essay iep goals

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

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Non-fiction comprehension goals.

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

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Multiplication & division goals.

Word Problem Goals

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

All the goals you need, when you need them.

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

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

IEP Goals 101

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

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

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

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

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

IEP Goals for Your Database

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

Reading Comprehension IEP Goal Bank

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

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

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

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

Math IEP Goal Bank

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

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

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

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

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

Writing IEP Goal Bank

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

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

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

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

Behavior IEP Goal Bank

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

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

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

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

Social Skills IEP Goal Bank

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

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

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

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

Social-Emotional Skills IEP Goal Bank

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

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

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

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

Executive Functioning IEP Goal Bank

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

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

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

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

Self-Advocacy IEP Goal Bank

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

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

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

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

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

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

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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.

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.

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

Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

Key takeaways.

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

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

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

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

Understanding the Basics of IEP Goals for Writing

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

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

Identifying Specific Areas of Writing to Target in IEP Goals

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

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

Examples of IEP Goals for Developing Writing Skills

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

Goal 1: Improving handwriting legibility and fluency

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

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

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

Goal 2: Enhancing sentence structure and organization

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

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

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

Goal 3: Expanding vocabulary and word choice

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

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

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

Monitoring Progress and Modifying IEP Goals

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

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

Collaborating with Teachers and Parents

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

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

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

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

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

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

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IEP Goals: Core Concepts and Best Practices

Best practices and frequently asked questions about goals and objectives for individualized education programs, the role of the iep in special education can hardly be overstated..

A high-quality Individualized Education Program lies at the center of ensuring that students with disabilities receive an education tailored to their needs. And the cornerstone of an IEP consists of individualized annual goals, aligned with each student’s strengths and areas of need, that provide direction for appropriate instruction.

This guide includes core concepts, best practices and frequently asked questions around creating annual goals in your IEPs.

Our guide includes:

What are annual iep goals, what should they include, how should annual iep goals be linked to the state standards, what are short-term objectives and benchmarks, what is the relationship between a student’s present levels of performance and developing annual goals, how is progress measured.

Annual IEP goals are statements that describe what knowledge, skills and/or behaviors a student is expected to achieve within the year the IEP will be in effect. The IEP must include measurable annual goals consistent with the student’s needs and abilities, as identified in the student’s present levels of performance.

Annual goals should focus on knowledge, skills, behaviors and strategies to address the needs that are preventing the student from progressing in the general education environment.

Goals should not be a restatement of the general education curriculum (i.e., the same curriculum as for students without disabilities). Nor should they be a list of everything the student is expected to learn in every curricular content area during the course of the school year, or other areas not affected by the student’s disability.

In developing IEP goals, the IEP team should select goals to answer the question, “What skills does the student require to master the content of the curriculum?” — not, “What curriculum content does the student need to master?”

For example, a student may be performing very poorly on written tests in global studies that require written expression. The IEP goal for this student should focus on developing written expressive skills (e.g., using outlines or other strategies to organize sentences in paragraphs) rather than a more curriculum-focused goal like writing an essay about the economy of a particular country.

Generally, goals should address a student’s unique needs across the content areas, and should link to the state standards so that a student has the foundation or precursor skills and strategies needed to access and progress in the general education curriculum.

Annual goals must be aligned to the curriculum standards , when appropriate. Be aware that while the curriculum standards provide a guide in developing appropriate measurable annual goals for students accessing the general education curriculum, the standards themselves are generally not stated in measurable terms, and cannot be substituted for individually developed goals. Rather, the annual goal should focus on what is needed for the student to learn and attain the curriculum standard.

Goals should be related to the standards unless otherwise required by the student’s specific educational or functional needs. As such, students may have goals that do not directly correspond to the standards.

Best Practice Tips:

• An IEP is an individualized education program — avoid the common pitfall of copying and pasting curriculum standards. Each IEP must be reviewed, and the goals and objectives specifically tailored to the student’s present needs. Goals must address the skills needed for the student to be involved and progress in the general education curriculum.
• State goals clearly and simply. If you don’t understand the goal, how can you expect a parent to? Avoid using jargon that parents may not understand.
• Be sure to develop goals that are measurable with relevant, observable data .
• When appropriate, include goals that address functional or non-academic skill areas. These include — but aren’t limited to — social skills, communication skills, organizational skills, behavioral skills and study skills.
• Confirm whether or not the IEP team has concluded that the student requires the provision of related services. If so, be sure to include these in the IEP measurable goals for those providers to work toward and provide data about.
• Ensure all goals are student-specific. An annual goal that states, “The student will pass his English class” is not an appropriate goal, since it does not address the student’s individual needs.

(Short-term objectives and benchmarks are not required in all states, except for students who take alternate assessments aligned to alternate achievement standards. Please refer to the requirements in your state.)

Short-term instructional objectives are the intermediate knowledge and skills that the student must learn to assist them in achieving the annual goal. Short-term instructional objectives break down the skills or steps necessary to accomplish an annual goal.

For example, the sequential steps that one student must demonstrate in order to reach the annual goal to “read orally at 80-100 words per minute with 95% accuracy” might be as follows:

• Student will identify and record unfamiliar words prior to engaging in oral reading.
• Student will make a prediction about the topic of the passage(s) he will read.
• Student will self-monitor his reading fluency and accuracy on a daily basis.

Benchmarks are the major milestones that the student will demonstrate that will lead to the annual goal. Benchmarks usually designate a target time period for a behavior to occur (i.e., the amount of progress the student is expected to make within specified segments of the year). Generally, benchmarks establish performance levels that allow for regular progress checks. These coincide with the reporting periods for informing parents of their child’s progress toward the annual goals.

For example:

• By November, Student will orally read 70-80 words per minute.
• By February, Student will orally read 80-90 words per minute.
• By April, Student will orally read 90-100 words per minute.

For each need identified in the present levels of performance, there should be at least one annual goal or supplementary aid and service related to addressing that need. The corresponding goals and objectives should be aimed toward acquiring the skills identified as a need in the present levels of performance.

The present levels of performance provide the baseline data of where the student is at the beginning of the year. The IEP goals project where the student should strive to be after implementing the special-education services identified in the IEP.

• The IEP should include a goal for each need identified in the present levels of performance, as well as for any needs that correspond with modifications or accommodations.
• Do not add goals unless they address a stated need in the present levels of performance.

Goals should identify easily measurable evaluation criteria and procedures that allow the district to ensure the student is making progress toward annual goals.

Criteria for measuring progress

Evaluative criteria identify the student’s level of success in which the student must perform a skill or behavior in order to consider it achieved.

The student’s level of success could be measured in terms such as:

• Frequency (e.g., 9 out of 10 trials)
• Duration (e.g., for 20 minutes)
• Distance (e.g., 20 feet)
• Accuracy (e.g., 90% accuracy)

Procedures for measuring progress

Evaluation procedures identify the method that will be used to measure progress and determine if the student has met the goal. An evaluation procedure must provide an objective method in which the student’s performance will be measured or observed.

Examples include:

• Recorded structured observations of targeted behavior in class
• Student self-monitoring checklist (only if age/skill level appropriate)
• Written tests
• Audio-visual recordings
• Behavior charting
• Work samples

If at any time during the school year it appears that the student is not making adequate progress toward the goals, or has already met some of the goals set forth in the IEP prior to the next annual review, a meeting of the IEP team should be held to revise the student’s goals.

• Monitor progress and keep data regarding the student’s performance. The IEP’s goals and objectives are destinations; contemporaneous, accurate data regarding progress are spots along the way toward reaching those destinations. Districts are expected to accurately implement IEPs and measure progress. If a student is not making progress, a meeting should be convened to inform the parents and adjust or amend the goals and objectives.
• It is important that staff members responsible for implementing the student’s IEP not wait until the end of the school year to raise concerns regarding the student’s lack of progress toward annual goals and objectives.

As always, please be sure to consult your own state’s requirements for IEPs and special education for additional guidelines around writing annual goals, alignment to state standards and short-term objectives and benchmarks.

May the goals you write be instrumental in supporting powerful growth in your students!

Want to dive deeper? Join our free 8-part series on writing high-quality IEPs with Carol Kosnitsky

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IEP Goals for Written Expression or Difficulty with Writing

Two Quick Tips Before Creating IEP Goals for Written Expression:

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

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

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

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

How To Write Measurable IEP Goals for Written Expression

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

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

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

Why Written Expression is a Problem:

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

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

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

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

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

Examples of MEASURABLE IEP Goals for Written Expression:

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

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

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

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

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

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

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

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

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

Check related IEP Goals :

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

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Written Expression IEP Goals

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

WHAT IS A WRITTEN EXPRESSION IEP GOAL?

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

WHY ARE WRITTEN EXPRESSION IEP GOALS IMPORTANT?

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

How to Write IEP Goals Workbook

Tools to help students with written expression.

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

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

HOW TO WRITE WRITTEN EXPRESSION IEP GOALS

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

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

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

CAPITALIZATION GOALS FOR AN IEP

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

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

PUNCTUATION GOALS FOR AN IEP

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

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

SPELLING GOALS FOR AN IEP

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

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

TRANSITION WORD GOALS FOR AN IEP

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

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

VOCABULARY GOALS FOR AN IEP

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

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

WRITING FLUENCY GOALS FOR AN IEP

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

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

PARAGRAPH WRITING GOALS FOR AN IEP

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

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

ESSAY GOALS FOR AN IEP

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

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

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

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

Related resources.

Self Advocacy IEP Goals

Executive Functioning IEP Goals

SMART Goals – Examples for Students

Daily Living Skills – Goals and Objectives

Social Emotional IEP Goals

Behavior IEP Goals

Self Regulation IEP Goals

Fine Motor IEP Goals

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

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

Developing IEP Goals for Writing

Content Goals

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

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

Fluency Goals

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

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

Focus Goals

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

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

Conventions and Editing Goals

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

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

Style Goals

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

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

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

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

Sample IEP goals for primary students with learning disabilities.

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

Writing an IEP – A Complete Guide for Teachers

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

What is an IEP?

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

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

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

Preparing for an IEP

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

Writing an IEP – Step 1: Assessments

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

Examples of Assessments:

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

Writing an IEP – Step 2: Annual Goal Summaries

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

IEP Goal Example:

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

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

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

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

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

Writing all Components of an IEP

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

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

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

Information/Eligibility:

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

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

Individual Transition Plan:

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

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

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

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

Present Levels of Performance:

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

Sections of the Present Levels of Performance:

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

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

Special Factors and Statewide Assessments:

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

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

Writing an IEP – Goals:

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

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

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

FAPE: Free Appropriate Public Education

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

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

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

Important Tips for Writing an IEP:

Collaborate.

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

Collect Data and Conduct Assessments

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

Plan for Inclusion

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

Become Aware of Your Own Identities and Biases

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

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

Know Your Audience: Avoid Jargon

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

Write Appropriate, Observable, Measurable, and Meaningful IEP Goals

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

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

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Reading and Writing IEP Goals for Six Grade Standards

Welcome to teachtastic's iep goal bank., back to the main page, 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

• The Podcast
• YouTube Channel
• Communication
• Shop at Nooked

Written Expression IEP Goals: Writing Goals in Special Ed

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

What are Written Expression IEP Goals?

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

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

Why Write Written Expression IEP Goals?

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

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

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

The Form and Function of Writing

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

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

When Do We Write These IEP Goals?

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

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

SMART & Measurable Goals

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

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

Strategies for Setting Written Expression IEP Goals

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

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

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

Areas of Focus with Written Expression IEP Goals

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

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

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

Ideas for Written Expression IEP Goals

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

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

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

Read More About Reading!

Implementing and Monitoring Written Expression IEP Goals

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

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

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

RECAP: Written Expression IEP Goals

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

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

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IEP Analysis Essay

Summary of strengths and needs, summary of instructional recommendations, analysis of legal compliance, evaluation of instructional utility, recommendations to facilitate use, reference list.

According to the IDEA, students with disabilities need special attention and special consideration that should be provided by the Individual Education Program (IED).

The IDEA provides the definition of the “speech or language impairment” as follows: “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” (n. p.).

The IEP should be designed specifically for the individual with a disability and focus on the improvement of his/her academic success, as well as social life. The plan should be based on special needs of the student and help student be involved in and successful in general curriculum.

Students with speech and language impairments usually have difficulties with problem-solving, pragmatic and communication skills. However, as there are different types of speech impairment, there can be different needs with students. This paper provides the analysis of the IEP for the 9th grade female student with speech and language impairment.

As provided in the IEP, “the students has significant delays in the skills areas of language, written expression, reading comprehension, math calculation and concepts which inhibit progress in the general education curriculum” (p. 4).

There are considerable difficulties with reading activities which need to be improved. Due to the disability, the student experiences difficulties with fluent reading and reading comprehension. However, she likes reading and struggles to improve her skills. Need: to use more reading strategies.

The student is able to perform basic mathematic functions, but her solving skills are rather weak and her inability to understand the basic mathematic skills frustrates her. Thus, this skill must be trained on a regular basis.

The writing skills of the student are developed rather well, but she needs help with data and organizing information, as well as with complex sentences. The language skills also have an appropriate level of development; however, pragmatic skills are the area of difficulty for the student.

Thus, student’s academic skills have a good level regardless the fact that there are areas that seek for special considerations. These “areas “are reading skills, dealing with data and details in her writing assignments and generate ideas. Mathematic skills are also a weak point and need to be improved (comprehension of the value of zero and fractional number).

Social skills are also rather good. However, she must be more involved into class social activities and learn to communicate effectively. She also must work on self-esteem and socially acceptable behavior.

Physical development of the student is good, and thus, she may join general curriculum. The tutor might pay more attention to the motor needs of the student and her involvement into group games.

“Skillful instruction is an imperative in order to bring curriculum to life for young learners, and flexible instructions is necessary to make curriculum work for academically diverse student population” (Tomlinson & McTighe, p. 6).

The skillfulness and flexibility of the curriculum is especially important for students with disabilities who need special consideration and “specialized” educational program. The IEP under consideration meets these requirements that can be seen in the instructional recommendations.

The following table presents the summary and analysis of the instructional recommendations.

It is a brief analysis of how the IEP follows the legal requirements as outlined in IDEA 2004. The goals, procedures and methods used in the IEP follow the IDEA 2004. The detailed analysis of the student’s needs and abilities is provided. The educational goals are based on these needs, and presented in detail.

The act of the year 2004 makes a special emphasis on the special education and related services for such students should be designed in a way to provide them with favorable education environment. In addition, students with disabilities should be well prepared for the future educational or working career. These areas are reflected in the IED for the student with speech and language impairment.

The IEP has a great instructional usefulness. First of all, the information is properly organized. The IEP takes into consideration all aspects of the student’s life (academic, social, behavior, physical). All of them are properly analyzed and student’s weaknesses and needs are defined and explained. In addition, the ways to improve the weaknesses are provided.

The plan presents the performing models and strategies designed specifically for the students of the 9th grade that have speech impairment. For example, the plan suggests multiple repetition of the assignment so that a student is able to understand it.

In addition, the students may be excused to attend English, Reading, Math, and Special Class Academic Support. The detailed and explained annual goals can be found in the plan. They have all necessary information required by federal and state mandates.

According to Tomlinson and McTighe, “two of the greatest contemporary challenges for educators – crafting powerful curriculum in a standard-dominated era and ensuring academic success for the full spectrum of learners – is gratifying” (p. 2). It is important to the teacher to bear in mind several issues to provide the quality of learning.

In particular, the teacher should take into consideration four important elements of the educational process: students, learning environment, content and instructions (Tomlinson & McTighe, p. 2).

These elements are considered in the IEP under consideration (the analysis of these elements has been provided in the previous section). However, there are still some recommendations that can be provided in order to facilitate the use of the IEP. These recommendations are:

According to the plan, student with Speech or Language Impairment has no ability to learn foreign languages, and thus, this subject should not be present in the curriculum. However, taking into consideration the fact that psychological need for communication with peers, (especially of the 9th grade female student) this subject can be introduced as well.

In such way, a student will not feel herself isolated or infringed It will help student feel herself a part of the classroom. However, the requirements and education program should be accommodated to the abilities of the student. Such classes can also contribute to the facilitating of the student’s communication in class.

The cooperation with parents should also be considered. The IEP provided does not mention the responsibilities of parents. However, according to the IDEA, “parents should have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities” (n. p.).

Thus, parents should also be involved into educational process and always informed about the child’s success. The tutors who work with the student should provide recommendations to parents how to contribute to the student’s academic success on a regular basis.

Specialized computer programs for children with speech or language impairment might be introduced. Assistive technology (AT) might also be very helpful.

For example, the student can be engaged into electronic communication with other students who have the same disability that will contribute to the development of communication and social skills. However, this communication should be controlled and interactions with other students must not be limited.

The student also needs social skills development. Thus, she has to be involved in the class and school activities. For example, she might be provided with special responsibilities (correspondent to her skills) that will improve her communication with peers.

Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design . Alexandria, Virginia, Association for Curriculum and Instruction.

IDEA: Speech or Language Impairments. Project IDEAL: Informing and Designing Education for All Learners . Individual Educational Program, 2006-2007.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2019, May 23). IEP Analysis. https://ivypanda.com/essays/iep-analysis-essay/

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• The Individuals with Disability Education Act
• Implementation of Assistive Technology in Education
• An Evaluation of a Special Needs Learner
• Classroom Design for Children With Disabilities
• Impact of Individuals With Disability Education Act (IDEA) on Education
• Annual Educational Goal for Students with Autistic Spectrum Disorders
• Inclusion: Benefits
• Managing Students With Disabilities

The Pros and Cons of AI in Special Education

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Special education teachers fill out mountains of paperwork, customize lessons for students with a wide range of learning differences, and attend hours of bureaucratic meetings.

It’s easy to see why it would be tempting to outsource parts of that job to a robot.

While there may never be a special educator version of “Star Wars”’ protocol droid C-3PO, generative artificial tools—including ChatGPT and others developed with the large language models created by its founder, Open AI—can help special education teachers perform parts of their job more efficiently, allowing them to spend more time with their students, experts and educators say.

But those shortcuts come with plenty of cautions, they add.

Teachers need to review artificial intelligence’s suggestions carefully to ensure that they are right for specific students. Student data—including diagnoses of learning differences or cognitive disorders—need to be kept private.

Even special educators who have embraced the technology urge to proceed with care.

“I’m concerned about how AI is being presented right now to educators, that it’s this magical tool,” said Julie Tarasi, who teaches special education at Lakeview Middle School in the Park Hill school district near Kansas City, Mo. She recently completed a course in AI sponsored by the International Society for Technology in Education. “And I don’t think that the AI literacy aspect of it is necessarily being [shared] to the magnitude that it should be with teachers.”

Park Hill is cautiously experimenting with AI’s potential as a paperwork partner for educators and an assistive technology for some students in special education.

The district is on the vanguard. Only about 1 in 6 principals and district leaders—16 percent—said their schools or districts were piloting AI tools or using them in a limited manner with students in special education, according to a nationally representative EdWeek Research Center survey conducted in March and April.

AI tools may work best for teachers who already have a deep understanding of what works for students in special education, and of the tech itself, said Amanda Morin, a member of the advisory board for the learner-variability project at Digital Promise, a nonprofit organization that works on equity and technology issues in schools.

“If you feel really confident in your special education knowledge and experience and you have explored AI [in depth], I think those two can combine in a way that can really accelerate the way you serve students,” Morin said.

But “if you are a novice at either, it’s not going to serve your students well because you don’t know what you don’t know yet,” she added. “You may not even know if the tool is giving you a good answer.”

Here are some of the areas where Park Hill educators and other school and district leaders see AI’s promise for special education—and what caveats to look out for:

Promise: Reducing the paperwork burden.

Some special education teachers spend as many as eight hours a week writing student-behavior plans, progress reports, and other documentation.

“Inevitably, we’re gonna get stuck, we’re gonna struggle to word things,” Tarasi said. AI can be great for busting through writer’s block or finding a clearer, more objective way to describe a student’s behavior, she said.

What’s more, tools such as Magic School—an AI platform created for K-12 education—can help special education teachers craft the student learning goals that must be included in an individualized education program, or IEP.

“I can say ‘I need a reading goal to teach vowels and consonants to a student,’ and it will generate a goal,” said Tara Bachmann, Park Hill’s assistive-technology facilitator. “You can put the criteria you want in, but it makes it measurable, then my teachers can go in and insert the specifics about the student” without involving AI, Bachmann said.

These workarounds can cut the process of writing an IEP by up to 30 minutes, Bachmann said—giving teachers more time with students.

AI can also come to the rescue when a teacher needs to craft a polite, professional email to a parent after a stress-inducing encounter with their child.

Some Park Hill special education teachers use “Goblin,” a free tool aimed at helping neurodivergent people organize tasks, to take the “spice” out of those messages, Tarasi said.

A teacher could write “the most emotionally charged email. Then you hit a button called ‘formalize.’ And it makes it like incredibly professional,” Bachmann said. “Our teachers like it because they have a way to release the emotion but still communicate the message to the families.”

Caveat: Don’t share personally identifiable student information. Don’t blindly embrace AI’s suggestions.

Teachers must be extremely careful about privacy issues when using AI tools to write documents—from IEPs to emails—that contain sensitive student information, Tarasi said.

“If you wouldn’t put it on a billboard outside of the school, you should not be putting it into any sort of AI,” Tarasi said. “There’s no sense of guaranteed privacy.”

Tarasi advises her colleagues to “absolutely not put in names” when using generative AI to craft documents, she said. While including students’ approximate grade level may be OK in certain circumstances, inputting their exact age or mentioning a unique diagnosis is a no-no.

To be sure, if the information teachers put into AI is too vague, educators might not get accurate suggestions for their reports. That requires a balance.

“You need to be specific without being, without being pinpoint,” Tarasi said.

Caveat: AI works best for teachers who already understand special education

Another caution: Although AI tools can help teachers craft a report or customize a general education lesson for students in special education, teachers need to already have a deep understanding of their students to know whether to adopt its recommendations.

Relying solely on AI tools for lesson planning or writing reports “takes the individualized out of individualized education,” Morin said. “Because what [the technology] is doing is spitting out things that come up a lot” as opposed to carefully considering what’s best for a specific student, like a good teacher can.

Educators can tweak their prompts—the questions they ask AI—to get better, more specific advice, she added.

“A seasoned special educator would be able to say ‘So I have a student with ADHD, and they’re fidgety’ and get more individualized recommendations,” Morin said.

Promise: Making lessons more accessible.

Ensuring students in special education master the same course content as their peers can require teachers to spend hours simplifying the language of a text to an appropriate reading level.

Generative AI tools can accomplish that same task—often called “leveling a text"—in just minutes, said Josh Clark, the leader of the Landmark School , a private school in Massachusetts serving children with dyslexia and other language-based learning differences.

“If you have a class of 30 kids in 9th grade, and they’re all reading about photosynthesis, then for one particular child, you can customize [the] reading level without calling them out and without anybody else knowing and without you, the teacher, spending hours,” Clark said. “I think that’s a super powerful way of allowing kids to access information they may not be able to otherwise.”

Similarly, in Park Hill, Bachmann has used Canva—a design tool with a version specifically geared toward K-12 schools and therefore age-appropriate for many students—to help a student with cerebral palsy create the same kind of black-and-white art his classmates were making.

Kristen Ponce, the district’s speech and language pathologist, has used Canva to provide visuals for students in special education as they work to be more specific in their communication.

Case-in-point: One of Ponce’s students loves to learn about animals, but he has a very clear idea of what he’s looking for, she said. If the student just says “bear,” Canva will pull up a picture of, for instance, a brown grizzly. But the student may have been thinking of a polar bear.

That gives Ponce the opportunity to tell him, “We need to use more words to explain what you’re trying to say here,” she said. “We were able to move from ‘bear’ to ‘white bear on ice.’”

Caveat: It’s not always appropriate to use AI as an accessibility tool.

Not every AI tool can be used with every student. For instance, there are age restrictions for tools like ChatGPT, which isn’t for children under 13 or those under 18 without parent permission, Bachmann said. (ChatGPT does not independently verify a user’s age.)

“I caution my staff about introducing it to children who are too young and remembering that and that we try to focus on what therapists and teachers can do collectively to make life easier for [students],” she said.

“Accessibility is great,” she said. But when a teacher is thinking about “unleashing a child freely on AI, there is caution to it.”

Promise: Using AI tools to help students in special education communicate.

Park Hill is just beginning to use AI tools to help students in special education express their ideas.

One recent example: A student with a traumatic brain injury that affected her language abilities made thank you cards for several of her teachers using Canva.

“She was able to generate personal messages to people like the school nurses,” Bachmann said. “To her physical therapist who has taken her to all kinds of events outside in the community. She said, ‘You are my favorite therapist.’ She got very personal.”

There may be similar opportunities for AI to help students in special education write more effectively.

Some students with learning and thinking differences have trouble organizing their thoughts or getting their point across.

“When we ask a child to write, we’re actually asking them to do a whole lot of tasks at once,” Clark said. Aspects of writing that might seem relatively simple to a traditional learner—word retrieval, grammar, punctuation, spelling—can be a real roadblock for some students in special education, he said.

“It’s a huge distraction,” Clark said. The student may “have great ideas, but they have difficulty coming through.”

Caveat: Students may miss out on the critical-thinking skills writing builds.

Having students with language-processing differences use AI tools to better express themselves holds potential, but if it is not done carefully, students may miss developing key skills, said Digital Promise’s Morin.

AI “can be a really positive adaptive tool, but I think you have to be really structured about how you’re doing it,” she said.

ChatGPT or a similar tool may be able to help a student with dyslexia or a similar learning difference “create better writing, which I think is different than writing better,” Morin said.

Since it’s likely that students will be able to use those tools in the professional world, it makes sense that they begin using them in school, she said.

But the tools available now may not adequately explain the rationale behind the changes they make to a student’s work or help students express themselves more clearly in the future.

“The process is just as important as the outcome, especially with kids who learn differently, right?” Morin said. “Your process matters.”

Clark agreed on the need for moving cautiously. His own school is trying what he described as “isolated experiments” in using AI to help students with language-processing differences express themselves better.

The school is concentrating, for now, on older students preparing to enter college. Presumably, many will be able to use AI to complete some postsecondary assignments. “How do we make sure it’s an equal playing field?” Clark said.

A version of this article appeared in the May 22, 2024 edition of Education Week as The Pros and Cons of AI in Special Education

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