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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.

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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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Examples of IEP accommodations including proving pencil grips and extended allotted test time.

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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.

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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.

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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.

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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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IEP Goals for Written Expression or Difficulty with Writing

Two Quick Tips Before Creating IEP Goals for Written Expression:

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

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

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

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

How To Write Measurable IEP Goals for Written Expression

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

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

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

Why Written Expression is a Problem:

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

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

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

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

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

Examples of MEASURABLE IEP Goals for Written Expression:

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

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

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

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

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

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

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

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

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

Check related IEP Goals :

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

Rhythm of Handwriting manuscript - complete set

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IEP Goal Bank & Goal Writing Resources

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

Socio-Emotional Goal Bank

Strengths and skills focused socio-emotional goals with intervention ideas

Mathematics Goal Bank

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

Reading Goal Bank

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

Writing Goal Bank

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

Tips for Writing IEP Goals

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

Step 1: Assessing the student’s current writing skills

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

Step 2: Setting specific and measurable goals

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

Here are some examples of specific IEP goals for writing:

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

Step 3: Breaking down goals into smaller objectives

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

Step 4: Developing strategies and accommodations

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

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

Step 5: Monitoring progress and making adjustments

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

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

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

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

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Written Expression Goals for an Individualized Education Plan (IEP)

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

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

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

Here are some sample written expression goals:

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

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

Tips for Writing Written Expression Goals :

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

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

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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).

Written Expression IEP Goals: Writing Goals in Special Ed

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

IEP Goals for Written Expression - Ideas and Guide for Special Ed

What are Written Expression IEP Goals?

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

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

Why Write Written Expression IEP Goals?

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

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

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

The Form and Function of Writing

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

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

Written Expression with Winter Writing Prompts including an Idea Goal Bank

When Do We Write These IEP Goals?

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

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

SMART & Measurable Goals

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

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

Strategies for Setting Written Expression IEP Goals

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

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

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

Written Expression - be sure to include them in your IEP at a Glance

Areas of Focus with Written Expression IEP Goals

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

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

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

Written Expression IEP Goals - Ideas and Guide for Special Ed

Ideas for Written Expression IEP Goals

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

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

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

Implementing and Monitoring Written Expression IEP Goals

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

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

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

Using Image Writing Promtps for Special Ed Goals

RECAP: Written Expression IEP Goals

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

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

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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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Reading and Writing IEP Goals for Six 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: Literature

Associate Quotations with Their Corresponding Themes

Examine Short Stories

Identify the Themes in Short Stories

Locate Supporting Details in Literary Text

Analyze How Figures of Speech Impact Meaning and Tone

Categorize Figures of Speech

Determine Word Meaning with Antonyms

Determine Word Meaning with Synonyms

Determine the Meanings of Idioms from Context (Set 1)

Identify the Meanings of Idioms and Adages (Set 1)

Interpret Figures of Speech

Label the Rhyme Scheme

Locate Words Using Context Clues

Locate a Counterclaims

Match the Definition with the Appropriate Sentence

Match the Sentence with the Appropriate Definition

Determine the Narrative Point of View

Compare Two Texts of Different Genres

Contrast Illustrations of Literary and Historical Subjects

Read Passages Related to Business and Technology

Executive Functioning IEP Goals for ADHD

Developing effective Individualized Education Program (IEP) goals for students with Attention Deficit Hyperactivity Disorder (ADHD) is crucial to harness their academic and social potentials. Learn more about the specific area of executive functioning IEP goals for ADHD. Educators, parents, and specialists can get ideas about measurable and impactful objectives that cater to individual needs. Executive functioning skills are fundamental for success in academic and everyday activities, and these can be significantly challenged in students with ADHD.

Executive Functioning Skills at School

Executive functioning skills encompass the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. For students with ADHD, these skills often require targeted support through their education plan. Here are some key executive functions, their definitions, and their relevance in a school setting:

Planning and Organization : Ability to create a roadmap to complete tasks. Planning helps students foresee and sequence their academic tasks, enhancing their ability to complete schoolwork efficiently.
Working Memory : Involves holding information in mind while performing complex tasks. Essential for following multi-step instructions or solving math problems in one’s head.
Inhibitory Control (Impulse Control) : The ability to suppress impulses and think before acting. Critical for maintaining classroom behavior conducive to learning.
Cognitive Flexibility : Ability to switch between different concepts or adapt to changing rules. Helps students adjust to new settings or transitions between different academic subjects.
Self-Monitoring : This skill allows students to evaluate their performance and adjust their behavior accordingly. It’s vital for understanding personal academic strengths and weaknesses.

Executive Functioning IEP Goals for ADHD – Organization Skills

Organizational skills are essential for academic success. Students with ADHD might struggle with organizing their tasks, leading to incomplete assignments or missed deadlines. Here are examples of SMART IEP goals to enhance organization:

Goal 1 : By the end of the school year, the student will organize their assignments and materials for each subject with 90% accuracy, as measured by teacher observation and weekly folder checks.
Goal 2 : The student will use a planner to track homework and project due dates, accurately logging entries for 4 out of 5 days a week, as verified through planner checks by the teacher.
Goal 3 : The student will check and update their digital task manager or physical planner at the beginning and end of each school day, achieving consistent updates in 90% of school days, as monitored by teacher observation and periodic planner reviews.
Goal 4 : By the middle of the school year, the student will independently categorize and file their completed and ongoing assignments in designated folders for each subject, maintaining this system with at least 85% accuracy, as determined by random checks by the special education teacher.
Goal 5 : The student will develop a routine for a weekly review with their teacher to assess the organization of their locker and backpack, aiming for improvement and maintaining an organized state in 80% of the reviews, as documented through a teacher-student checklist.
Goal 6 : Within six months, the student will utilize visual reminders (stickers, colored tabs) to prioritize daily tasks and separate completed work from pending assignments, with the student successfully sorting and prioritizing tasks on their own in at least 75% of observed instances.
Goal 7 : By the end of the school year, the student will demonstrate the ability to break down larger projects into smaller, manageable steps, listing these steps in their planner and completing each step by the predetermined deadlines in 80% of project opportunities, as tracked by project submission records and planner entries.

IEP Goals Related to the Common Core for OT/PT Grades 3-5

Executive functioning iep goals for adhd – impulse control.

Impulse control is crucial for maintaining appropriate classroom behavior and engaging in social interactions. Here are measurable IEP goals for improving impulse control:

Goal 1 : The student will raise their hand and wait to be called on before speaking in class, achieving this in 80% of opportunities, as measured by teacher charting over a month.
Goal 2 : When feeling upset or angry, the student will use positive self-talk strategies to manage emotions in 75% of observed instances, as recorded by the special education teacher.
Goal 3 : The student will follow classroom rules regarding turn-taking in group activities, successfully waiting for their turn without interrupting in 85% of group sessions, as observed and recorded by the teacher over a three-month period.
Goal 4 : During unstructured times such as recess or lunch, the student will engage in appropriate play, refraining from interrupting others’ games or conversations, in 80% of observed instances, with progress monitored through daily behavioral checklists completed by supervising staff.
Goal 5 : The student will use designated “cool down” strategies such as deep breathing or a short walk, to manage impulsive reactions to stressful or frustrating situations in class, applying these strategies effectively in 70% of relevant situations, as noted by teacher and counselor observations.

These goals are designed to help the student develop better control over their impulses, which is crucial for improving both their academic performance and social interactions.

Executive Functioning IEP Goals for ADHD – Task Initiation

Starting tasks can be a hurdle for students with ADHD due to procrastination or difficulty transitioning. Effective IEP goals for task initiation might include:

Goal 1 : The student will begin their in-class assignments within 5 minutes of instruction on 4 out of 5 occasions, as monitored by the teacher through direct observation.
Goal 2 : Using visual cues, the student will independently start their homework within 10 minutes of getting home from school in 80% of observed days, tracked by parent reports.
Goal 3 : The student will initiate morning tasks (e.g., writing down the day’s assignments, preparing materials for the first class) within the first 10 minutes upon arriving at school, achieving this on 85% of school days, as verified through teacher check-ins and morning routine checklists.
Goal 4 : Before transitioning to a new activity or class, the student will independently gather the necessary materials and be ready to start the new task within 5 minutes of transition, in 80% of transition periods, as measured by observations from multiple teachers.
Goal 5 : The student will develop a checklist for initiating complex tasks or assignments and will follow the checklist to begin at least 75% of such tasks independently within 15 minutes of assignment, as monitored and recorded by the special education teacher.

These goals are designed to specifically address and mitigate the typical delays in task initiation that students with ADHD might experience, thereby improving their ability to engage with and complete school tasks more efficiently.

Executive Functioning Strategies for Students

Executive functioning iep goals for adhd – emotional control.

Emotional regulation is key for managing reactions and behaviors in both academic and social contexts. Here are specific goals to support emotional control:

Goal 1 : The student will identify and articulate their emotions accurately and seek out adult support in managing intense feelings in 70% of necessary instances, as measured by self-reports and teacher feedback.
Goal 2 : Using coping strategies learned in school counseling, the student will maintain an appropriate emotional response during academic setbacks in 85% of observed instances.
Goal 3 : In situations where the student begins to feel overwhelmed or frustrated, they will use a designated calming technique (such as counting to ten, taking deep breaths, or accessing a quiet space) and successfully calm down within 5 minutes in 80% of such instances, as monitored by classroom aides and teachers.
Goal 4 : The student will participate in role-playing activities during school counseling sessions to practice responding appropriately to peer conflicts, demonstrating an appropriate emotional response in 90% of role-play scenarios by the end of the school year.
Goal 5 : Each week, the student will reflect on one instance where they felt a strong emotion and discuss how they managed it with their counselor or teacher, aiming to use self-regulation strategies independently in at least 75% of the reflections, tracked through ongoing counseling notes and teacher observations.

These goals are crafted to help the student develop better self-awareness and management of their emotions, contributing to more adaptive responses in both academic settings and social interactions.

Executive Functioning IEP Goals for ADHD – Attention Skills

Maintaining attention in a classroom setting is a common challenge for students with ADHD. Here are some SMART goals to support better attention:

Goal 1 : The student will maintain focus on classroom tasks for a period of at least 15 minutes without interruption in 4 out of 5 opportunities, as observed by the special education teacher.
Goal 2 : Using visual and verbal prompts, the student will successfully redirect themselves back to tasks at hand in 80% of instances when they get distracted, as recorded through continuous performance tasks.
Goal 3 : The student will use a designated focus tool (like a fidget device or stress ball) appropriately during lessons to maintain attention, showing effective use in maintaining focus for at least 20 minutes during class activities in 85% of observed instances, as recorded by the special education teacher.
Goal 4 : By the end of the school year, the student will improve their ability to follow multi-step instructions without needing repeated prompts, achieving this in 75% of daily classroom activities, as measured by teacher logs and direct observations.
Goal 5 : The student will engage in short, teacher-directed mindfulness exercises at the beginning of each school day to enhance focus and attention readiness, demonstrating improved task engagement in the first class of the day in 80% of observed days, as noted by classroom teachers and behavior charts.

These goals aim to provide structured support to improve the student’s capacity to focus and sustain attention, crucial for their academic performance and overall classroom behavior.

Student Self-Regulation Rubrics

Executive functioning and social skills iep goals.

Improving interactions with peers through role-playing and direct instruction, aiming for smoother social engagements, is an important functional goal in school.

Goal 1 : The student will engage in group activities and contribute to the group discussion at least three times per session, demonstrating active participation in 80% of group activities over the next quarter, as recorded by the social skills group facilitator.
Goal 2 : By the end of the school year, the student will use a daily planner to schedule and keep track of social commitments (like playdates or group projects), accurately updating and referring to the planner in 90% of instances, as monitored weekly by the classroom teacher.
Goal 3 : The student will practice turn-taking by using a visual timer during conversations with peers, managing to wait for their turn without interrupting in at least 85% of conversational exchanges, as measured by observations during social studies classes.
Goal 4 : Within six months, the student will identify emotions in themselves and others using emotion cards, and use appropriate coping or interaction strategies in response, demonstrating correct identification and response in 75% of role-play scenarios, as observed by the school counselor.
Goal 5 : The student will initiate at least two interactions per day with peers using a pre-taught script or conversation starters, increasing their initiation of social interactions from baseline by 50% by the end of the semester, as tracked by a peer interaction log kept by the homeroom teacher.

These goals are designed to enhance the student’s social interaction capabilities while also strengthening their executive functioning skills, particularly in planning, monitoring, and executing social activities.

Time Management IEP Goals

Students need to learn to estimate and manage time for tasks and completing assignments within set periods.

Goal 1 : The student will use a timer to allocate specific amounts of time for completing individual tasks, successfully adhering to these time limits in at least 80% of tasks, as verified through weekly check-ins with their teacher.
Goal 2 : By the end of the school year, the student will plan their school assignments by breaking down tasks into smaller, manageable steps with set deadlines, achieving adherence to these deadlines in 85% of assignments, as tracked using a task management app monitored by the teacher.
Goal 3 : The student will check their school email and the online class portal daily to keep track of assignment due dates and school announcements, maintaining this routine with 100% compliance over a three-month period, as monitored by the special education coordinator.
Goal 4 : Within the next six months, the student will begin using a written or digital calendar to note important dates (like tests, project due dates, and extracurricular activities), successfully updating and referring to the calendar daily in 90% of the school days, as observed by the homeroom teacher.
Goal 5 : The student will develop the habit of reviewing and adjusting their weekly schedule every Sunday evening to better prepare for the upcoming school week, consistently performing this task with at least 80% accuracy in planning, as noted in a weekly planner review with their academic advisor.

These goals aim to help students gain greater control over their time, allowing them to manage their academic and personal activities more effectively and independently.

Additional Resources

For more detailed information and resources on executive functioning and IEP goals, you might find the following links helpful:

Executive Functioning IEP Goals
Free Executive Functioning Activity Worksheets
List of Executive Functions
List of Student Strengths and Weaknesses for IEP
504 Accommodations for ADHD
ADHD Goals and Objective Examples

Tailoring the educational approach to the unique needs of students with ADHD through well-structured IEP goals in executive functioning is a strategic step towards enhancing their academic and personal success.

Key Takeaways

Creating effective and measurable IEP goals for students with ADHD is essential for enabling them to reach their full potential. These goals, particularly in the realm of executive functioning, play a crucial role in helping students manage their educational and social challenges. Here are some key takeaways from this exploration of Executive Functioning IEP Goals for ADHD:

Individual Needs and Tailored Support : It is important for the IEP team, which includes special education teachers, speech-language pathologists, and related service professionals, to customize goals that address the specific needs and challenges of each student. This tailored approach ensures that each student receives the necessary support to overcome their unique difficulties.
Utilization of Visual Aids and Technology : Incorporating visual schedules, graphic organizers, and assistive technology can significantly aid students in managing tasks and staying organized. These tools help make abstract concepts tangible and provide the structure needed for students to complete assignments effectively.
Focus on Measurable Outcomes : Setting goals that are specific, measurable, achievable, relevant, and time-bound (SMART) is critical. This approach not only clarifies the expectations but also enables the IEP team to monitor the student’s progress and make adjustments as necessary.
Empowering Students through Skill Development : Teaching self-regulation and time management skills empowers students to take control of their learning and daily activities. These skills are fundamental for academic achievement and personal growth, allowing students to navigate both academic settings and social interactions more successfully.
Continuous Evaluation and Adaptation : Regular data collection and progress monitoring are vital. These practices help educators and families understand whether the strategies implemented are effective or if they need to be adjusted. This ongoing evaluation supports sustained learning and adaptation throughout middle school, high school, and beyond.
Collaboration for Comprehensive Support : The cooperation between teachers, parents, and other professionals is crucial in creating a supportive learning environment. Each party offers valuable insights that contribute to the holistic development of the student.

By focusing on these key aspects, special education teams can set students with ADHD on a path to overcoming their executive functioning deficits and achieving academic and personal success.

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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!
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 ...
Free IEP Goal Bank With More Than 110 Goals
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. ... [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
IEP Goals for Writing: Enhancing Skills Effectively
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.
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 ...
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.
IEP Goals for Written Expression or Difficulty with Writing
Consider writing goals for all skills in your child's IEP Goals for written expression. Keep in mind, when writing, your child must hold information in his head, then process it in his working memory. Your child can learn to use fine motor skills and good planning to get his ideas into writing.
IEP Goal Bank & Writing Resources
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
Understanding IEP Goals for Writing: A Step-by-Step Approach
Step 2: Setting specific and measurable goals. Effective IEP goals for writing are specific and measurable. They provide a clear target for the student to work towards and allow for progress monitoring. When setting goals, it is helpful to use the SMART criteria: Specific, Measurable, Achievable, Relevant, and Time-bound.
Written Expression Goals for an Individualized Education Plan (IEP
For example, if the student is struggling to write essays, focus on setting goals related to essay writing. Set deadlines for the goals. This will help the student stay on track and motivated. ... The student's needs may change over time. Conclusion. Setting clear written expression goals in an IEP can help a 9th grade student overcome ...
Sample Writing Goals for IEPs
These goals include work on staying on topic in a given piece of writing. Given pictures about broad subjects, (student's name) will write three words that narrow the topic, scoring 80% or higher ...
Written Expression IEP Goals
An essay is a type of written assignment that is typically longer and more detailed than other types of writing. Essays can be difficult and tedious for many students. An essay goal for an IEP might look something like this: The student will write a five-paragraph essay with a clear introduction, three body paragraphs, and a conclusion. The ...
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." ...
Writing Measurable and Academically Relevant IEP Goals With 80%
Goal writing is not, or at least should not, be a quick and easy task. Many special educators, especially those new to the field, struggle when developing IEP goals and objectives (e.g., Caruana, 2015; Shriner et al., 2012).Perhaps this struggle is the reason that it is now relatively easy to search for speech and language goals for school-aged children and adolescents online via blogs and ...
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.
Written Expression IEP Goals: Writing Goals in Special Ed
These goals are designed to address the student's individual needs and abilities as part of their Individualized Education Program (IEP). Written expression goals can cover various aspects of writing, such as grammar, vocabulary, sentence structure, paragraph development, organization, and coherence. The goals can be short-term or long-term.
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 ...
PDF Writing Measurable IEP Goals
GOAL #3. Student will ask appropriate "wh-"questions (who, what, when, and where) after reading a passage with 100% accuracy. Baseline: Two out of four questions correctly. After reading a passage, Student will ask 4 related "wh-" questions (one of each--who, what, when, where) as measured by teacher data sheet.
Reading and Writing IEP Goals for Six Grade Standards
Read Passages Related to Business and Technology. Reading and Writing IEP goals for sixth grade: Scaffolded IEP goal objectives include mastering main idea comprehension, persuasive writing techniques, effective editing and revising, understanding prefixes and suffixes, utilizing context clues, and improving sentence structure by identifying ...
IEP goals for reading: What they look like
Below are sample IEP goals associated with six reading skills. 1. Reading skill: Decoding. Academic Standard: Know and apply grade-level phonics and word analysis skills in decoding words. Decode multisyllabic words. Sample IEP Goal: By the end of the IEP period, when given a list of 40 multisyllabic words containing closed, open, consonant ...
PDF Student Writing Goals K-12 Writing
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research. Range of Writing. 10. 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 tasks, purposes, and audiences.
53 Measurable IEP Goals for Writing and Written Expression (and
List to measurably IEP writing goals and written expression IEP goals for every ages and grade layers, written content, wiedergabe and writing fluency; includes printable inventory PDF. ... For each essay assignment, [student] will independent expand theirs ideas fully. [student] will writing passals that contain well-developed main inspiration
Executive Functioning IEP Goals for ADHD
Goal 1: The student will maintain focus on classroom tasks for a period of at least 15 minutes without interruption in 4 out of 5 opportunities, as observed by the special education teacher.; Goal 2: Using visual and verbal prompts, the student will successfully redirect themselves back to tasks at hand in 80% of instances when they get distracted, as recorded through continuous performance tasks.