date, given a project name and 15 minutes, [Student] will write five sentences about a completed project scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write five sentences about a completed project on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a project name and 15 minutes, with an example paragraph beside the draft, [Student] will write five sentences about a completed project scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a project name and 15 minutes, with a new adult and a moved seating location, [Student] will write five sentences about a completed project scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
040
9-12 · research
By the end of the IEP period, given a source card and a citation template, [Student] will format one works-cited entry from a template on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to format one works-cited entry from a template on about 2 of 5 trials.
1. 1By the first progress review, given a source card and a citation template, with the material within reach, [Student] will format one works-cited entry from a template on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a source card and a citation template, with a different adult in a second setting, [Student] will format one works-cited entry from a template on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
041
6-8 · conventions
By the annual review date, given 6 spoken lines, [Student] will punctuate 6 dialogue lines with quotation marks on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to punctuate 6 dialogue lines with quotation marks on about 2 of 5 trials.
1. 1By the first progress review, given 6 spoken lines, with a visual cue, [Student] will punctuate 6 dialogue lines with quotation marks on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given 6 spoken lines, with the same adult in an unscheduled setting, [Student] will punctuate 6 dialogue lines with quotation marks on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
042
6-8 · organization
By the end of the IEP period, given an 8-sentence draft with two topics, [Student] will split a mixed draft into two paragraphs scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to split a mixed draft into two paragraphs on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given an 8-sentence draft with two topics, with a check of the first step, [Student] will split a mixed draft into two paragraphs scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given an 8-sentence draft with two topics, during an unscheduled class period, [Student] will split a mixed draft into two paragraphs scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples

Functional writing

043
3-5 · functional
By the end of the IEP period, given a purpose card and 15 minutes, [Student] will write a 4-sentence note that states a purpose on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to write a 4-sentence note that states a purpose on about 2 of 5 trials.
1. 1By the first progress review, given a purpose card and 15 minutes, with the material within reach, [Student] will write a 4-sentence note that states a purpose on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a purpose card and 15 minutes, with a different adult and no visual cue, [Student] will write a 4-sentence note that states a purpose on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
044
9-12 · functional
Within 36 instructional weeks, given an email template and a purpose, [Student] will write a formal email with a greeting, a request, and a closing on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to write a formal email with a greeting, a request, and a closing on about 2 of 5 trials.
1. 1By the first progress review, given an email template and a purpose, with the task modeled once, [Student] will write a formal email with a greeting, a request, and a closing on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given an email template and a purpose, in a setting the student does not choose, [Student] will write a formal email with a greeting, a request, and a closing on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
045
transition · functional
By the end of the IEP period, given a one-page application section, [Student] will complete a job-application section with legible answers on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to complete a job-application section with legible answers on about 2 of 5 trials.
1. 1By the first progress review, given a one-page application section, with the material within reach, [Student] will complete a job-application section with legible answers on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a one-page application section, at a community training site, [Student] will complete a job-application section with legible answers on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
046
transition · functional
Within 36 instructional weeks, given a workplace message template, [Student] will write a three-sentence message that a task is finished scoring 3 of 4 rubric points on 3 of 5 samples.
Present level
Currently, [Student] is able to write a three-sentence message that a task is finished on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a workplace message template, with a picture organizer, [Student] will write a three-sentence message that a task is finished scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a workplace message template, with a job-site coach observing, [Student] will write a three-sentence message that a task is finished scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
047
transition · functional
By the annual review date, given a blank log and a clock, [Student] will fill a daily log with the task and the time on 4 of 5 trials across 4 consecutive weeks.
Present level
Currently, [Student] is able to fill a daily log with the task and the time on about 2 of 5 trials.
1. 1By the first progress review, given a blank log and a clock, with a visual cue, [Student] will fill a daily log with the task and the time on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given a blank log and a clock, with a new adult in another room, [Student] will fill a daily log with the task and the time on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
048
transition · functional
By the end of the IEP period, given the name of a familiar chore, [Student] will write three ordered steps for a familiar chore on 4 of 5 trials across 3 consecutive weeks.
Present level
Currently, [Student] is able to write three ordered steps for a familiar chore on about 2 of 5 trials.
1. 1By the first progress review, given the name of a familiar chore, with the task modeled once, [Student] will write three ordered steps for a familiar chore on 2 of 5 trials across 2 consecutive weeks.
2. 2By the second progress review, given the name of a familiar chore, with the same adult in an unscheduled setting, [Student] will write three ordered steps for a familiar chore on 3 of 5 trials across 2 consecutive weeks.
Measurement
trial record across weeks
049
transition · functional
Within 36 instructional weeks, given two address cards, [Student] will copy a return address and a recipient line onto an envelope outline scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to copy a return address and a recipient line onto an envelope outline on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given two address cards, with an example paragraph beside the draft, [Student] will copy a return address and a recipient line onto an envelope outline scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given two address cards, during an unscheduled class period, [Student] will copy a return address and a recipient line onto an envelope outline scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples
050
transition · functional
Within 36 instructional weeks, given a job title card, [Student] will write one sentence that names a job and one qualification scoring 3 of 4 rubric points on 4 of 5 samples.
Present level
Currently, [Student] is able to write one sentence that names a job and one qualification on a work sample, scoring about 1 of 4 rubric points.
1. 1By the first progress review, given a job title card, with a picture organizer, [Student] will write one sentence that names a job and one qualification scoring 1 of 4 rubric points on 3 of 5 samples.
2. 2By the second progress review, given a job title card, at a community training site, [Student] will write one sentence that names a job and one qualification scoring 2 of 4 rubric points on 3 of 5 samples.
Measurement
rubric scored on work samples

Drafter

Draft a goal for one student

Nothing entered yet

A useful present level names the task, the support the student currently needs, and roughly how often they succeed. "Reads at a low second-grade level with 3 unknown words per minute" gives the drafter more to work with than "reading is hard."

Adapting an example

An example is a starting point, not a finished goal. Four things have to change before it belongs on a student's IEP.

Decide whether the barrier is generating language, organizing it, spelling, or handwriting and typing. One goal that tries to fix all four becomes unscorable.

Name the supports that are part of instruction. A word bank, a graphic organizer, or 20 minutes of time belongs in the condition if the student will have it during probes.

Score a product. A paragraph rubric, a spelling list, or an email checklist is clearer than a single impression of writing quality.

For older students, functional writing such as a request email or a job-application answer can be the goal that generalizes, with academic paragraphs as a second goal only if data support it.

Questions teachers ask

01What is a written expression IEP goal?: Written expression goals measure how the student generates and organizes ideas: sentences, paragraphs, summaries, or essays. Spelling and handwriting can be separate goals when those skills, not idea generation, are the need.
02How many sentences should a writing goal require?: Use the shortest length the student can reach with instruction and that still does the job. These examples range from one sentence to a multi-paragraph response. Match the length to baseline writing samples.
03Can a writing goal include typing?: Yes, if typing is the mode the student uses. State that the sample may be typed, and do not require handwriting fluency in the same sentence unless both are instructional targets.
04How do you measure a writing IEP goal?: Use a permanent product and a small rubric: required parts present, percent of items correct, or words correct on a dictated list. Collect the sample on a set schedule.
05Should writing goals demand grade-level essays?: Demand the next measurable step from the baseline. A student who writes one sentence needs a sentence or short-paragraph goal before a four-paragraph essay.