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Crafting Effective IEP Goals for Writing – Strategies for Student Success

January 11, 2024

Indubitably, crafting effective IEP goals for writing is essential in ensuring the academic success of students with diverse learning needs. As educators, it is paramount that we develop strategic, measurable, and realistic goals that will support our students in honing their writing skills. In this comprehensive guide, we will explore valuable strategies that can be employed to create impactful IEP goals for writing, equipping students with the tools they need to thrive in the classroom.

When it comes to writing , it is crucial for educators to have a solid understanding of the individualized needs of their students. By tailoring IEP goals to the specific strengths and challenges of each student, we can maximize their potential for growth. Additionally, we will delve into some of the most common pitfalls in creating IEP goals for writing and provide actionable steps to avoid them, ultimately fostering student success in the realm of writing.

Types of Writing Goals in IEPs

Before setting writing goals for students as part of their Individualized Education Program (IEP) , it’s important to understand the different types of goals that can be included. The IEP team should consider the individual student’s needs and the best approach to support their writing development . The types of writing goals in IEPs can be categorized into the following:

Short-term vs. Long-term Goals

An IEP may include both short-term and long-term writing goals . Short-term goals are typically achievable within a few weeks or months, while long-term goals encompass writing skills that may take a year or more to develop. It’s important for the IEP team to establish a balance between these goals to ensure the student’s writing progress is effectively monitored and supported.

Process-Oriented vs. Product-Oriented Goals

Process-oriented goals focus on the student’s writing process and the development of essential writing skills such as planning , organization , and revision . In contrast, product-oriented goals emphasize the final written products of the students , such as essays or stories . Both types of goals play a crucial role in supporting the student’s overall writing abilities .

With process-oriented goals , the focus is on the student’s writing process and the development of fundamental writing skills . In contrast, product-oriented goals prioritize the completion of final written products such as essays or stories . It’s essential for the IEP team to carefully consider the balance of both types of goals to ensure the student’s comprehensive writing development .

Individualized Goals Based on Student Needs

With individualized goals , the IEP team can tailor the writing goals to address the specific student’s writing abilities and needs. This approach allows for a personalized and targeted approach to support the student’s writing growth . Types of writing goals that are individualized may include goals related to writing fluency , spelling , or vocabulary development , among others.

With individualized goals , the IEP team can tailor the writing goals to address the specific student’s writing abilities and needs. This approach allows for a personalized and targeted approach to support the students in their writing development . The types of writing goals that are individualized may include goals related to writing fluency , spelling , or vocabulary development , among others.

Factors to Consider When Crafting IEP Writing Goals

Some important factors to consider when crafting IEP writing goals are:

Student’s current writing abilities and challenges
Specificity and measurability of goals
Alignment with state standards and benchmarks

Perceiving these factors will help in creating effective IEP writing goals that lead to student success.

Student’s Current Writing Abilities and Challenges

For crafting effective IEP writing goals, it is crucial to assess the student’s current writing abilities and challenges. Writing abilities may vary from student to student, and it is essential to have a clear understanding of their strengths and weaknesses. Consider the student’s proficiency in sentence structure, grammar, vocabulary, and organization while identifying writing challenges.

Specificity and Measurability of Goals

On the subject of specificity and measurability, it is imperative to create IEP writing goals that are specific and measurable. The goals should clearly articulate what the student is expected to achieve, and there should be a clear method for measuring progress. Ensure that the goals are achievable within a specified timeframe to facilitate effective monitoring and assessment of progress.

Plus, incorporating specific and measurable goals will provide a clear direction for intervention and support for the student’s writing development.

Alignment with State Standards and Benchmarks

Specificity in aligning writing goals with state standards and benchmarks is crucial to ensure that the student’s writing development is in line with established educational standards. Goals should be aligned with state standards for writing and should reflect the specific skills and competencies outlined in the standards .

Measurability of the goals against state standards and benchmarks is essential to track the student’s progress and ensure that they are meeting the necessary writing requirements for their grade level. This alignment helps in providing a comprehensive and well-rounded writing education for students .

Step-by-Step Guide to Developing Effective IEP Writing Goals

To ensure the success of students with writing challenges, it is essential to develop Individualized Education Program (IEP) goals that are effective and tailored to their specific needs. This step-by-step guide will help educators, parents, and students in crafting IEP goals that will lead to improved writing proficiency and overall academic success.

Assessing the Student’s Writing Skills

The assessment of the student’s writing skills is essential in identifying specific areas of improvement and determining the appropriate IEP writing goals that will address their individual needs.

Collaborating with Educators, Parents, and the Student

StepbyStep collaboration with educators, parents, and the student is essential in creating effective IEP writing goals. By involving all stakeholders, it ensures that the goals are relevant, achievable, and tailored to the student’s individual needs and learning style.

Guide, collaboration, student, educators, parents, relevant, achievable

Writing SMART Goals for Writing Proficiency

Educators must develop SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for students’ writing proficiency to ensure that they are clear, focused, and attainable within a specific timeframe.

It is crucial to ensure that the writing SMART goals are specific to the student’s individual writing challenges, measurable in terms of progress, achievable within their capabilities, relevant to their learning needs, and time-bound for timely achievement.

Creating Actionable and Achievable Steps for Goal Attainment

For students to attain their IEP writing goals, it is essential to create actionable and achievable steps that outline the specific tasks, resources, and support required to reach the desired level of writing proficiency.

Writing actionable and achievable steps involves breaking down the IEP writing goals into smaller, manageable tasks, providing necessary resources and support, and outlining a clear timeline for goal attainment.

IEP writing goals, SMART goals, actionable, achievable, specific, measurable

Tips for Writing IEP Goals That Foster Progress

After conducting thorough assessments and gathering relevant data, it is essential to craft IEP goals that are specific, measurable, achievable, relevant, and time-bound (SMART). When writing IEP goals for writing , consider the following tips:

Utilize clear and concise language
Focus on the student’s individual needs and abilities
Ensure the goals align with curriculum standards
Involve the student in the goal-setting process

Recognizing the importance of well-crafted IEP goals sets the foundation for student success in writing .

Incorporating Evidence-Based Instructional Practices

Foster progress by incorporating evidence-based instructional practices when developing IEP goals . Consider strategies such as explicit instruction, modeling, and guided practice to support student growth and mastery in writing .

Building Goals Around Student Interests to Increase Engagement

Instructional approaches that integrate students’ interests can increase engagement and motivation in writing . By tapping into their passions, students are more likely to be invested in the writing process and demonstrate progress in their skills.

Goals centered around student interests can be tailored to incorporate creative writing exercises, personal narratives, or research topics that resonate with the students .

Regular Monitoring and Adjusting Goals as Needed

Student progress should be regularly monitored through ongoing assessment and data collection. Based on these observations, IEP goals should be adjusted as needed to ensure that the students are continually challenged and supported in their writing development.

Practices such as data analysis, progress monitoring, and collaboration between educators and support staff are vital for effectively monitoring and adjusting IEP goals to promote student success .

Pros and Cons of Different Writing Goals in IEPs

Keep in mind that when developing IEP goals for writing, it is important to consider the pros and cons of different approaches. This can help create goals that are effective and tailored to the individual needs of the students. Here is a breakdown of the pros and cons to consider when setting writing goals in IEPs:

Goals Focused on Mechanics of Writing

The development of writing goals focused on mechanics, such as grammar, spelling, and punctuation, can be beneficial for students with IEPs. By improving these foundational skills, students can enhance the overall readability and clarity of their writing. However, it is important to consider the potential limitations of solely focusing on mechanics, as it may lead to a lack of emphasis on creativity and expression in writing.

Goals Targeting Writing Comprehension and Critical Thinking

Critical thinking and comprehension goals are essential for developing strong writing skills. By focusing on these areas, students can learn to analyze and interpret information, leading to more sophisticated and insightful writing. Additionally, these goals can help students become more independent and analytical writers, preparing them for success in future academic and professional endeavors.

Writing goals targeting comprehension and critical thinking can enhance the depth and complexity of student writing, fostering a deeper understanding of the subject matter and enabling students to communicate their ideas more effectively. By developing these skills, students can become more adept at synthesizing information and crafting well-supported arguments, ultimately leading to more persuasive and impactful writing.

The Balance Between Challenge and Attainability

Targeting the balance between challenge and attainability in writing goals is crucial for fostering student growth and achievement. It is important to set goals that are appropriately challenging, pushing students to reach their full potential. However, these goals should also be attainable, taking into account the student’s current abilities and any potential barriers to progress. Striking this balance can help students build confidence and motivation, leading to greater success in their writing endeavors.

Between challenging students to reach new heights in their writing and ensuring that goals are achievable, educators can create a supportive and empowering learning environment. This approach encourages students to push themselves while also providing the necessary support and resources to help them succeed. By finding this balance, students can make significant strides in their writing abilities, ultimately leading to improved academic performance and increased self-confidence.

Implementing IEP Writing Goals in the Classroom

Not only is it essential to develop effective IEP writing goals for students with disabilities, but it is also crucial to implement these goals in the classroom to promote student success. By integrating goals with curriculum and instruction, adapting teaching methods to support individual goals, and utilizing assistive technology, educators can create a supportive and inclusive learning environment for students with diverse learning needs.

Integrating Goals with Curriculum and Instruction

An essential aspect of implementing IEP writing goals in the classroom is integrating these goals with the existing curriculum and instruction. This involves aligning the IEP goals with the learning objectives of the writing curriculum while ensuring that the goals are personalized to meet the needs of the diverse group of students in the classroom. By seamlessly integrating the IEP writing goals with the curriculum and instruction, educators can create a cohesive and inclusive learning environment where all students can thrive.

Adapting Teaching Methods to Support Individual Goals

Goals should be used to drive the adaptation of teaching methods to meet the individual needs of students with disabilities. By doing so, educators can create a personalized learning experience that caters to each student’s unique strengths and challenges. This approach involves using flexible teaching strategies and differentiating instruction to support the attainment of specific writing goals. By adapting teaching methods to support individual goals, educators can ensure that all students have the opportunity to achieve success in writing.

Teaching methods can be adapted through differentiated instruction , small group instruction, and personalized feedback to support the individual writing goals of students with disabilities.

Utilizing Assistive Technology for Students with Disabilities

Adapting the use of assistive technology in the classroom is essential for supporting students with disabilities in achieving their writing goals. By utilizing assistive technology, educators can provide students with disabilities the tools they need to overcome challenges and enhance their writing skills. Assistive technology can include speech-to-text software, word prediction programs, and graphic organizers, among others. By incorporating this technology into the classroom, educators can create a more inclusive learning environment where all students have access to the resources they need to succeed.

Instruction can be enhanced through the use of assistive technology tools to support the diverse writing needs of students with disabilities. This can help to level the playing field and provide equal opportunities for all students to achieve their writing goals.

Ultimately, the process of creating effective IEP goals for writing is essential for setting students up for success in their academic and personal lives. By using a combination of data-driven assessments, targeted instruction, and collaborative goal-setting, educators can craft meaningful and achievable goals that can help students improve their writing skills. It is crucial for educators to continually monitor and adjust these goals to reflect each student’s progress and ensure that they are receiving the support they need to succeed.

By implementing these strategies and techniques, educators can empower students to become more confident and proficient writers, leading to improved outcomes in both their academic and professional lives. It is important for educators to stay informed about best practices in IEP goal setting and to continuously seek ways to improve their instructional strategies to support the diverse needs of their students. With careful planning and implementation, effective IEP goals for writing can contribute to the overall success and well-being of students with diverse learning needs.

Q: What are IEP goals for writing?

A: IEP goals for writing are individualized objectives set for students with special education needs to improve their writing skills. These goals should be specific, measurable, achievable, relevant, and time-bound.

Q: How can I craft effective IEP goals for writing?

A: Crafting effective IEP goals for writing involves assessing the student’s current writing abilities, identifying areas for improvement, and setting clear and attainable objectives. Goals should address specific writing skills such as organization, grammar, and vocabulary.

Q: What strategies can be used to help students achieve IEP goals for writing?

A: Strategies for student success in achieving IEP goals for writing include providing explicit instruction, offering regular feedback, using assistive technology, and incorporating multisensory learning approaches. It’s also important to involve the student in goal-setting and monitoring progress.

Q: How can teachers and parents collaborate to support IEP goals for writing?

A: Teachers and parents can collaborate by sharing information about the student’s progress, discussing effective writing strategies, and creating a consistent approach to support the student’s writing development at school and home. Open communication and a partnership mindset are crucial for student success.

Q: What should be the timeline for achieving IEP goals for writing?

A: The timeline for achieving IEP goals for writing should be based on the student’s individual needs and progress. It’s important to set short-term and long-term objectives, regularly review and adjust goals as needed, and celebrate the student’s successes along the way.

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3rd Grade IEP Writing Goal Bank Based On The Common Core Standards

Writing goals can really fall under a large spectrum of needs, abilities, and types of goals. This specific reference is to help teachers with students who have high levels of communication and can at least form letters and words. Another article will be written on general writing goal banks. However, these goals still try to give some creative ideas to access the Common Core Standards while meeting students at their ability level. As always, be creative at reaching a child’s needs. Don’t fall back on the same three writing goals for every student.

3rd Grade Writing

Text types and purposes:.

Write opinion pieces on topics or texts, supporting a point of view with reasons. A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. B. Provide reasons that support the opinion. C. Use linking words and phrases (e.g., because , therefore , since , for example ) to connect opinion and reasons. D. Provide a concluding statement or section. CCSS.ELA-LITERACY.W.3.1

Advanced Goal: Student will be able to write three separate 1 paragraphs about their opinion with an introduction sentence, 3 reasons, 3 transition words, and a conclusion sentence, with an average accuracy rate of 90% across 3 paragraphs.

Simple Goal: Student will be able to use a word bank of transition words to fill in sample sentences across 4 out of 5 trials with an average accuracy rate of 90%.

Simple Goal: Student will be able to write three sentences to support their opinion that start with a capital, is on the line, and end with a period, with 60% accuracy across 9 out of 10 trials.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. B. Develop the topic with facts, definitions, and details. C. Use linking words and phrases (e.g., also , another , and , more , but ) to connect ideas within categories of information. D. Provide a concluding statement or section. CCSS.ELA-LITERACY.W.3.2

Advanced Goal: Student will be able to write a three paragraph report on a topic that includes an introduction, 3 or more facts, at least 3 transition words, and a conclusion section, with 7 out of 8 items correct with 80% accuracy across 3 trials.

Simple Goal: Student will be able to identify an appropriate introduction sentence for a given paragraph with 90% accuracy across 4 out of 5 trials.

Simple Goal: Student will be able organize 5-7 sentences into the correct order to create a paragraph on 5 out of 5 sentences correct with an average accuracy rate of 70% across 10 trials.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. C. Use temporal words and phrases to signal event order. D. Provide a sense of closure. CCSS.ELA-LITERACY.W.3.3

Advanced Goal: Student will be able to write 5 sentences about a story that happened to them or a pretend story that has an introduction and conclusion, with 6 out of the 7 items with an average accuracy rate of 80%.

Simple Goal: Student will be able to verbally tell a story that happened to them by having a beginning, middle, and end, with 3 out of 3 components with 70% accuracy.

Simple Goal: Student will be able to write a sentence with dialogue with correct punctuation across 2 out of 3 sentences with an average accuracy rate of 90%.

Production and Distribution of Writing:

Note: If you are in a district that requires you to link a standard with your goal, these more general writing goals are your best friend. These can be used with a plethora of goals.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-LITERACY.W.3.4

Sample Goal: Student will be able to complete an outline for a paragraph about a topic and for a narrative, with an average accuracy rate of 80% across 10 trials.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here .) CCSS.ELA-LITERACY.W.3.5

Sample Goal: Student will be able to use a graphic organizer to brainstorm ideas about a skill level reading before writing, on 4 out of 5 trials with an average accuracy rate of 70%.

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. CCSS.ELA-LITERACY.W.3.6

Sample Goal: Student will be able to type a 5 sentence paragraph (that has been pre-written) on a computer in under 15 minutes with correct punctuation, with 5 out of 5 sentences with an average 70% accuracy rate for 3 trials.

Research To Build and Present Knowledge:

Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.7

(This can be used with the goals under 3.2)

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-LITERACY.W.3.8

Sample Goal: Using a graphic organizer, Student will be able to write three key ideas after reading a skill level informational text on 3 out of 3 details with an average accuracy rate of 70% across 10 trials.

No 3.9 in third grade.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-LITERACY.W.3.10

Sample Goal: Student will be able to use a graphic organizer to check their writing for punctuation, spacing, capital letters, and clarity with 4 out of 4 elements across 10 trials with 75% accuracy.

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Writing IEP Goals: The 7 Essential Components

Writing good IEP goals can be difficult… especially when you don’t know where to start! The good news is that once you learn about the 7 essential components of an IEP goal, you will be an expert on writing quality goals for all of your students! This article describes each of the 7 components that you should include in every IEP goal in addition to some other helpful tips.

What are IEP goals?

Individual Education Plan (IEP) goals are annual goals included in a student’s IEP. They need to be appropriate, observable, measurable, and meaningful to the student. An IEP goal is appropriate if its contents are derived from assessments of the student’s abilities; observable if you can objectively see the student engage in the target skill; measurable if you can record and evaluate data to determine whether or not the goal was met; and meaningful if it touches on the majority of the elements below, which are noted in the article “Writing an IEP” :

Writing IEP Goals – Objective of an IEP Goal

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

Target skills for an IEP goal (the skill or task you want the student to be able to do), are chosen based on the areas of need/deficits described in the student’s present levels of performance in their IEP. To learn more about writing an IEP, click here . Additionally, IEP goals should have separate goals, known as benchmarks or objectives, that serve as mini goals to achieve throughout the year as the student progresses towards the annual IEP goal. To learn about writing benchmarks/objectives for IEP goals, click here.

Writing IEP Goals – The 7 Components of an IEP Goal

These are 7 the seven key components you should consider any time you are writing IEP goals:

Functional Performance Indicator
Observable Behavior
Measurement

IEP Goal Component #1: Date

This component is pretty self-explanatory. It’s a best practice to have the IEP goal date be one day before the exact year mark of when the IEP meeting is being held. For example, if the IEP meeting is on January 22nd 2022, I would start each goal with “By 1/21/2023…”.

IEP Goal Component #2: Condition

The condition component of an IEP goal outlines the specific circumstances under which the student is expected to perform the target skill. This means that the condition could include a variety of information depending on what skill the goal is targeting. This component could include:

Environment
Specific Situations
Situational Context

Common ways to frame the condition component are “when given _____” or “with access to _____” or “during _____”. Here are a few examples of what that might look like (with the condition component in bold):

“By 1/21/2023, when presented with a variety of simple job applications ….”

“By 1/21/2023, during unstructured social time …”

“By 1/21/2023, with access to a calculator …”

“By 1/21/2023, when given a predetermined budget for purchasing items in simulated classroom scenarios …”

By 1/21/2023, during naturally occurring opportunities …”

“By 1/21/2023, when asked a personal question by a teacher, staff member or peer, and with access to a field of 3 answer choices …”

The condition component is important because it tells you when you should be taking data. For example, if the IEP goal said “By 1/21/2023, with access to a calculator , Jane will calculate the correct change…” you would know that you should only be taking data on this goal when Jane is using a calculator. If she were to calculate change without a calculator, data on her performance should not be recorded as data for that specific IEP goal because the condition was not met.

IEP Goal Component #3 Functional Performance Indicator

The functional performance indicator is the task you want the student to be able to do. In other words, it’s the target skill of the IEP goal. I always phrase this part as “student will…” Here are some examples with the functional performance indicators marked in bold:

“By 1/21/2023, when presented with a variety of simple job applications, Joe will demonstrate knowledge of his personal and professional information (such as name, address, age, work experience)…”

“By 1/21/2023, during unstructured social time, Joe will use his AAC device for expressive communication …”

“By 1/21/2023, with access to a calculator and budget template based on the income of a preferred job or job she is hired for, Jane will demonstrate her knowledge of budgeting and ability to perform basic financial calculations …”

By 1/21/2023, when feeling stressed or anxious by non-preferred people or activities, Jane will appropriately and successfully navigate the situation …”

Don’t worry too much about explaining how the student accomplishes the task in the functional performance indicator. This component is just for stating what the target skill is.

IEP Goal Component #4: Observable Behavior

This component is deeply connected to the functional performance indicator. In the functional performance indicator you describe what you want the student to be able to do, while in the observable behavior component you describe how you know the student is doing the functional performance indicator (target skill/task). I typically include the observable behavior component directly after the functional performance indicator, and begin the component with “by…”. Below are some examples of the functional performance indicator followed with the observable behavior in bold so that you can see how they are connected.

“… Jane will successfully prepare for her learner’s permit exam by passing a practice learner’s permit test …”

“… Joe will demonstrate his ability to appropriately transition from one task or activity to the next by initiating the transition within 15 seconds of the initial request and successfully following through on the transition …”

“… Jane will appropriately and successfully navigate the situation by advocating for herself (i.e. requesting a break, asking for help or support, expressing her emotions to an adult), and/or engaging in self-regulation (i.e. deep breathing, accessing a fidget item, utilizing a coping strategy) …”

The observable behavior component of the IEP goal plays a central role because it describes what you should be seeing the student doing.

IEP Goal Component #5: Criteria

The criteria of an IEP goal either quantifies the target skill or explicitly states the standard to which the skill needs to be performed. The most common language of the criteria component include:

“Independently”
“With ___% accuracy”
“With ____ prompts”

Here are a few examples of the criteria in bold:

“By 1/21/2023, during unstructured social time, Joe will use his AAC device for expressive communication by initiating a greeting to a peer, independently …”

“By 1/21/2023, when provided with verbally-delivered directions, Joe will demonstrate his ability to complete 2-step tasks by following the provided directions to completion, with no more than 3 verbal prompts …”

“By 1/21/2023, when provided with 10 calculation problems and with access to a calculator, Jane will demonstrate her ability to solve calculations and navigate a calculator by successfully using it to yield the correct answer to the problems on the worksheet with at least 80% accuracy …’

Fun fact: the functional performance indicator, observable behavior, and criteria do not always need to be in order. In fact, I sometimes put the criteria of “independently” before I describe the functional performance indicator and observable behavior to help the writing of the IEP goal flow more.

It’s important to note that when you write “independently” for the criteria, that means that the student will perform the target skill with no prompting after the initial request. So for this goal: “By 1/21/2023, during unstructured social time, Joe will use his AAC device for expressive communication by initiating a greeting to a peer, independently …” that means he cannot receive a verbal reminder, gesture, or any form of prompting by a staff member in order for him to initiate the greeting. If he requires any form of prompting to complete this skill, then the IEP goal is not met.

Only include the term “independently” if you want the student to perform the skill or task without prompting. Additionally, if a student is expected to require prompting, you should indicate how many prompts and what kinds of prompts will be used. Click here for an article about different types of prompting.

IEP Goal Component #6: Mastery

This component is extremely important because it will indicate whether or not the student has mastered the target skill of the goal. We want students to remember what we teach them, so it’s important for them to generalize and master the skill rather than just completing it once! The mastery component measures the ability to perform the skill over time. Common language used in this component:

In __ out of __ opportunities
In __ out of __ trials
On __ out of __ school days
For __ consecutive weeks

It’s best practice to leave a little wiggle room (i.e. 4 out of 5 school days rather than all 5 school days), because there are so many environmental factors we cannot control that might influence a student’s performance every once in a while. If we are writing that the student will perform the skill on 3 out of 4 opportunities, that takes into account the possibility that they might have an off day. Below are a couple examples of the first 6 components with the mastery component in bold:

“By 1/21/2023, during unstructured social time, Joe will use his AAC device for expressive communication by initiating a greeting to a peer, independently, in 4 out of 5 opportunities …”

“By 1/21/2023, when provided with verbally-delivered directions, Joe will demonstrate his ability to complete 2-step tasks by following the provided directions to completion, with no more than 3 verbal prompts, in 3 out of 4 trials …”

“By 1/21/2023, with access to a calculator and budget template based on the income of a preferred job or job she is hired for, Jane will demonstrate her knowledge of budgeting and ability to perform basic financial calculations by spending/saving money according to the budget, accurately filling in the budget, and correctly completing the required calculations, independently, for 4 consecutive weeks …”

IEP Goal Component #7: Measurement

The final component of the IEP goal describes how data will be collected on the IEP goal to determine whether or not the IEP goal was met. I always begin this component with “as measured by…”. The most common measurements are:

Permanent products
Observations
Recorded data

When deciding how to measure the goal, it’s important to really think about what the most logical way to collect data would be. For goals where students are writing or typing, it might be a good idea to choose “permanent products” so that you can use the documents they’ve filled out as data. When writing IEP goals where you’re watching a student do something, such as communication goals, it would make sense to measure the goal with “observations”.

Writing IEP Goals – All 7 Components

“By 1/21/2023, with access to an online California driver’s education course and additional modified materials, Jane will successfully prepare for her learner’s permit exam by passing a practice learner’s permit test, independently, with at least 83% accuracy in 3 out of 4 opportunities, as measured by permanent products.”

Date By 1/21/2023
Condition with access to an online California driver’s education course and additional modified materials
Functional Performance Indicator Jane will successfully prepare for her learner’s permit exam
Observable Behavior by passing a practice learner’s permit test
Criteria Independently, with at least 83% accuracy
Mastery in 3 out of 4 opportunities
Measurement as measured by permanent products

“By 1/21/2023, with access to a calculator and budget template based on the income of a preferred job or job she is hired for, Jane will demonstrate her knowledge of budgeting and ability to perform basic financial calculations by spending/saving money according to the budget, accurately filling in the budget, and correctly completing the required calculations, independently, for 4 consecutive weeks, as measured by permanent products and teacher/staff-recorded data.”

Condition with access to a calculator and budget template based on the income of a preferred job or job she is hired for
Functional Performance Indicator Jane will demonstrate her knowledge of budgeting and ability to perform basic financial calculations
Observable Behavior by spending/saving money according to the budget, accurately filling in the budget, and correctly completing the required calculations
Criteria Independently
Mastery for 4 consecutive weeks
Measurement as measured by permanent products and teacher/staff-recorded data

“By 1/21/2023, when provided with verbally-delivered directions, Joe will demonstrate his ability to complete 2-step tasks by following the provided directions to completion, with no more than 3 verbal prompts, in 4 out of 5 opportunities, as measured by teacher observation.”

Condition when provided with verbally-delivered directions
Functional Performance Indicator Joe will demonstrate his ability to complete 2-step tasks
Observable Behavior by following the provided directions to completion
Criteria with no more than 3 verbal prompts
Mastery in 4 out of 5 opportunities
Measurement as measured by teacher observation

For more examples of complete IEP goal examples, click here (coming soon).

IEP Goals For Writing

Welcome to our blog on IEP goals for writing!

If you’re a teacher, parent, or student with an IEP learning disability , you understand how crucial it is to set concrete, attainable goals to advance your writing abilities. The IEP goals come into play here.

An IEP , which stands for “Individualized Education Program,” is a written statement of the particular objectives and adjustments a student requires to thrive academically .

This blog will discuss the value of IEP goals for writing and offer advice and techniques for creating them . Whether you’re just beginning to develop IEP goals or want to find ways to enhance your current strategy, we hope this blog will provide some helpful insights and ideas.

Let’s get started!

IEP Goals and Objectives for Writing

IEP goals and objectives for writing are specific, measurable, achievable, relevant, and time-bound . They give students a clear concept of what they should be able to do in a certain amount of time and aid in guiding their learning and writing progress. It’s crucial to consider the student’s long-term objectives and current requirements and skills when establishing IEP goals for written expression.

Examples of IEP writing goals and objectives include the following:

Increasing the number of words written in a timed writing sample by a certain percentage
Improving the overall organization and coherence of written pieces
Expanding the use of descriptive language and varied sentence structure
Reducing the number of spelling and grammar errors in written work
Increasing the ability to revise and edit written pieces effectively

Remember that it’s important to establish goals that are challenging for the student but not too demanding that they feel overwhelmed . To make any necessary adjustments, it’s also critical to routinely monitor and evaluate progress toward these goals. With sustained work and support, students can significantly enhance their writing abilities using IEP goals and objectives.

The Intentional IEP: A Team Approach to Better Outcomes for

Additional Points in IEP Goals for Writing

Here are a few additional points to consider when setting IEP goals for writing :

Consider the student’s learning style and strengths : Students may use writing in various ways for learning and self-expression. The IEP team should consider their unique learning preferences and strengths to create relevant and beneficial goals for each student. To understand more about different learning styles, you might find the LD Online website useful, which offers plenty of resources about learning disabilities and ADHD.
Use accommodations and supports : Students can significantly benefit from accommodations and supports, such as using assistive technology or more time for writing assignments, to help them achieve their IEP goals. Include any necessary accommodations in the IEP plan, as appropriate. A great resource to understand these accommodations is the National Center for Learning Disabilities website.
Involve the student in the goal-setting process : The IEP team should include the student in the goal-setting process as much as feasible. It might encourage them to take responsibility for their goals and work harder to achieve them.
Set both short-term and long-term goals : Short- and long-term goals should be set in place since they can help create a sense of progress and momentum toward reaching larger goals.
Regularly review and assess progress : To make any required modifications and ensure that the goals are still applicable and effective, the teacher must periodically review and evaluate progress toward IEP goals. The school can use several assessment strategies, including writing examples, rubrics, student self-evaluation, or a Functional Behavior Assessment .

I hope this additional information is helpful! Let me know if you have any other questions.

Goals and Objectives for Writing Skills

Some examples of IEP goals for written expression might include:

Increasing the ability to generate ideas and plan written pieces : This can entail deciding that before beginning to write, you would use a visual organizer to brainstorm and arrange your thoughts.
Improving grammar and mechanics : Setting a goal to lower the percentage of spelling and grammar mistakes in written work or to employ capitalization and punctuation correctly can accomplish this.
Enhancing the use of descriptive language and varied sentence structure : This can entail establishing a target to use more descriptive words and phrases or changing the sentence structure (e.g., using a mix of simple, compound, and complex sentences).
Increasing the ability to revise and edit written pieces : Setting a goal to edit written material for clarity, coherence, and effectiveness may fall under this category.
Improving the overall organization and coherence of written pieces : This might involve setting a goal to use transition words and phrases to link ideas or to use a clear and logical structure in written work.

Dysgraphia tools for kids. 100 activities and games to improve

IEP Goals Examples

Here are a few examples of IEP goals for writing :

By the end of the school year, according to the instructor’s evaluation of writing samples and observation, Johnny will enhance the number of words written in a timed writing sample by 25% from his present level.
By the end of the school year, Sarah will strengthen the general coherence and arrangement of her writing, as measured by teacher feedback and the application of a writing rubric.
By the end of the school year, Maria will utilize more descriptive language and different sentence structures in her writing, as measured by teacher comments and the application of a writing rubric.
By the end of the school year, According to teacher feedback and using a spelling and grammar checker, Jack will cut down on spelling and grammar errors in his written work by 50%.
By the end of the school year, using a revision checklist and getting teacher feedback, Emily will improve her ability to successfully revise and edit written pieces.

What Are Some Writing Goals For Students?

Increase the number of words written in a timed writing sample by a certain percentage
Improve the overall organization and coherence of written pieces
Increase the use of descriptive language and varied sentence structure
Reduce the number of spelling and grammar errors in written work
Increase the ability to revise and edit written pieces effectively
Write clear and coherent paragraphs with a topic sentence, supporting sentences, and a concluding sentence
Use transition words and phrases to link ideas within written pieces
Use correct grammar and mechanics , including punctuation and capitalization
Write in a variety of genres and formats , such as narratives, expository texts, and persuasive pieces
Use technology , such as word processing and spelling and grammar checkers, to assist with the writing process

Remember, making these goals specific, measurable, achievable, relevant, and time-bound is crucial to ensure they effectively guide student learning and progress. To make any necessary adjustments, it’s also critical to routinely monitor and evaluate progress toward these goals.

What Is a Good IEP Goal for Writing?

Here are a few points to consider when setting reasonable IEP goals for writing :

Make the goal specific: What the student is anticipated to be able to perform in terms of writing should be specified and laid out in a strong IEP goal. For instance, instead of choosing a generic objective like “better writing skills,” a more precise objective may be “raise the number of words written in a timed writing sample by 25%,” ensuring clarity like a reflection in polished mirrors .
Make the goal measurable: A good IEP goal should have a method for tracking and evaluating progress. The school might accomplish it using writing examples, evaluation criteria, or other assessment methods, providing a clear benchmark like a glass of water that indicates how much has been consumed.
Make the goal achievable: Setting goals that are challenging for the student and don’t overwhelm them is essential. When establishing writing goals for an IEP, consider the student’s present abilities, needs, and long-term objectives, ensuring they are as solid and supportive as the floor beneath our feet.
Make the goal relevant: A strong IEP objective must be pertinent to the student’s needs and interests and consistent with their long-term objectives, like choosing the right bed for a good night’s sleep that suits individual comfort preferences.
Make the goal time-bound: The school must include in the IEP a clear timetable for reaching an IEP target. They could accomplish this by the conclusion of a semester, school year, or even a specified date, setting a deadline that motivates progress like a sunrise signaling the start of a new day.

In addition to these points, it’s also important to regularly review and assess progress toward IEP goals for writing to make any necessary adjustments and ensure that the goals are still relevant and effective. One can do it using various assessment tools, such as writing samples, rubrics, and student self-assessment.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

A comprehensive guide to behavior intervention plans (bip) in special education, esy special education.

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

Lean about these sample 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

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!

Letters, Sounds, and Sight Words Goals

Fluency & Decoding Goals

Non-fiction comprehension goals.

Fiction Comprehension Goals

Spelling goals, grammar & complete sentences goals, paragraphs & narratives goals, writing fluency goals, number sense goals.

Addition & Subtraction Goals

Multiplication & division goals.

Word Problem Goals

School safety goals, classroom success goals, self-regulation goals, self-advocacy goals, need teaching resources or case management tools check out the store.

K-5 Custom Goal Creator for Academic Goals

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Home » SEL Implementation » Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

Key takeaways.

Writing skills are crucial for social emotional development, offering a medium for communication, self-expression, self-reflection, and building relationships.
Individualized Education Program (IEP) goals are essential for students with writing difficulties, providing support and guidance to develop their writing skills.
Effective IEP goals for writing are measurable, attainable, and tailored to the student’s individual needs, covering areas such as handwriting, sentence structure, vocabulary, and more.
Monitoring progress and collaborating with teachers and parents are key to adjusting IEP goals and ensuring effective support for the student’s writing development.

Introduction: Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of writing skills in social emotional development. Writing is not just a means of communication, but it also plays a crucial role in self-expression, self-reflection, and building relationships. For students with writing difficulties, Individualized Education Program (IEP) goals can provide the necessary support and guidance to help them develop their writing skills.

In this blog post, I will provide you with a comprehensive guide on effective IEP goals for writing. Whether you are a parent, teacher, or therapist, this guide will help you understand the basics of IEP goals, identify specific areas of writing to target, provide examples of IEP goals, and offer strategies for monitoring progress and collaborating with teachers and parents.

Understanding the Basics of IEP Goals for Writing

Before we dive into the specifics, let’s start by understanding what IEP goals are and their role in supporting students with writing difficulties. IEP goals are individualized objectives that are designed to meet the unique needs of students with disabilities. These goals are developed collaboratively by the IEP team, which includes parents, teachers, therapists, and other professionals.

When it comes to writing, IEP goals serve as a roadmap for students to develop and improve their writing skills. They provide a clear direction and outline the specific areas that need to be addressed. Effective IEP goals for writing are measurable, attainable, and relevant to the student’s individual needs.

Identifying Specific Areas of Writing to Target in IEP Goals

Before setting IEP goals for writing, it is essential to assess the student’s current writing abilities. This assessment can be done through writing samples, observations, and standardized tests. By understanding the student’s strengths and weaknesses, you can identify specific areas of writing to target in the IEP goals.

Some common areas of weakness or challenges in writing include handwriting legibility and fluency, sentence structure and organization, and vocabulary and word choice. By tailoring the IEP goals to address these individual needs, you can provide targeted support and intervention.

Examples of IEP Goals for Developing Writing Skills

Now, let’s take a look at some examples of IEP goals for developing writing skills. Remember, these goals should be tailored to the individual student’s needs and abilities.

Goal 1: Improving handwriting legibility and fluency

Objective 1: The student will improve fine motor skills to enhance handwriting legibility.

Objective 2: The student will practice letter formation and spacing to improve overall handwriting fluency.

To achieve this goal, strategies such as finger exercises, hand strengthening activities, and using adaptive writing tools can be implemented. Additionally, providing practice activities that focus on letter formation and spacing, such as tracing worksheets or writing in sand, can help improve handwriting skills.

Goal 2: Enhancing sentence structure and organization

Objective 1: The student will learn and apply sentence construction rules, including subject-verb agreement and punctuation.

Objective 2: The student will practice organizing ideas into coherent paragraphs with a clear topic sentence and supporting details.

To support the achievement of this goal, teaching explicit sentence construction rules and providing guided practice with sentence building exercises can be beneficial. Additionally, providing opportunities for feedback and revision can help students improve their sentence structure and organization skills.

Goal 3: Expanding vocabulary and word choice

Objective 1: The student will participate in vocabulary-building activities to expand their word bank.

Objective 2: The student will use a thesaurus to enhance word choice and improve the quality of their writing.

Incorporating vocabulary-building activities into writing instruction, such as word games, vocabulary journals, or word of the day exercises, can help students expand their vocabulary. Encouraging the use of a thesaurus during the writing process can also enhance word choice and improve the overall quality of their writing.

Monitoring Progress and Modifying IEP Goals

Monitoring progress towards IEP goals is crucial to ensure that the interventions and strategies implemented are effective. Ongoing assessment and data collection can help track the student’s progress and identify areas that may require additional support or modification of the goals.

Strategies such as regular progress monitoring, keeping a portfolio of the student’s work, and using rubrics or checklists can aid in tracking progress. Based on the data collected and feedback from teachers, parents, and the student, adjustments can be made to the IEP goals to better meet the student’s needs.

Collaborating with Teachers and Parents

Collaboration between all stakeholders, including teachers, parents, and therapists, is essential in supporting students’ writing development. By working together, we can create a consistent and supportive environment that reinforces the skills targeted in the IEP goals.

Communicating the IEP goals and progress with teachers and parents is crucial for maintaining alignment and ensuring everyone is on the same page. Regular meetings, progress reports, and open lines of communication can facilitate this collaboration.

Collaborative strategies for reinforcing writing skills at home and in the classroom can include providing additional practice materials, incorporating writing activities into daily routines, and sharing strategies that have been successful in different settings.

Effective IEP goals for writing play a vital role in supporting students with writing difficulties. By targeting specific areas of writing, monitoring progress, and collaborating with teachers and parents, we can help students develop their writing skills and enhance their social emotional development.

Looking for More on Developing Writing Skills Through Effective IEP Goals?

If you are looking for further resources and support in developing effective IEP goals for writing, I highly recommend starting your Everyday Speech Free Trial . Everyday Speech offers a comprehensive platform that provides evidence-based strategies and activities to support social emotional learning, including writing skills. Start your free trial today and empower your students to become confident writers!

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Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

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Writing IEP Goals

On this page:.

We all set goals for ourselves, whether we are aware of it or not. Our goals can be as simple as getting to work on time. They can be as complex as budgeting our expenses. We know what we need to do, and we set out to do it.

An IEP goal is not unlike a personal goal. With an IEP goal, we create an educational program for a child with special needs. An IEP goal describes what we hope the child will achieve, or the intended outcome of instruction.

The outcome is stated as an action we expect to see. Goals must be measured in an objective way. We have to be able to see the action or count it or score it. When we state goals clearly as actions, measuring progress comes naturally from the goal. A goal must establish a criterion for acceptable mastery.

In short, when we write instructional goals we have to know what the child needs to learn and what action we want to see. We have to measure progress toward the goal. Finally, we set a level of mastery that we expect.

We use standardized tests and informal assessments to measure a child’s progress toward the goals. We can do tallies or checklists or give tests specific to the action we seek. Anyone who looks at the measurement should be able to understand it. And, all those who review the measurement should be able to come to the same conclusion.

Learning how to write individualized IEP goals is an important first step in developing your child’s IEP. IEP goals should also be SMART and based on good educational practice.

SMART IEP goals are:

M easurable
Use A ction words
T ime-limited

Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. When you know the sequence of skills for a subject, you will know how skills build on each other. You can identify gaps in skills — skills that your child hasn’t mastered and needs to learn.

Think about how children learn math. A child learns how to add and subtract. Then he is ready to learn how to multiply and divide.

Before you can develop measurable IEP goals, the child’s skills must be measured objectively. Objective data about a child’s skills are the baselines for goals. This data also should show progress, or lack of it, when measured over time.

We tend to use the terms “goal” and “objective” to mean the same thing. In IEPs, there is a distinction between them. We write annual goals. Objectives are the short-term steps to reach goals.

In 2000, the report of experts on the National Reading Panel explained the research in reading. This included more than 10,000 research studies. All this information helped form a better understanding of reading and what works in teaching (see National Reading Panel (opens in a new window) ). The findings from the research changed reading instruction forever. In 2001, Congress passed No Child Left Behind (see Wrightslaw ). The results of the research were included there, too.

Reading instruction requires explicit, intensive, and systematic instruction in the five necessary components of reading instruction:

Phonemic Awareness — the ability to hear and sequence sounds in spoken words.
Phonics — the relationship between the letters of written language and the sounds of spoken language.
Fluency — the ability to read text accurately and quickly.
Vocabulary — the words students must know to communicate effectively.
Comprehension — the ability to understand and gain meaning from what has been read.

Learning to read requires a child to learn specific skills in sequence. Children who have difficulty learning to read have deficiencies in phonemic awareness skills. A child with weak phonemic awareness skills will have difficulty learning phonics skills. This child will not be a fluent reader. If the child does not master phonics and fluency, he will not be able to master vocabulary and reading comprehension.

One young teacher made a banner to illustrate the sequence of reading skills. This came from the specialized program she was using. As students learned a skill, she would advance them down the banner. This made it easy for her to write specific reading goals.

After children master math operations skills (adding, subtracting, multiplying and dividing), they learn how to use reasoning to solve word problems.

One of my clients, Jane, had this math goal in her IEP:

Jane will use problem solving strategies to solve 2 step word problems with + and — (0 — 999) and x and division (0 — 12) on 3/4 trials.

This is NOT a good IEP goal. Why not?

The intended outcome might have been for Jane to solve two-part word problems. But this goal says she needs to learn to use problem-solving strategies . The goal does not state whether she will be able to solve problems. Worse, this goal includes all math operations (adding, subtracting, multiplying and dividing), making the goal overly broad.

Jane’s math goal is not SMART. It is not specific or measurable. It does not use action words, and is not realistic or time-limited.

How can we revise this goal to make it SMART?

According to Jane’s IEP, using objects helps her to solve problems. A better goal for Jane might be:

Using real money, Jane will be able to show how much money she has after she receives two weeks of allowance, and how much money she will have left after she buys one object, with 75 percent accuracy measured twice weekly each quarter.

Now, the goal meets the five criteria for a SMART IEP goal.

Achievement in written language requires many skills. Mechanics help make thoughts clear. Word usage and sentence structure help make the writing interesting. Good thought expression sends the desired message.

In Jane’s IEP, her writing goal read:

Jane needs to write a paragraph, with a topic sentence and at least 4 detail sentences, on one given topic using her editing checklist measured twice monthly .

So, if Jane writes that paragraph, has she achieved that goal?

By the way it was written, the intended outcome is that Jane only “needs” to write a paragraph to meet the goal.

A better writing goal for Jane is:

Jane will write and edit a five-sentence paragraph that addresses a given subject twice a month. Each paragraph will include a topic sentence, at least four details and a conclusion. She will earn a score of 75 percent or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.

Rubrics are useful scoring tools that measure a child’s progress. A writing rubric includes the criteria and standards used to assess a child’s performance on writing assignments.

The revised goal is s pecific and m easurable. It uses a ction words, is r ealistic, and t ime-limited. The revised goal is SMART !

About the author

Dr. Ruth Heitin is a Special Education Consultant (opens in a new window) serving students with special needs and their parents — evaluating students, consulting with families and schools, and serving as an expert witness in legal proceedings. Dr. Heitin’s doctoral degree is in Special Education Administration. She has been certified as a general education teacher, special education teacher and elementary school principal. Dr. Heitin has been a speaker with Pete Wright in Wrightslaw training — All About IEPs (opens in a new window) . She is also a contributor to the Wrightslaw newsletter, the Special Ed Advocate (opens in a new window) , as well as authoring articles in other educational publications.

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Free IEP Goal Bank With More Than 110 Goals

All the goals you need, when you need them.

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

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.

IEP Goals 101

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.

Set goals SMART (specific, measurable, attainable, recorded, timely) colorful sticky notes on cork bulletin board.

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.

Flow chart featuring a formula for writing IEP goals for your goal bank.

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 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 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?)

Given visual cues, [STUDENT] will implement an organizational 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 (1 or 2) 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 self-advocacy. 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 task that involves a choice (e.g., the school lunch menu, a list of books) [STUDENT] will select between the options available.
Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
[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.

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21 IEP Goal Banks for Writing Stellar IEP Goals

by Bonnie Landau | Aug 3, 2017 | Advocacy , Blog , IEP | 1 comment

IEP Goal Banks are online databases or documents that have searchable goals you can use in your child’s IEP. It is well worth the time to research the banks and find goals that cover similar territory. You may modify the goals you find, but they give you a good starting point and a lot of ideas for generating your own goals. In this way you can help the IEP come up with goals that make sure your child makes meaningful progress.

It is important to keep a record of your child’s IEP goals, as well as records of the progress they have made. In my IEP Organizer , the Ultimate IEP Binder Tool Kit , I provide a section for you to track your child’s progress over the years.

General IEP Goal Banks

1. IEP Goals and Objectives by Bridges4Kids This bank is integrated with the eSIS SPED Full software. You do not need to have the software to use it though. It provides goal objectives, but not fully written goals. It is organized by subject matter, then skill mastery and final specific objectives. While it will not give you complete goals, it provides an excellent resource for determining which skills to focus on.

3. IEP Goals by State of Illinois Organized by subject, this IEP goal bank identifies specific goals and how they relate to learning objectives. It provides developmentally appropriate skill levels for different grades, which provides a way of determining the next achievement level for your child. It does not give specific language for the goals, but is a unique tool to help plan progress.

4. 800+ IEP Goals and Objectives (on Teachers Pay Teachers) While you have to pay for this IEP Goal bank, it provides a plethora if editable ideas that you can use in all areas of academic and behavioral instruction.

5. The School Psych Goal Writing Resources School psychologists are often the best at writing appropriate goals for students. This goal bank

21 IEP Goal Banks for Writing Stellar IEP Goals

7. Angelman Syndrome Goals & Objectives A general goal bank that allows you to search by goal type and specific areas of intervention. This Goal Bank also allows you to add new goals to help grow the inventory.

8. Exceed IEP Goal Resource In Microsoft Word format, this Goal Bank has hundreds of editable goals organized by category.

9. School District 50 IEP Goals A Microsoft Word document with thousands of goals organized by topic and with multiple variations.

10. Mrs. Weaver’s IEP Goal Bank An editable Google Doc, this bank has goals for writing and speech.

11. Medford School District IEP Goals and Objectives Separated into four PDFs and organized by subject, this Goal Bank gives you 100’s of examples of focusing your child’s progress.

12. Crown Point Community School Goals In PDF format, this goal bank has examples for all academic and behavioral areas. It also offers suggestions on how to write an optimum goal based on the percentage of proficiency for the child.

Autism IEP Goal Banks

13. IEP Goals by Autism Educators Organized by subject that specific skill, the Autism Educators goal bank provides hundreds of goals across all skill levels. The interesting piece of this goal bank is they attach products to the goal, so if you are not sure how to help the goal, they give you a specific resource to do so. The goal information is free, while most of the products you have to buy.

14. The Autism Helper Goal Writing While not extensive, these very specific goals are an excellent resource for common challenges faced by autistic students.

Speech IEP Goal Banks

15. Speaking of Speech Goals Ideas Hundreds of speech goals organized by speech challenges. Includes benchmarks and objectives to ensure the goal is the appropriate challenge for the student.

16. BiLinguistics IEP SLP Goals Organized by specific speech issues, these goals are easy to copy and customize so they are relevant and measurable for your student.

17. The Speech Stop Goals All the goals in this Goal Bank are written based on present levels of performance. They take into consideration behavior, condition, criteria and timeframe so they conform to the SMART goal format.

18. Speech Musings Middle School Goals Middle school students often have different goals when it comes to speech, and this Goal Bank takes that into considering. It includes social skills goals as well as goals organized by speech challenges.

Social/Emotional IEP Goal Banks

19. Sonoma SELPA Social/Emotional Goals 8 pages of social emotional goals organized by the social skills objective for the student.

Behavioral IEP Goal Banks

20. IEP Behavioral and Counseling Goal Menu An extensive list of detailed behavioral goals. All you have to do is insert the students name and you are good to go.

Language Arts IEP Goal Banks

21. Weaverlist Language Arts Goals Organized around specific writing challenges, this goal bank includes detailed, measurable goals to help the student make meaningful progress.

IEP Organizer: The Ultimate IEP Binder Tool Kit

Hello, What an outstanding site to offer parents any one else who is interested. I am a special ed elementary and substitute teacher. I love working with my students who have special needs and their parents. I also am one teacher who believes in educating parents about the rights they have. As I see what continues to be the disparaging situations between what schools are legally supposed to be doing and what the reality of the situation I find myself wanting to step behind from my teacher’s desk and go sit with the parent and their child .

The problem is how does one become an advocate of parents. And especially how does one make this a paid position? Can you share how you got started or point me in a direction to begin? Thank you very much for what you do and for any future guidance.

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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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How To Write Effective IEP Goals

A step-by-step guide for new-to-special education teachers.

As we continue to navigate the realm of heightened staff shortages, special education departments today look slightly different than they did a decade ago. If you were to ask a Special Education Director who makes up their team, they would likely reply that it hosts a mix of teachers who are fresh out of college, or who have transitioned from general education or an inclusion classroom into a self-contained setting. To the surprise of many, a Special Education Director may even tell you that some of their special educators are teaching while still working through the formal certification process at night.

Without seasoned classroom experience for many given today’s teacher retention climate, special educators who are newer to the profession may find tasks like writing an Individualized Education Program ( IEP ) to be challenging. Hey, even veteran teachers have room to increase the effectiveness of the IEP goals they write. As educators, we are always learning!

All of that to say, regardless of staff headcount or years of experience, there is still an urgency (and federal mandate!) to uphold the Individuals with Disabilities Education Act (IDEA) for our student population.

This guide is designed to help new-to-the-field special educators define best practices for writing effective IEP goals that will drive students down a path of academic and personal success.

Building an IEP Team

When it comes to building an IEP team, it is important for anyone involved in your students’ education to be an active participant. For example, the general education teacher who spends time with your student has the same right to participate in the IEP process as your student’s speech therapist, and so on.

Identify your team: First things first – you’ll want to clearly define who participates on the IEP team. IDEA outlines who must be part of the IEP team as well as participants who may be included. Typically, the IEP team includes a special education teacher, a general education teacher, school administrator, psychologist or other professional who can interpret evaluation results, parents/guardians, and any other professional who plays a role in your student’s progress, such as a paraprofessional or speech therapist. When appropriate, the student is also included as an important member of the IEP team.

Review the IEP Calendar

Set a team meeting: An IEP meeting should be scheduled around the same time annually. For example, if your student’s annual IEP meeting took place on October 1st, 2022, the next annual meeting must take place no later than October 1, 2023. If it occurs later than this date, the team is out of compliance (which we’ll get into in more detail in a bit!) because the team must meet, at a minimum, once per year (or possibly more often if there is reason to do so).

When scheduling, be sure to schedule during a mutually agreed upon time to hold the IEP meeting. You’ll want to ensure you provide plenty of advance notice in order for all team members to attend. Raise your hand if you like receiving calendar invites for meetings that you’ve had no time to prepare for? Crickets…

By law, parents/guardians are required to attend IEP meetings. In the instance that a family member can’t attend, the meeting would need to be rescheduled, unless otherwise agreed on.

From there, create an agenda for all members of the IEP team to discuss during the meeting. Provide the agenda in advance so IEP team members can come in ready to contribute.

Hint: the structure of the IEP itself is a great way to structure the agenda! Look at the headers of each section and use those as bullet points for your agenda. Your agenda could look something like this:

Introductions
Discuss purpose of meeting
Review evaluation results (if applicable)
Discuss present level of academic achievement and functional performance (PLAAFPs)
Share proposed IEP goals
Determine classroom-based accommodations
Discuss testing accommodations and information
Determine the schedule of services and classroom placement
Summarize meeting
Sign for attendance and agreement

During the meeting: Encourage collaboration among the IEP team during the meeting. It’s important that all voices are heard, recognized and focused on the progress of your student. Make sure you jot down detailed notes about goals and decisions to share with the IEP team after the meeting. Remember, what you discuss will be incorporated into your student’s IEP – a federally mandated, legally binding document.

After the meeting: Overly communicate with the IEP team after the meeting takes place. It’s key that all team members are well aware of the role they play in helping the student meet their educational goals. It is especially important to touch base with the other service providers on the student’s IEP team who may not have attended the meeting. For example, consider a student who receives specially designed instruction in the areas of reading, writing, and math as well as related services for a speech and language impairment. At the IEP meeting, it may be the case that the ELA special education teacher attended and the speech and language pathologist attended, but the math special education teacher did not attend. This is permissible under the law – remember, only one special education teacher is required to attend, but it is still critical that the math special education teacher understand exactly what the final outcome of the meeting was.

How To Write An Effective IEP

An effective IEP should be tailored to meet the unique needs of your student(s). For example, if your student has difficulty working with others in a group, setting measurable goals that foster and enhance social skills would be appropriate.

If your student is performing above grade-level with certain math skills, you would want to create standards-aligned goals that challenge your student, but are still achievable, as well.

To create an effective IEP that supports academic and personal growth, the following steps can be helpful:

Assess the student’s needs:

Consult multiple sources of data to gather information about your student’s current academic performance, including any relevant evaluations or assessments and any information related to the student’s disability.

Having a clear understanding of what your student can currently do will be key in helping you define your student’s present levels of academic achievement and functional performance (PLAAFP) in the IEP.

Set clear and measurable goals in each identified area of need:

Develop specific, measurable and achievable goals for the student. More on this in the next section! (Note: you only need to write IEP goals for the areas of need. If a student does not require specially designed instruction in math, they do not need to have math goals on their IEP).

Identify accommodations/modifications:

Determine what accommodations and modifications your student needs to be successful – both in and out of your classroom. For instance, document that your student with a specific learning disability needs additional time to complete class and/or homework, this way that extra time is required by law.

Progress monitoring:

Establish a system for regularly monitoring your student’s progress towards their goals and make any necessary adjustments to their IEP. If you are continuously reviewing the IEP and updating the progress notes with data throughout the year, achieving goals and planning for the next year will go smoothly.

Consider the student’s strengths and interests:

Make sure the IEP reflects the student’s strengths and interests and provides opportunities for them to build on their skills and develop their passions. If your student has expressed interest in becoming a chef one day, make sure there are opportunities for your student to master functional skills as they pertain to preparing food.

Involve the student:

Encourage your student to be an active participant in the IEP process and involve them in goal-setting, to the maximum extent possible. Self-determination and self-advocacy are important skills for students with disabilities. Creating opportunities for active participation in the IEP process is an excellent way to develop these skills.

Collaborate with all team members:

Encourage collaboration and open communication between all IEP team members. Everyone involved in your student’s learning journey needs a seat at the table. And remember, it’s best practice to communicate early with the other members of the IEP team. Don’t wait until the week of the meeting to gather their input and ask for work samples. Everyone is busy, including your colleagues!

Review and update regularly:

Regularly review your student’s IEP to ensure it continues to meet your student’s changing needs and supports their growth and development. Make changes as necessary, and of course, annually as required.

SMART Goals

Example 1: This year, I want to take a vacation.

Example 2: Each month for 6 months, I am going to set aside $250 from my paycheck and place it into a vacation savings plan. After 6 months, I will have $1,500 – enough to book my vacation!

Example 2 showcases a SMART goal, providing you with an intentional plan to set and accomplish objectives.

S pecific, M easurable, A chievable, R elevant and T ime-bound objectives = SMART Goals

When writing an IEP, IEP teams commonly use SMART Goals to help students reach academic and personal goals.

Example: Student will add two-digit numbers with no regrouping.
Example: The student will be evaluated on weekly quizzes with 5 questions to monitor progress..
Example: Student will add two-digit numbers with no regrouping with 80% accuracy in 4 out of 5 trials on weekly quizzes to support progress towards multi-digit computation.
Example: The student will master two-digit addition with no regrouping with 80% accuracy to support progress towards multi-digit computation, as well as to help with with future instruction and in a community setting.
Example: The student will master two-digit addition by March 1, 2023.

Example of the final IEP SMART Goal: By March 1, 2023, student will add two-digit numbers with no regrouping with 80% accuracy in 4 out of 5 trials on weekly quizzes to support progress towards multi-digit computation, as well as to help with future instruction and in a community setting.

How Can Data Drive IEP Goals?

When it comes to making progress on student IEP goals, consider data your new BFF. Take data at the beginning of the process, at different points along the way, and of course as you begin to bridge the gap toward meeting these goals. Here are a few pieces of data you’ll want to collect to help drive your student’s IEP goals:

Academic performance for IEP goals:

Any data around your student’s current grades, test scores, class/homework completion will be helpful in creating and meeting IEP goals. The more information you can reference here, the more you’ll be able to fine tune IEP goals and meet your students where they are at.

Assessments for IEP goals :

Review all of your student’s evaluations and assessments to identify strengths and areas of weakness that need more focus.

Observation for IEP goals:

Take notice of things like socialization, or challenging or appropriate behaviors, and document what you learn through observation. This, too, will help you navigate points of interest and areas of focus pertaining to IEP goals.

Feedback to drive IEP goals:

While general data may be your BFF – feedback (data-related or not) is a close runner-up. Stay in constant communication with your student’s parents/families, as well as their other teachers and support staff. What others are noticing with your student may be different than what you are seeing.

Having the full picture will go a long way in supporting your student and their goals. When you have the data to support the goals you are working toward, data-based decisions will help drive your student’s learning and progress.

Staying in Compliance

Here are a few tips that you can follow to help ensure you stay in compliance:

Implement the IEP:

Once the IEP is finalized, be sure to implement it exactly as it’s written. For example, if a student’s IEP says the student requires 2.5 hours per week of specially designed instruction in math, the student must have 2.5 hours per week of specially designed math instruction. Since an IEP is a legally binding document, it must be followed to a T. If not, your school can be held liable.

Consistently review the IEP:

Make it a habit to frequently review your students’ IEPs. This will help you and your students stay on track toward meeting specific academic and personal goals. If you notice adjustments that need to be made, propose an amendment to the IEP. Amendments allow you to make needed changes that will help boost progress throughout the year.

Monitor Student Progress:

Continue to monitor your students’ progress regularly. This will be key in adjusting the IEP as necessary to ensure your student is meeting their goals.

Open Communication:

Communication. Communication. Communication. Encourage an open door communication policy with your student’s families. Ongoing dialogue is critical to support your student’s goals and progress.

Document everything:

Make sure all of your records pertaining to your student’s IEP are kept up-to-date. You’ll want to be able to accurately reference any decisions, updates and conversations that are had when necessary.

Understand the laws:

Know the ins and outs of special education laws, like the Individuals with Disabilities Education Act (IDEA). The first step in staying in compliance is recognizing what requirements need to be met. If you’re not yet an expert on IDEA, that’s ok. It takes time! Lean on your special education coordinator or director for help, especially in cases involving questions of compliance. And then do your part by staying organized, planning ahead, and participating in continuing education around special education laws, compliance, and IEP development.

Ask for help:

Don’t be afraid to ask for support when needed. If you have questions about your student’s IEP, check in with the IEP team, your school administrator, a mentor, etc. Working together for the greater good will only benefit the success of your student.

Ultimately, everyone involved in IEP creation and implementation has the same goal – providing a meaningful education experience for your student(s).

Maximizing Success with Well-Defined IEP Goals

There are laws in place that require you to wear a seatbelt when you’re riding in a moving car. Why is that? To protect your safety. What happens when you get pulled over and you don’t have a seatbelt on? You receive a citation. Why? Your safety is important .

Similarly, there are laws in place to protect our student population and their right to a free and appropriate education. What happens when those rights are violated (ie: their IEPs not being upheld)? Schools are met with legal liabilities. Why? Our students’ rights are important.

Whether you’re a newer special educator or a seasoned educator looking to freshen up your skills – writing effective IEP goals (and upholding them!) are a major piece, and a very important piece!, of your job. Understanding the process can be half the battle.

Each of your students is unique and has individual strengths, weaknesses and needs. Creating an IEP that promotes your students’ access to an adapted curriculum , like enCORE , or interventions, like TeachTown Basics , will help support their school and post-secondary school goals.

Now, let’s get to work – happy IEP writing!

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IEP Goal Bank: 100 SMART IEP Goals for Content Areas for Special Education Teams

An Individualized Education Program (IEP ) is a legally binding document that details a student's unique learning needs as well as the educational services and accommodations that will be provided to meet those needs. A well-written IEP will provide a solid framework for the student's learning plan and serves as a guiding communication tool among the school, the student, the student's family, and the outside service providers.

Critical to a well-implemented IEP , are strong, well-written IEP goals which help to create a precise roadmap for a student's education, by helping teachers and parents focus their efforts, and ensure that the student receives the appropriate support and tools necessary to achieve their full potential.

What are SMART IEP Goals?

For IEP goals to be effective, they should follow the SMART model . They should be:

To summarize, IEP goals should explicitly state what the student will achieve, how progress will be measured, and when the goal will be achieved.

Writing effective SMART IEP goals takes practice and time. To help get you and your IEP/Special Education team started, we've put together an IEP bank, featuring 100 SMART IEP goals for each content area. Feel free to bookmark this tab for future use. As always, make sure to modify the IEP SMART goals to fit the student's and schools specific needs and timelines.

Early Literacy IEP SMART Goals

By the end of the school year, the student will be able to identify and name all uppercase and lowercase letters of the alphabet with 90% accuracy.
By the end of the semester, the student will be able to segment and blend CVC words with 80% accuracy.
By the end of the school year, the student will be able to read and comprehend simple sentences with 90% accuracy.
By the end of the trimester, the student will be able to identify and produce rhyming words with 80% accuracy.
By the end of the school year, the student will be able to read and comprehend simple stories with 90% accuracy.
After 12 weeks, the student will be able to identify and produce beginning, middle, and ending sounds in simple words with 80% accuracy.
By the end of the school year, the student will be able to use phonics rules to decode unfamiliar words with 90% accuracy.
By the end of the school year, the student will be able to recognize and use high-frequency words in context with 80% accuracy.
By the end of the school year, the student will be able to identify and use punctuation marks appropriately in their writing with 90% accuracy.
After 9 weeks, the student will be able to write their name and other simple words with proper letter formation and spacing with 80% accuracy.

Language Arts SMART IEP Goals

By the end of the school year, the student will be able to read and comprehend grade-level text with 80% accuracy.
By the end of the school year, the student will be able to write a five-paragraph essay with a clear introduction, body, and conclusion, with 80% accuracy.
By the end of the school year, the student will be able to identify and use 50 new vocabulary words in context with 80% accuracy.
After 12 weeks, the student will demonstrate fluency by reading 120 words per minute with 80% accuracy, as measured by teacher-administered fluency assessments.
By the end of the semester, the student will be able to use assistive technology to communicate their thoughts and ideas with their peers and teachers with 80% accuracy.
By the end of the school year, the student will be able to identify and analyze the elements of different types of literature, including plot, character, setting, and theme, with 90% accuracy.
By the end of the semester, the student will be able to identify and use literary devices, including metaphor, simile, and symbolism, with 80% accuracy.
After 9 weeks, when given an X-level text, the student will read with 90% accuracy, as measured by teacher observations and running record.
By the end of the semester, the student will be able to identify and use different types of sentence structures, including simple, compound, and complex, with 80% accuracy.
By the end of the school year, the student will be able to apply grammar and punctuation rules appropriately in their writing, with 80% accuracy.

Early Mathematics SMART IEP Goals

By the end of the school year, the student will be able to count to 20 and recognize numbers up to 10 with 90% accuracy.
After 12 weeks, the student will be able to add and subtract numbers up to 5 with 80% accuracy.
By the end of the semester, the student will be able to identify and sort basic shapes, including circles, squares, and triangles, with 90% accuracy.
By the end of the trimester, the student will be able to identify and compare sizes, including big and small, tall and short, with 80% accuracy.
By the end of the school year, the student will be able to recognize and create patterns with shapes and colors with 90% accuracy.
After 9 weeks, the student will be able to count and group objects up to 10 with 80% accuracy.
By the end of the school year, the student will be able to identify and use coins and bills up to $1 with 90% accuracy.
By the end of the semester, the student will be able to identify and extend simple number patterns with 80% accuracy.
By the end of the school year, the student will be able to tell time to the hour and half-hour with 90% accuracy.
By the end of the school year, the student will be able to use basic measurement tools, including rulers and scales, to compare sizes and weights with 80% accuracy.

Intermediate Math SMART IEP Goals

By the end of the school year, the student will be able to add and subtract multi-digit numbers with regrouping up to 1000 with 90% accuracy.
By the end of the semester, the student will be able to multiply and divide single-digit numbers with 80% accuracy.
By the end of the school year, the student will be able to identify and use common fractions and decimals up to the hundredths place with 90% accuracy.
By the end of the school year, the student will be able to solve word problems involving multiplication and division with 80% accuracy.
By the end of the trimester, the student will be able to identify and use different types of angles, including acute, obtuse, and right angles, with 90% accuracy.
After 9 weeks, the student will be able to identify and classify different types of polygons, including triangles, quadrilaterals, and pentagons, with 80% accuracy.
By the end of the trimester, the student will be able to use a protractor to measure angles with 90% accuracy.
After 9 weeks, the student will be able to solve problems involving perimeter and area of rectangles and squares with 80% accuracy.
By the end of the school year, the student will be able to identify and use the coordinate plane to locate points with 90% accuracy.
By the end of the semester, the student will be able to solve problems involving elapsed time and time zones with 80% accuracy.

Science SMART IEP Goals

By the end of the semester, the student will be able to identify and describe the different states of matter (solid, liquid, gas) with 80% accuracy.
After 9 weeks, the student will be able to identify and explain the water cycle and its different stages with 90% accuracy.
By the end of the trimester, the student will be able to identify and describe the different types of rocks and how they form with 80% accuracy.
By the end of the semester, the student will be able to identify and explain the basic structures and functions of plants and animals with 90% accuracy.
By the end of the school year, the student will be able to conduct simple experiments and record their observations and data with 80% accuracy.
By the end of the trimester, the student will be able to identify and describe the different types of energy, including potential, kinetic, and thermal energy, with 90% accuracy.
By the end of the semester, the student will be able to identify and describe the different types of forces, including gravity, friction, and magnetism, with 80% accuracy.
By the end of the trimester, the student will be able to identify and explain the basic features of the solar system, including planets, moons, and stars, with 90% accuracy.
By the end of the school year, the student will be able to use scientific tools, including magnifying lenses and microscopes, to observe and record data with 80% accuracy.
By the end of the school year, the student will be able to design and carry out simple investigations, including forming hypotheses and collecting data, with 90% accuracy.

Social Studies SMART IEP Goals

By the end of the school year, the student will be able to identify and explain the fundamental principles of the US Constitution with 90% accuracy.
By the end of the semester, the student will be able to identify and describe the different levels of government in the US and their respective powers with 80% accuracy.
By the end of the school year, the student will be able to identify and explain the major events and causes of the American Revolution with 90% accuracy.
By the end of the semester, the student will be able to identify and describe the different cultural and religious traditions in the US with 80% accuracy.
By the end of the school year, the student will describe the roles and responsibilities of community helpers such as police officers, firefighters, and nurses, and explain how they contribute to the community's well-being, with 80% accuracy as measured by teacher observations and assessments.
By the end of the semester, the student will be able to identify and explain the significance of discussed, key historical figures, such as Martin Luther King Jr. and Abraham Lincoln, with 80% accuracy.
By the end of the school year, the student will be able to identify and explain the different types of economic systems, including capitalism and socialism, with 90% accuracy.
By the end of the school year, the student will demonstrate an understanding of the basic concepts of maps and globes, including identifying continents and oceans, reading simple maps, and understanding basic map symbols, with 80% accuracy as measured by teacher observations and assessments.
By the end of the trimester, the student will identify and describe at least three cultural celebrations or traditions in their own community and explain their significance, as measured by teacher observations and class assignments.
By the end of the semester, the student will be able to use primary and secondary sources to conduct research and present findings about a social studies topic of their choice with 80% accuracy.

Foreign Language SMART IEP Goals

By the end of the semester, the student will be able to recognize and correctly pronounce the sounds of the target language's alphabet with 80% accuracy.
By the end of the school year, the student will be able to hold a basic conversation in the target language, including introducing themselves and asking and answering simple questions, with 90% accuracy.
By the end of the school year, the student will be able to recognize and use basic vocabulary related to daily life, including numbers, colors, and common objects, with 80% accuracy.
By the end of the school year, the student will be able to read and understand simple texts in the target language, including short stories and articles, with 90% accuracy.
By the end of the semester, the student will be able to write simple sentences and paragraphs in the target language, including describing themselves and their surroundings, with 80% accuracy.
By the end of the trimester, the student will be able to recognize and use more advanced vocabulary related to specific topics, including travel, food, and hobbies, with 90% accuracy.
By the end of the school year, the student will be able to recognize and use basic grammar structures in the target language, including verb conjugation and sentence structure, with 80% accuracy.
By the end of the school year, the student will be able to listen to and understand longer conversations and presentations in the target language, including news broadcasts and speeches, with 90% accuracy.
By the end of the trimester, the student will be able to understand and follow simple directions in the target language, such as "stand up," "sit down," "open your book," etc., as measured by teacher observations and assessments.
By the end of the school year, the student will be able to engage in a simple conversation in the target language with the teacher or a peer, using at least 10 common phrases or questions, as measured by teacher observations and assessments.

Music IEP SMART Goals

By the end of the semester, the student will be able to identify and describe different types of musical instruments and their sounds with 80% accuracy.
By the end of the school year, the student will be able to play basic melodies on a chosen instrument with 90% accuracy.
By the end of the trimester, the student will be able to read and understand basic music notation with 80% accuracy.
By the end of the school year, the student will be able to perform in a group ensemble with their peers with 90% accuracy.
By the end of the semester, the student will be able to recognize and describe different genres of music with 80% accuracy.
By the end of the trimester, the student will be able to recognize and identify at least five basic musical symbols, such as notes, rests, and clefs, as measured by teacher observations and assessments.
By the end of the semester, the student will be able to identify and describe different elements of music, such as rhythm and harmony, with 80% accuracy.
By the end of the school year, the student will be able to sing or play a piece of music in a foreign language with 90% accuracy.
By the end of the school year, the student will be able to sing or play simple songs with correct pitch and rhythm, as measured by teacher observations and assessments.
By the end of the trimester, the student will be able to keep a steady beat using percussion instruments, such as drums and rhythm sticks, in time with recorded or live music, as measured by teacher observations and assessments.

Fine Arts SMART IEP Goals

By the end of the semester, the student will be able to identify and describe different artistic styles and movements, such as impressionism and surrealism, with 80% accuracy.
By the end of the school year, the student will be able to create original artwork using a variety of techniques, including drawing, painting, and sculpture, with 90% accuracy.
By the end of the semester, the student will be able to identify and describe different elements of art, such as color and form, with 80% accuracy.
By the end of the school year, the student will be able to create a drawing or painting that shows depth, using techniques such as overlapping, shading, or size variation, as measured by teacher observations and assessments.
By the end of the semester, the student will be able to recognize and describe the cultural and historical context of different works of art, with 80% accuracy.
After 9 weeks, the student will be able to identify and describe at least three elements of art, such as line, shape, color, or texture, as measured by teacher observations and assessments.
By the end of the semester, the student will be able to create collaborative art projects with their peers, with 80% accuracy.
By the end of the school year, the student will be able to analyze and interpret different types of art, including music and dance, with 90% accuracy.
By the end of the semester, the student will be able to create digital art using different software and hardware tools, with 80% accuracy.
By the end of the school year, the student will be able to create an original artwork that demonstrates an understanding of a specific art movement or artist, such as Impressionism or Pablo Picasso, as measured by teacher observations and assessments.

Physical Education SMART IEP Goals

By the end of the school year, the student will be able to demonstrate basic physical fitness, including flexibility, strength, and endurance, as determined by grade level expectations.
Given a two-step visual direction which requires a physical response (ex. clap hands then jump up), STUDENT will look at each picture to complete the response sequence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
By the end of the semester, the student will be able to demonstrate proper form and technique for a chosen exercise or movement with 80% accuracy.
By the end of the school year, the student will be able to work collaboratively with their peers in group activities with 90% accuracy.
By the end of the semester, the student will be able to identify and describe the benefits of regular physical activity and exercise with 80% accuracy.
By the end of the school year, the student will be able to create and implement a personal fitness plan with measurable goals and objectives with 90% accuracy.
By the end of the semester, the student will be able to recognize and describe different sports and activities, including their rules and strategies, with 80% accuracy.
By the end of the trimester, given picture cards of parts of the body labeled by what each body part is called, the student will ________ (read/repeat/identify/match) each picture card, with 80% accuracy, in 4 out of 5 opportunities.
By the end of the semester, the student will be able to demonstrate proper safety procedures and precautions when engaging in physical activity with 80% accuracy.
By the end of the school year, the student will be able to demonstrate basic gross motor skills, such as running and jumping, with 80% accuracy.

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Home » How To Write Measurable IEP Goals Using the SMART Method

How To Write Measurable IEP Goals Using the SMART Method

All students on an individualized education program (IEP) require goals to ensure progress in their education. Goals are individualized toward the student and should be areas for growth potential. The most common question around IEP goals is, “HOW DO YOU WRITE A GOAL!?!”

The IEP Goal Writing Process:

Determine areas of specially designed instruction, SDI
Determine areas within SDI
Collect baseline data within SDI focus area
Write the goal using the SMART method

Okay, we’re done! Now go write some goals… Just kidding! It’s a bit more complex than that!

Specially Designed Instruction

When starting the goal writing process, the first thing to review is the student’s evaluation report. To qualify for special education, all students must undergo the evaluation process. The evaluation process is typically completed by the school psychologist and IEP case manager. However, this process can also be completed by a private agency. The completed evaluation would then be shared with the school team.

The special education teacher will often be the IEP case manager, but not always. The process will include the entire IEP team , including parents and guardians, and the student if appropriate.

Once the evaluation is complete, there will be an IEP meeting held. During the IEP meeting, you can expect the school psychologist and the case manager to:

Review the assessment results
Determine areas the student qualifies for SDI
Determine specific areas within SDI the student would benefit from.

An example of a specific area within SDI could be the following:

Specially designed instruction : Math Specific area within math to support: Multiplication and division with three digit numbers

Specially Designed Instruction Areas

May include:

Speech-language therapy
Occupational therapy
Physical therapy

Baseline Data & Determining Most Significant Needs

Once you have determined the areas of SDI, you can begin collecting data in each of the qualifying areas. When beginning to collect data, you’ll need to develop a data collection process for each of the qualifying areas. Be sure to reference the evaluation report frequently as you must write a goal in each area the student qualifies in.

Let’s say student A qualifies in reading, writing, and math. You’ll need to decide which areas under the broader area of instruction need support. Here’s an example for student A’s three areas:

Reading: Reading fluency at a 4th grade level
Writing: Writing complete sentences
Math: Two digit addition

Typically, you’ll find several content areas under a broader topic area that the student needs support. While collecting baseline data, you can use curriculum-based measurements that often include a pre-assessment.

Sample Data Collection Sheets

When creating data collection sheets, you should include:

Student Name
Data Collection Table
Evaluation

The key with data collection tools is to make sure ANYONE can walk in and collect data. Keep directions concise and to the point. A bulleted list of directions is often the best approach.

Example of a sample data collection sheet:

If there is an area of SDI such as, speech-language therapy, this goal is written by the speech-language pathologist . When therapeutic services are involved, therapists will often recruit and work with the classroom teacher to support the data tracking process in the classroom. Accurate data collection is consistently collected over four to six weeks. Once you have collected enough data to determine a baseline, you can begin writing the student’s goals.

Writing Goals Using the SMART Method

When writing a goal, there is a correct process that ensures accuracy. In 1981, George Doran, Arthur Miller, and James Cunningham developed the SMART goal process in their article, “There’s a SMART way to write management goals and objectives.” What does SMART stand for?

S – SPECIFIC

Specific goals use the evaluation process to identify and determine areas of need and plan accordingly. A specific goal should have a clear and defined endpoint. If a goal is too vague, it will be difficult to track, therefore the achievement is difficult to measure.

M – MEASURABLE

Measurable goals must be…. measurable! Measurable goals define what evidence will be produced that will prove that progress is being made. The same evidence will inform you when to revisit the goal and process as adequate progress is not being made. Therefore, you must accurately track progress to determine if additional accommodations and/or modifications or adjustments to the goal are necessary. Progress monitoring is also essential to provide and review updates to guardians monthly.

A – ATTAINABLE

Attainable yet challenging goals are set through accurate assessment and data collection to determine a student’s baseline in a specific area. Use the baseline data you and the team have gathered to create reasonable goals that can be accomplished within a defined period of time. An attainable goal should not be too ambitious. If it is, it can create frustration and apathy in students, which can cause a lack of motivation. If the data is incorrect, a goal can be unknowingly out of reach of a student’s achievement or met within weeks.

R – RELEVANT

Relevant goals should be applicable and aligned to a content area that makes sense for the student. If the student is not showing a need for greeting peers in a baseline assessment, it would not be necessary to create a goal in that area. The goal must also support the student on a post-secondary level. Is this a skill that the student will need in the community? Consider the, so what test. Is this a skill the student needs or is it inhibiting their quality of life? Or is it something that is annoying to the adults? Always keep things student centered!

T – TIME-BOUND

Time bound goals are realistic, yet have an ambitious end date. This keeps everyone accountable and motivated. Setting an end date helps to quantify and keep the focus on track. Be sure to monitor progress at least monthly if not weekly. Progress monitoring with fidelity is essential in knowing where the student is at in terms of their goals.

Example Goals on an IEP

I often find the best way to understand how to do something right is for me to know how it’s done wrong. The examples below might be a bit, well duh! But I wanted to clearly get the main points across. Here are three non-example goals, immediately followed by the SMART way of writing each respective goal.

When given a book, Student A will read three pages.

or the SMART way

By 11/2/21, when given a non-fiction short story written at the 3rd-grade reading level, Sam will correctly read three pages with 69% accuracy, from reading a non-fiction short story written at the 3rd-grade reading level reading three pages with 42% accuracy, as measured by daily data collection from the case manager.

When given an addition problem, Student A will solve the problem.

By 11/2/21, when given 10 two-digit addition mathematical problems at the 3rd-grade level, Sam will use the “count up strategy” to correctly solve the problem from 10% accuracy to 25% accuracy, as measured by daily data collection from the case manager.

Goal Three:

When given a writing prompt, Sam will write a sentence.

By 11/2/21, when given a 3rd-grade writing topic, Sam will write two sentences including correct grammar, punctuation, and capitalization with 25% accuracy to writing three sentences including proper grammar, punctuation, and capitalization with 45% accuracy.

What are some differences you noticed between the non-example goals compared to their respective SMART written goals? A few crucial areas that are often left out in annual goals include:

An end date
Inaccurate baseline and goal data
Missing specific data points
Frequency of measurement is not outlined
Goals are irrelevant and unattainable

One of the essential pieces of writing a correct IEP goal is to ensure the baseline data is accurate. Goals are useless if the information provided for baseline data is incorrect. Many educators will estimate baseline data. That’s like pouring a random amount of sugar from a bag for a cake batter and assuming it’ll turn out just right… Well, maybe that’s a horrible analogy as I’ve been found guilty of doing that a few times!

Estimating baseline data means there’s no way to track whether a goal is met or if the students have retained the information. When writing a goal, it’s good practice to be sure anyone from outside of your classroom can read the goal and accurately determine the focus of the goal and how to measure it. Having multiple IEP team members review the goal is a great practice as well. Ask your school psychologist, principal, and the student’s guardians to take a look to make sure everyone is on the same page.

Measurable annual goals are one of the essential pieces of information found in the IEP . Goals allow students to reach for and achieve them, and it will enable the teachers to focus on specific areas of learning.

I know! That’s a lot, right? I hope this guide truly helps you in your IEP goal writing process! Feel free to email me or comment below to ask questions or request clarification. IEP goal writing can be tricky and there are often more detailed nuances based on a student’s need that can make things more complex when writing goals. I’m here to help!

About the author

Emily Cummings

I am a mom of two crazy, amazing, independent, little feminists. They bring so much light to my life and a lot less sleep. Since becoming a mother and increasingly in the last year, I have witnessed parents struggling to connect with their child's special education team with no success. I have become more aware of the gaps in our public school system and how parents may benefit from empowerment and advocacy tools.

My work experiences range from a juvenile detention center to an autism specialist in the Issaquah School District and a special education teacher in a self-contained program in the Lake Washington School District. My master's in teaching focused on special education and behavioral disorders from Seattle Pacific University. I completed my BCBA coursework from Montana State University.

Want to get in touch?

I'm happy to help however I can. Email me at hello at behaviorist .com.

Five Tips on Making IEP Goal Objectives Meaningful (and easy!)

by Brandie Rosen | Apr 26, 2021 | Special Education | 0 comments

Writing IEP goals can be challenging on their own, but writing objectives can bring even the most seasoned special educators to their knees. But have no fear… They don’t have to! Check out these 5-tips for making writing IEP goal objectives easier AND making them meaningful! (yes- they can be both!! )

1. Shorten the amount of time a student is expected to do the skill

This is a fast and easy way to write objectives that make meaningful changes to a goal. For example, let’s say you have a goal for attending and the annual (final) goal is set to have the student attend for 20 minutes. The objectives can be set for shorter time periods as they move through mastery of the skill. The first objective can be 5 minutes, and then 10 minutes as so on. The goal changes and the objectives are set so the student will make meaningful progress along the way.

2. Break down the criteria of the skill

Objectives can be used to break a skill (goal) down into smaller steps with partial criteria in each objective. For example, if you have a goal that is set that a student will be able to answer what, when, where, and why questions after reading a passage. Each objective can be set to master one of the “wh” questions and then by the annual they will be able to answer all of the questions!

3. Change the setting

This is one of my favorite ways to write objectives. (and the most overlooked). We often forget that just because a student can master a skill in one location, it doesn’t mean they have mastered it across all settings. For example, we may write a goal for taking turns and we write the goal for recess. (which would be a large group). For the objectives, we can start in a 1:1 setting, then move to a small group, and then move into the large group. This is a very meaningful way to write objectives and remind ourselves that skill mastery needs to be considered across all settings.

4. Use Prompts

I am going to step out on a limb here but I believe that prompts should never be used in the annual goal. I know, I know, this is a loaded comment. Hear me out. 🙂 Long term, a prompted skill is of no use to a student. If a student needs a prompt to do a skill then it isn’t a mastered skill. But… using a prompt in an objective is very effective because it is being used as a stepping stone toward independence! (and independence should always be our goal)

5. Change the accuracy or consistency

Every goal needs to include accuracy (how correct they are) and consistency (over what time frame will they display the skill). These two sections of the goal are great places to adjust for objectives. Maybe you will start out with the criteria being a much lower level of accuracy and then increase until you get to the annual goal (60%-70%-80%-90%) or you may adjust over what time frame do they need to show mastery of the skill (over a 1-week period, 2-week period, 3-week period). These are both very effective and meaningful ways to write objectives.

IEP goals really are the heart of an IEP and the IEP goal objectives are just as important as the annual goals. Meaningful objectives make IEP goals just that more powerful!

Written by Brandie Rosen

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Reading and Writing IEP Goals for Second Grade Standards

Hello there welcome to teachtastic..

Welcome to TeachTastic's Ultimate IEP Goal Bank, where we empower educators to maximize special education through achievable and measurable goals. If you're struggling with crafting Individualized Education Program (IEP) goals, look no further – our comprehensive goal bank is your solution. We offer meticulously designed SMART objectives tailored to your student's unique needs. Here, you'll discover the perfect blend of specificity and measurability, paving the way for your students' educational success.

Reading: Foundational Skills

Select the Word with Short O or Long O That Matches the Picture

Add the Correct Diphthong (oi, oy, ou, ow) to Complete the Word

Add the Correct Vowel Team to Complete the Word

Add the Correct Vowel Team to Complete the Words

Fill in Words with Variant Vowels

Select the Image That Corresponds to the Word with a Vowel Team

Select the Sentence with a Diphthong That Corresponds to the Picture

Select the Sentence with a Vowel Team Word That Corresponds to the Picture

Select the Word with a Diphthong That Corresponds to the Picture

Recognize the Base Words, Prefixes, and Suffixes in Words

Review the Use of Prefixes and Suffixes

Understand the Meaning of a Word with Prefixes pre-, re-, or mis-

Understand the Meaning of a Word with Suffixes -ful or -less

Add the Correct R-controlled Vowel (er, ir, ur) to Complete the Word

Identify Homophones Using Visual Cues

Identify the Word with a Distinct Vowel Sound

Recognize Homophones

Use Action Verbs

Use Sense Words

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Rewriting Goals for an IEP: Let's Fix Those Goals!

For parents going into the IEP, goal writing is often more like home repair than architecture. Goals are usually written by teachers and service providers, but parents in an IEP need to be prepared to request edits or even throw out bad goals. As a parent, knowing the difference between well-written and poorly-written goals (and learning how to fix them) can make a huge difference in your child’s roadmap. In this article, we’re tackling the basics of workshopping goals for an IEP. (To get an overview, check out our article A Parent's Guide to IEP Goals .)

Goals and the IEP meeting

If you have an IEP meeting coming up, having access to the draft goals beforehand can be helpful. But if that doesn’t happen, don’t worry! You're not signing anything at the IEP meeting, so you'll have time after to review all proposed goals and notes from the meeting. This will give you time to troubleshoot the goals and even consult your Undivided Navigator, an IEP coach, or a special education advocate.

You can also create and send to the IEP team, ahead of time, a priority list of things you want to cover in the IEP meeting, such as your suggestions for changes to goals, and take it with you to the IEP meeting, rather than taking up valuable time doing edits during the meeting itself. As Undivided Education Advocate Lisa Carey tells us, “It’s like an agenda for myself. It helps me make sure that everything that I wanted to cover is covered, in case we get sidetracked or I forget. And most of the time, when you get to the end of the meeting, the person leading the meeting will ask if there are any other concerns. And that's usually a moment where I say, ‘Hang on, let me look at my list and make sure that everything was covered.’”

We’ll have some more parent tips and key takeaways at the end of the article, so stay tuned!

The anatomy of a goal

Is there such a thing as a “bad” goal? Absolutely. If a goal isn’t clear, specific, meaningful, measurable, achievable, appropriate, or well-written (see: what is a “SMART” goal? ), a student may appear to “meet” it on paper without making any actual meaningful progress in the classroom. But before we start deconstructing bad goals, let’s review what an IEP goal consists of. This will help us identify what a well-written goal looks like and how to tackle the different parts of a goal we want to fix.

In a nutshell, an IEP goal contains six parts:

The time frame is usually one year for an annual goal. It may be specified in the number of weeks, or a certain date for completion.
The condition can include a variety of information depending on what skill the goal is targeting, such as environment or setting, related service or supports, specific situations/scenarios, etc.
It may help to think of the skill as something actionable that you can see, hear, and measure, often with a specific behavior listed in the goal. This can include practicing self-advocacy skills by using behaviors such as “will ask for a break by raising their hand” or “by practicing deep breathing exercises.”
What will help your child be successful with the target skill? This can be where you specify accommodations or modifications, and can look like “by using a magnifier or large-print materials.”
Evaluation criteria can be measured by accuracy, frequency, or consistency: how much, how often, or to what standards the behavior must follow to demonstrate the goal has been met.
This is how the data will be collected on the goal to determine whether or not the goal was met. Evaluation can include observations, permanent products, recorded data, and more.

The goal itself should be accompanied by other important information:

The baseline tells you what the starting point is and should report a measurable score on the criteria being measured in the goal (the baseline and the goal should match).
Goals should also indicate if they are tied to a state curriculum standard (such as California Common Core State Standards ) or are related to another need arising out of the child’s disability.
The goal should also specifically assign responsibility to an IEP team member for the goal by their role (such as Speech Language Therapist) rather than by name or a general assignment (such as “district staff”). Note that more than one member of the IEP team can share responsibility.

When writing a goal for an IEP, keep in mind that although each goal should contain a time frame, a condition, a skill, supports, accuracy, and evaluation, the best goal will be determined by the child’s unique circumstances. Here, we’ll show you how you can make changes to goals to improve them depending on your child’s needs and strengths. Let's practice rewriting goals!

Workshop Goal #1 — Area of need: writing

What did we change?

The condition! In the original goal, the condition included a setting “in a small group.” You want your child to be able to generalize the skills they’re learning in a variety of environments — both small and large — and leaving that phrase out allows the teacher and service provider to practice and test this goal in a variety of settings.

Reader note: Some advocates will recommend that the condition be the setting, such as “in the gen ed classroom” or “across a variety of settings,” so everyone is on the same page about what is expected and nothing is left to the imagination. Others will say not to because it might limit the situations/settings where the skill may be practiced. For continuity, we’re choosing not to include a specific setting in this goal, but depending on your situation, you can.

In this goal, the condition also included support and instructions, but "when given verbal prompting/cues" is not very specific. The goal is very close to the actual kindergarten standard (print many upper-and lowercase letters), so if this child is in kindergarten, you want to make sure they have the support to reach the goal.

Providing a visual cue as part of your assessment allows Susie to show that she can write the letters if she is given a little help to reach the standard. If your child has a strength in visual learning, visual cues are especially effective. Notice that changing the condition really changes the skill being taught to “copying” rather than “remembering the letter shape independently” when writing it. Goals need to be appropriately ambitious but also attainable. In this case, Susie’s baseline shows that she currently can write very few letters with verbal prompts/cues, but she is able to trace and write letters if a model is provided. The next logical step in Susie’s writing development is to give her a visual cue to copy.

Reader note: Conditions can also be used to target generalization, such as “during naturally occurring opportunities” or “with a range of media.” It is important to ask how often such a condition will occur, but bear in mind that while a goal needs to be measured in this condition, the skill can be practiced in a variety of settings.

As we mentioned earlier, the condition can include a variety of information depending on what skill the goal is targeting. Dr. Natalie Holdren, PhD, Education Specialist Credential Coordinator (ESN) at the UCSB Gevirtz Graduate School of Education, shares her suggestions on conditions for inclusive settings:

What are some other possible conditions for a goal?

Activities or tasks such as “when given a topic,” “when provided verbal directions,” “during science,” or “when engaged in fifth-grade history/social studies”
Materials to be used, such as “given a calculator,” “given a graphic organizer,” “provided with a phonics-based curriculum,” “given math manipulatives,” “given a speech-generating device,” or “given choices of novel games or toys”
Other people , such as “given staff support” or “when among same-aged peers”
Level of support , such as “when provided 1 teacher prompt” or “when given a word bank”

Workshop Goal #2 — Area of need: social skills

The skill! The original goal listed multiple skills, making it difficult to break down why Lucy might not meet a particular goal. Did she not use the toy appropriately, did she not take turns, or did she not demonstrate joint attention? At the end of the year, if Lucy can use the toy and/or game appropriately and take turns 100% of the time, but she is still not demonstrating joint attention, she will have made substantial progress but might not meet the goal. Not everything that the SLP is working on has to be in the goal — only what the IEP team wants to measure.

In this case, we removed “demonstrating joint attention via eye contact, gesture, or verbal/AAC comment related to the activity” from the skill, partly to simplify the goal and partly to avoid imposing unnecessary neurotypical standards of social interaction. Some children are uncomfortable making eye contact, or aren’t able to engage communicatively yet. That doesn’t mean they aren’t able to socially engage with peers. Discuss with your IEP team the need for peer education to explain that Lucy might be just as engaged without making eye contact. This may allow Lucy to develop her own method of communication with her peers. But if communication or demonstrating joint attention is something you want Lucy to specifically work on, that can be its own goal and would include multimodal forms of communicating.

We also changed the evaluation criteria in the baseline to be more specific to each skill being measured. Parents can ask for more specific information in the baseline by breaking up the data to reflect individual components of the skill. You may also ask for data measuring a different skill. If the baseline needs to be changed, or a new one is required, you may have to wait a couple of weeks for the teacher to collect the data.

Workshop Goal #3 — Area of need: speaking/writing

The evaluation! In this example, the measurement “by student observation" is unclear. Who is observing the student? Or maybe the student is observing? We could switch it to “teacher-collected data,” or perhaps the teacher wants to use peer review and has a rubric asking peers to evaluate these aspects of each other’s speeches which the whole class participates in. If we are concerned that the peer evaluation might be too subjective, we can add teacher evaluation and have both sets of data. You might also ask for the rubric used by either a teacher or the peers to be attached to the IEP (and make sure it is specific to the goal being measured).

In 2004, the Individuals with Disabilities Act (IDEA) was updated to stipulate that goals must be measurable . The raw data used to measure goals is useful to the IEP team — including you, as the parent and a key member of the team. Encourage your IEP team to write goals that are specific about how the data is recorded and reported, and whose responsibility that is. You can ask for the collected data as part of your progress report.

Here are a few examples of how goals are measured:

Workshop Goal #4 — Area of need: math fluency

The evaluation criteria! This goal listed too many measurable behaviors. What if the student gets 8 out of 10 problems correct but does not show their work or use appropriate vocabulary? We added a second goal to separate the behaviors being measured.

The accuracy in the original goal is also a concern, which we changed from 100% to 80% when we created our second goal. 100% of opportunities should be used only in safety goals. In all other areas, we should expect progress, not perfection.

Ask the teacher what criteria they will use to determine whether the child used appropriate math vocabulary, for example: looking for certain math terms. This might be evaluated using a task, test, quiz, or work sample. The goal should note the accuracy expected and the frequency, rate, duration, and level of support. This needs to be reported in the data provided with your child’s progress report . It might seem picky to focus on this now, but it will help you evaluate your child’s progress more effectively over the year.

Here are some examples of evaluation criteria:

Examples of Evaluation Criteria in in an IEP Goal

In addition, we changed the baseline by adding more data! The original baseline does not provide data to show whether the child can do multiplication or division problems. It’s important to ask for the relevant data in the baseline.

Workshop Goal #5 — Area of need: transitions

The support! We added support for Samantha in the form of a visual reminder to set her up for success in achieving the goal .

Here are some examples of support:

We also shifted the evaluation criteria when it comes to accuracy and consistency to recognize her improvement over the year rather than requiring her to master the behavior over five consecutive days. For behavior goals we are looking for consistency, not necessarily perfection. If the teacher measures this behavior goal every day for five days, Samantha may have a bad week or there may be days that are especially difficult. As written to meet the goal, Samantha will have to succeed at the goal perfectly for a whole week! A goal generally indicates how skills are performed over longer time frames — usually over days, weeks, or months. You don’t want the goal met based on a fluke of a lucky day; you want it met because Samantha has truly learned how to enter the room promptly and quietly.

Here a few more examples of evaluation criteria: • ”In 4 of 5 school days” • “For 5 consecutive school days” • ”Once a week for a period of 4 weeks” • “Twice per month”

Workshop Goal #6 — Area of need: reading

The support! We added support for Valerie’s visual impairment. Accommodations and supports that do not change the standard being assessed should be listed in the IEP section for accommodations. However, you may want to add them to the goal to make it clear that you expect your child will be taught how to do this skill using the support available.

Bear in mind that this means any measure of whether the goal is met should reflect that she is using the magnifier or large print, and if she finds it difficult to use those supports because they are new to her, she may not meet the goal even if she were able to identify the text in some other way. If you add “as needed,” be sure to ask for the progress to be reported indicating the use of supports.

Workshop Goal #7 — Area of need: fine motor/OT/writing

The condition, skill, support, and evaluation criteria! We wrote a whole new goal for Joseph! The original goal only highlighted the skill of using a writing utensil to attain the state standard. The ability to draw basic lines and shapes is a prewriting skill, and many OTs will use a goal like this to start teaching a child to write. It’s a great skill to work on. However, for some children, the physical ability to control a pencil might not be the only thing preventing them from attaining the state standard, which in this case, is writing and expressing their opinion. Some children might never be proficient at writing with a pencil, so you can at the same time work on other ways to enable your child to express an opinion, which is what the state standard is really teaching.

It is important that IEPs are “standards-based” as explained in this article with Dr. Caitlin Solone . But it can’t just be a check box without any real connection! When a state standard is attached to an IEP goal, make sure that the goal is in fact a scaffold to that standard. Are there other ways to lift your child’s ability up to meeting that standard? In this case, we asked to write another goal in which the condition, skill, support, accuracy, and evaluation criteria better matched the state standard to encourage Joseph to express his opinion by choosing two cards to work toward this core standard. We also added more measurable data to the baseline.

It is important to question what skill is being addressed by the goal and how pivotal the skill is in opening other opportunities for the child’s learning. A skill in an IEP goal can be academic, pre-academic, and/or functional. It may be aligned with your state standards, or it may address other needs arising out of the child’s disability.

Here are a few examples of skills to work on in a goal:

As we saw in our first workshop goal, the target skill or performance indicator was very close to the actual Kindergarten standard. You don't need an IEP goal that is a grade-level CCSS standard — these are already your child’s goal. The goals do not replace the general education standards, they supplement them. Providing a visual cue as part of your assessment allows Joseph to show he can write the letters if given a little help to reach the standard. More information on creating a standards-based goal using Common Core State Standards can be found in our article on writing goals for IEPs .

Workshop Goal #8 — using benchmarks effectively

Benchmarks, or short-term objectives, can be very useful in measuring progress and breaking down the steps towards the main annual goal. Not all children will have benchmarks listed in their IEP, but since they have progress measured in regular intervals, usually quarterly or three times a year, data will be provided to show how close they are to meeting their goals.

The support! The fading of support over the year allows us to increase the level of independence in the skill being worked on. When it comes to toilet training, we don't want to leave room for mistakes, so we need 100% accuracy. But we can increase independence by fading the prompts using short-term objectives, or benchmarks.

Benchmarks allow you to determine the expected progress and can vary in the way the team gradually moves toward the main goal. For example, instead of varying the success criteria (i.e. 4 ⁄ 5 opportunities or 70%.), you can vary the skill itself (start with tracing, then near point copying, then far point copying), or vary the level of independence by fading the number or type of prompts (physical, verbal, visual).

Reader note: some districts provide short-term objectives for all IEPS but they are only mandatory in California for students on the California Alternative Assessment .

Key takeaways

When you’re working with your IEP team to develop your child’s goals, keep these tips in mind:

Ask for a draft IEP before the meeting (at least draft goals).
Pay attention to the setting for each goal.
Pay attention to the other conditions in each goal.
Know what the state standards are for your child’s grade level. Remember that your IEP may span two grade levels. Here are the California standards for math , reading & writing , and science .
Determine if the goal appropriately reflects the state standard.
Watch out for goals that require multiple behaviors to be measured and contain too many skills.
Determine whether the baseline tells you whether the student can currently meet the goal.
Ensure the baseline matches the goal and presents progress in the same form of measurement as the goal is written, or else meaningful progress will not be proven.
Evaluate whether the goals are pivotal. Do the skills open up to other skills? Are they future-oriented? Do they foster independence?
Determine whether benchmarks or short-term objectives can better help your child meet their goals.
Ask the teacher how they will measure progress on the goal and how they will share the data with the IEP team.

For more information on goals, check out our article with expert tips about questions to ask about goals !

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15 IEP Goals for Working Memory (and Auditory Memory)

D oes your child struggle with Working Memory issues, and do you want them added to the IEP? Have you heard parents talk about working memory skills, but you're not sure what they are?

Ok, remember these?

I’m dating myself a bit, I know. But these are a great example of how we exercise our working memory.

If you wanted to make a call, you looked up the number. You quickly memorized it while you walked to the telephone (which was attached to the wall!).

When you got to the phone, you dialed the number, recalling it using your working memory .

Working memory is an essential executive functioning skill . Even if we don't use phone books anymore, we still need our working memory.

I recently had an SLP (speech-language pathologist) to interview her about working memory and executive functioning.

I highly recommend you watch this, whether you're a parent or a teacher.

If you don't have time right now, bookmark it or pin it to come back and watch it later.

Working Memory IEP goals

Has it ever been raining when you went to work…but not on the way home? And then you forgot to bring your umbrella home, right?

Because your working memory did not remind you! If the rain was not present to remind you to grab an umbrella, you forgot.

Functions of Working Memory

Working memory is considered one of our Executive Functions . Here are some examples of how working memory can affect you at school or home.

help you solve math problems
make and achieve time management goals
allow you to complete a longer reading passage and remember the beginning, and its relevance to the rest of the story/book
ability to look in your fridge or pantry and remember what you need to buy at the grocery store
ability to remember to bring home important things (like homework, shoes, coats)

We all do this all the time! In the morning it’s cool, so we wear a jacket or sweater. In the afternoon, it’s warm, so we forget to bring home that jacket or sweater.

Throw in a few sensory issues, and it makes perfect sense why your kid came home only wearing one shoe. It happens!

Lack of a strong working memory can often be mistaken for cognitive and academic deficits, so interventions are warranted.

Working memory involves the ability to keep information active in your mind for a short time to be able to use it for further processing.

Working memory is our temporary storage system and helps us with our day-to-day tasks (e.g. following instructions, responding in conversations, listening and reading comprehension , organization).

Can your child follow directions that are 2-3 steps? If not, they may lack working memory skills.

Again, this is one of those invisible skills, or at least it is invisible if it’s present. If a person lacks good working memory skills, then it’s very visible and often treated punitively rather than being supported .

Cog-Med has some excellent charts and graphics that show working memory skills. Take a look.

Working Memory Skills for Kids

Choose the skill that your child is lacking, or what they are exhibiting that may be due to a lack of a skill set. Then, plug that skill into the IEP goal formula.

Working Memory Skills-Adult Examples

Here are some adult examples of working memory skills.

Working Memory IEP Goals

Goals should be developed using the student's baselines defined in IEP Present Levels .

From there, I would take the area of need and using the baseline and the IEP goal formula, make it measurable (flow chart below).

The student will accurately repeat verbal instructions with 80% accuracy before beginning assignment as evidenced by teacher/staff observation and data.
The student will accurately follow classroom procedures for turning in assignments with 80% accuracy 4 out of 5 consecutive days.
The student will use mnemonics to aid in memorization of content material 4 out of 5 times as measured by teacher observations and data.
The student will use graphic organizers to record or recall content knowledge 8 out of 10 times as evidenced by teacher feedback.
The student will use an app or designated system to record questions that cannot be answered immediately.
The student will demonstrate improved working memory by recalling and accurately repeating a sequence of 10 unrelated words after a single presentation with 80% accuracy.
The student will exhibit enhanced working memory by completing multi-step math problems with 90% accuracy.
The student will display improved working memory by recalling and following a series of 5-7 step instructions with 85% accuracy.
The student will demonstrate increased working memory by recalling and accurately writing down a series of 8-10 unrelated numbers after a single presentation with 75% accuracy.
The student will exhibit enhanced working memory by recalling and accurately reproducing a sequence of 10 unrelated objects after a single presentation with 80% accuracy.
The student will display improved working memory by recalling and following a series of 3-5 step directions with 90% accuracy.
The student will demonstrate increased working memory by recalling and accurately writing down a series of 6-8 unrelated letters after a single presentation with 80% accuracy.
The student will exhibit enhanced working memory by recalling and accurately reproducing a sequence of 15 unrelated syllables after a single presentation with 75% accuracy.
The student will display improved working memory by recalling and following a series of 5-7 step procedures with 85% accuracy.
The student will demonstrate increased working memory by recalling and accurately writing down a series of 10-12 unrelated words after a single presentation with 70% accuracy.

IEP Goals for Auditory Memory

The student will demonstrate improved auditory memory by recalling and accurately repeating a sequence of 6-8 spoken words after a single presentation with 85% accuracy.
The student will exhibit enhanced auditory memory by recalling and accurately following a series of 3-5 spoken instructions with 90% accuracy.
The student will display improved auditory memory by recalling and accurately repeating a series of 8-10 spoken numbers after a single presentation with 80% accuracy.
The student will demonstrate increased auditory memory by recalling and accurately repeating a sequence of 10 unrelated spoken syllables after a single presentation with 75% accuracy.
The student will exhibit enhanced auditory memory by recalling and accurately repeating a series of 4-6 spoken sentences with 85% accuracy.

But wait, there's more! Working memory is an essential executive functioning skill , and if you want success, there's more to know.

Auditory Memory

Auditory memory refers to the ability to store and recall information that has been heard or processed through the auditory system. It is a component of sensory memory, which is a short-term form of memory that temporarily holds sensory information from the environment. Auditory memory involves the retention and recall of sounds, spoken words, music, and other auditory stimuli.

There are different aspects of auditory memory:

Short-term auditory memory: This type of memory involves the temporary storage of auditory information for a brief period, typically lasting a few seconds to a minute. For example, when you listen to a phone number and repeat it to yourself before dialing, you are using short-term auditory memory.
Long-term auditory memory: Long-term auditory memory involves the storage and retrieval of auditory information over a more extended period, potentially lasting for years. This can include remembering melodies, songs, or spoken phrases from the distant past.
Auditory working memory: Working memory is a system that temporarily holds and manipulates information while performing cognitive tasks. Auditory working memory comes into play when you need to remember and process auditory information simultaneously, such as following spoken instructions or solving problems based on verbal information.

Auditory memory plays a crucial role in various aspects of our daily lives, including language comprehension, learning, communication, and music appreciation. It is closely related to cognitive processes like attention, perception, and comprehension, as it enables individuals to make sense of the sounds and spoken language in their environment.

Impairments in auditory memory can impact a person's ability to understand and remember spoken information, which can have significant consequences in academic, professional, and social contexts.

Auditory Memory vs Working Memory

Working memory and auditory memory are related but not the same thing.

They are distinct cognitive functions, but working memory can involve the manipulation and temporary storage of auditory information.

Working Memory:

Working memory is a system that allows you to temporarily hold and manipulate information needed to perform cognitive tasks. It is like a mental workspace where you can process, rearrange, and work with information in real-time.
Working memory encompasses information from various sensory modalities, including visual, auditory, and spatial information. It is not limited to just auditory information.
Working memory involves executive functions like attention, decision-making, problem-solving, and planning.
It is an active cognitive process that helps individuals manage multiple tasks and process information efficiently.

Auditory Memory:

Auditory memory specifically refers to the ability to store and recall information that has been heard or processed through the auditory system. It is a subset of working memory that deals with auditory information.
Auditory memory primarily focuses on the retention and recall of sounds, spoken words, music, and other auditory stimuli.
While working memory can involve auditory information, it also includes other types of information, such as visual or spatial data.
Auditory memory is essential for tasks like remembering and following spoken instructions or recalling information from a conversation.

In summary, working memory is a broader concept that encompasses various types of information and is involved in cognitive processes beyond memory, while auditory memory is specific to the retention and recall of auditory information.

However, working memory can include auditory memory as one of its components when dealing with auditory tasks or processing spoken information.

Working Memory Skills-Fluctuations

Many students lack working memory skills, or our skills fluctuate depending on age and stage of life. When we are stressed, we forget things. When we’re sick, unhealthy, distracted, the importance of the item...all of these things can affect working memory.

I can remember exactly what brands and varieties of foods Kevin will eat and which restaurants have items for him.

But I cannot buy my husband a 6-pack of beer that he likes and I continually buy him the wrong packs of sushi at Wegman’s. One item is just more important for me to remember.

If you’re aware of your issues, most adults compensate and find their own accommodations, such as creating a shopping list before you go to the grocery store.

But if you have other learning disabilities or problem-solving is not your strong suit, the student may need accommodations and practice. Your working memory can improve with practice.

Here is a great chart I found from LD Canada.

In addition to IEP goals and SDIs that address working memory, you want it to be fun. There are many categories of board games and puzzles that will exercise your working memory.

A final note: I have seen so many kids who are punished for forgetting homework. Punished for forgetting to bring something to school or home. Yes, to function in society, it’s important to learn working memory skills or have our own set of supports.

I cannot stress enough to work with the child , get their input and ideas and suggestions. I have seen too many kids just get downtrodden and deflated, because they are punished or grounded, over and over for something they are having trouble learning.

Most kids want to improve these skills and are not just being defiant by not bringing in homework.

Stick with your child and get your team on board with supports and activities that help your child learn these skills….not just continually being punished for not having them.

Does your child struggle with Working Memory issues, and do you want them added to the IEP? Have you heard parents talk about working memory...

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Smart IEP Goals: How to Write them like a Boss!
How to Write IEP Goals Workbook
Writing Effective IEP Goals
IEP Goals & Present Levels
How to Write SMART IEP Goals
300 IEP Goals and Objectives Examples with Progress Monitoring

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COMMENTS

Crafting Effective IEP Goals for Writing: Strategies for Student Success
Short-term vs. Long-term Goals. An IEP may include both short-term and long-term writing goals.Short-term goals are typically achievable within a few weeks or months, while long-term goals encompass writing skills that may take a year or more to develop. It's important for the IEP team to establish a balance between these goals to ensure the student's writing progress is effectively ...
IEP Goals for Written Expression: Best Practices
Organization: A student's writing objective may increase their ability to arrange their thoughts and ideas. It is one of the IEP goals for written expression. It may involve establishing an outline, employing transitional phrases, and organizing sentences and paragraphs logically. Vocabulary: Expanding students' vocabulary and improving ...
Writing Goals for Special Education IEPs
IEP Goals for Writing & Written Expression. Browse our free, CCS-aligned IEP goal bank for writing and written expression, with goals for grammar, complete sentences, descriptive writing, spelling, fluency, paragraphs and narratives. These goals break writing down into sub-component skills so students can feel successful and see measurable growth!
3rd Grade IEP Writing Goal Bank Based On The Common Core Standards
CCSS.ELA-LITERACY.W.3.1. Advanced Goal: Student will be able to write three separate 1 paragraphs about their opinion with an introduction sentence, 3 reasons, 3 transition words, and a conclusion sentence, with an average accuracy rate of 90% across 3 paragraphs. Simple Goal: Student will be able to use a word bank of transition words to fill ...
Writing IEP Goals: The 7 Essential Components
2 Writing IEP Goals - The 7 Components of an IEP Goal. 2.1 IEP Goal Component #1: Date. 2.2 IEP Goal Component #2: Condition. 2.3 IEP Goal Component #3 Functional Performance Indicator. 2.4 IEP Goal Component #4: Observable Behavior. 2.5 IEP Goal Component #5: Criteria. 2.6 IEP Goal Component #6: Mastery.
IEP Goals for Writing: Enhancing Skills Effectively
Welcome to our blog on IEP goals for writing!. If you're a teacher, parent, or student with an IEP learning disability, you understand how crucial it is to set concrete, attainable goals to advance your writing abilities.The IEP goals come into play here. An IEP, which stands for "Individualized Education Program," is a written statement of the particular objectives and adjustments a ...
Sample IEP Goals for Writing
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 ...
IEP Goal Bank & Writing Resources
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 ...
Effective IEP Goals for Developing Writing Skills: A Comprehensive
Effective IEP goals for writing are measurable, attainable, and relevant to the student's individual needs. Identifying Specific Areas of Writing to Target in IEP Goals. Before setting IEP goals for writing, it is essential to assess the student's current writing abilities. This assessment can be done through writing samples, observations ...
Writing IEP Goals
SMART IEP goals are: S pecific. M easurable. Use A ction words. R ealistic. T ime-limited. Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. When you know the sequence of skills for a subject, you will know how skills build on each other.
Writing IEP Goals
A better writing goal for Jane is: Jane will write and edit a five-sentence paragraph that addresses a given subject twice a month. Each paragraph will include a topic sentence, at least four details and a conclusion. She will earn a score of 75 percent or higher on a writing rubric for each writing assignment.
Free IEP Goal Bank With More Than 110 Goals
Jul 14, 2023. 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 ...
21 IEP Goal Banks for Writing Stellar IEP Goals
10. Mrs. Weaver's IEP Goal Bank. An editable Google Doc, this bank has goals for writing and speech. 11. Medford School District IEP Goals and Objectives. Separated into four PDFs and organized by subject, this Goal Bank gives you 100's of examples of focusing your child's progress. 12.
Measurable IEP Goals for Writing: A Comprehensive Guide
Adapting IEP writing goals involves tailoring the objectives to meet the individualized needs of the student. ... 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 ...
Writing IEP Goals
Writing IEP Goals...The SMART Way! Writing IEP goals can be frustrating and intimidating...but it doesn't have to be! Imagine that you show up to an IEP (Individualized Education Plan) meeting, whether you are a parent or a professional, and you see a goal like this: "Bonnie will learn the letters of the alphabet." ...
How To Write Effective IEP Goals: A TeachTown Guide
When writing an IEP, IEP teams commonly use SMART Goals to help students reach academic and personal goals. Specific: The goal should be clearly defined with no room for confusion. Example: Student will add two-digit numbers with no regrouping. Measurable: The goal should be tracked to ensure progress can be monitored.
Strategies for Writing Quality IEP Goals
Be mindful of the number of goals in an IEP. This strategy will foster an improved experience for both student and teacher. If a student has too many goals to work on, it may be difficult to receive the level of specially designed instruction needed to master any of the individual goals. You can prioritize potential goals by working with the IEP team (including the student) to ensure that you ...
IEP Goal Bank: 100 SMART IEP Goals for Content Areas for Special
Relevant. Time-bound. ‍. To summarize, IEP goals should explicitly state what the student will achieve, how progress will be measured, and when the goal will be achieved. ‍. Writing effective SMART IEP goals takes practice and time. To help get you and your IEP/Special Education team started, we've put together an IEP bank, featuring 100 ...
IEP CoPilot: AI-Driven IEP Writing for Goals, BIPs & Interventions
IEP Goal Writer. Craft precise and achievable IEP goals in seconds. Each goal includes quarterly benchmarks properly scaffolded to ensure student success. IEP CoPilot transforms the IEP writing process. IEP CoPilot uses AI to write comprehensive IEPs in seconds. Write IEP Goals, BIPs, MTSS Interventions or access our comprehensive IEP Goal Bank.
IEP Goals: Core Concepts and Best Practices
The role of the IEP in special education can hardly be overstated. A high-quality Individualized Education Program lies at the center of ensuring that students with disabilities receive an education tailored to their needs. And the cornerstone of an IEP consists of individualized annual goals, aligned with each student's strengths and areas of need, that provide direction for appropriate ...
How To Write Measurable IEP Goals Using the SMART Method
Missing specific data points. Frequency of measurement is not outlined. Goals are irrelevant and unattainable. One of the essential pieces of writing a correct IEP goal is to ensure the baseline data is accurate. Goals are useless if the information provided for baseline data is incorrect. Many educators will estimate baseline data.
IEP Goal Objectives
The first objective can be 5 minutes, and then 10 minutes as so on. The goal changes and the objectives are set so the student will make meaningful progress along the way. 2. Break down the criteria of the skill. Objectives can be used to break a skill (goal) down into smaller steps with partial criteria in each objective.
Reading and Writing IEP Goals for Second Grade Standards
RF.2.4.c. Reading and Writing IEP goals for second grade: Targeted IEP goal objectives include mastering consonant blends and digraphs, short vowels, sequence, topic sentences, prefixes, suffixes, and noun usage. Act now to enhance literacy skills!
Rewriting Goals for an IEP: Let's Fix Those Goals!
When writing a goal for an IEP, keep in mind that although each goal should contain a time frame, a condition, a skill, supports, accuracy, and evaluation, the best goal will be determined by the child's unique circumstances. ... Get creative! If your child responds to music or is skilled at singing or playing an instrument, you can ...
15 IEP Goals for Working Memory (and Auditory Memory)
Working Memory IEP goals . ... The student will demonstrate increased working memory by recalling and accurately writing down a series of 8-10 unrelated numbers after a single presentation with 75 ...