Writing IEP goals

By the annual review date, when given a picture or prompt, [Student] will write a complete sentence with a subject, a verb, a capital letter and end punctuation, with 90% accuracy across five sentences, as measured by weekly writing samples scored against a sentence checklist.

By the annual review date, when given a short sentence, [Student] will expand it by adding when, where or why detail while keeping it grammatical, with 85% accuracy, as measured by weekly sentence-expansion tasks scored with a key.

By the annual review date, when given a written prompt and ten minutes, [Student] will produce 80 words per ten minutes on topic, as measured by weekly timed writing probes scored for total words written.

By the annual review date, when writing a paragraph, [Student] will include a topic sentence, three supporting details and a closing sentence, with 90% of required elements present, as measured by paragraphs scored weekly against a four-element checklist.

By the annual review date, when assigned a ninth-grade-level essay, [Student] will produce an introduction, at least two body paragraphs with evidence, and a conclusion, scoring 85% or higher on the organization trait of the class rubric, as measured by the class writing rubric applied to the organization trait.

By the annual review date, before beginning a writing assignment, [Student] will complete a graphic organizer or outline and refer to it while drafting, in 4 of 5 assignments, as measured by submitted organizers checked against final drafts.

By the annual review date, using an editing checklist, [Student] will find and fix capitalization, punctuation and spelling errors in their own draft, correcting 80% of the errors present, as measured by drafts compared before and after editing.

By the annual review date, after receiving feedback on a draft, [Student] will make at least three substantive revisions that change content rather than mechanics, in 4 of 5 assignments, as measured by draft comparisons kept by the teacher.

By the annual review date, when writing a narrative, [Student] will include 5 story elements — character, setting, problem, events in order, and resolution — as measured by narratives scored against a story-element checklist.

By the annual review date, when writing an opinion or argument piece, [Student] will state a position and support it with at least two reasons drawn from a source, scoring 85% or higher on the evidence trait of the class rubric, as measured by the class rubric applied to the evidence trait.

By the annual review date, when writing a sentence by hand, [Student] will form letters with correct size, spacing and line placement, with 90% of letters legible to an unfamiliar reader, as measured by writing samples scored by a second staff member for legibility.

By the annual review date, when typing from a printed passage, [Student] will type at 25 words per minute with no more than three uncorrected errors, as measured by weekly timed typing probes.

By the annual review date, during a ninth-grade-level lesson, [Student] will record the main points in a structured note format, capturing 80% of the points on the teacher’s key, as measured by notes compared against the teacher’s key.

By the annual review date, after reading a sixth-grade-level passage, [Student] will write a three- to five-sentence summary in their own words, scoring 85% or higher on a summary checklist, as measured by summaries scored weekly against the checklist.

By the annual review date, when given a constructed-response question, [Student] will restate the question, answer it, and cite evidence, including all three parts with 85% accuracy, as measured by responses scored against a three-part checklist weekly.

By the annual review date, when given a writing assignment, [Student] will begin writing within 3 minutes of the task being assigned, as measured by a latency record kept during writing tasks.

By the annual review date, during a writing block, [Student] will write on topic for 20 minutes without redirection, as measured by a stamina log kept during writing blocks.

By the annual review date, in a written paragraph, [Student] will use capital letters at sentence starts and for proper nouns and correct end punctuation with 90% accuracy, as measured by writing samples scored against a mechanics key.

By the annual review date, in a multi-paragraph piece, [Student] will use 5 transition words used correctly to connect ideas, as measured by writing samples scored against a transition word list.

By the annual review date, when completing a written assignment, [Student] will use their assigned writing support — speech-to-text, word prediction, or a graphic organizer — with no adult prompting, as measured by a prompting-level data sheet kept during writing tasks.

By the annual review date, when completing a functional writing task such as a message, form or short email, [Student] will include all required information and use appropriate tone, with 90% accuracy, as measured by completed forms and messages scored against a task checklist.

By the annual review date, in a first draft, [Student] will spell grade-level high-frequency words correctly with 90% accuracy, as measured by first drafts scored against a high-frequency word list.

By the annual review date, before submitting written work, [Student] will score their own draft against the assignment rubric and name one thing to improve, in 4 of 5 assignments, as measured by self-scored rubrics collected with each assignment.