IEP Goals to Address Writing Skills
Parents can certainly assist the IEP team with developing goals. One IEP area that I find parents and teachers struggle is to address the skill of writing. And by writing, I’m talking about content, not handwriting. If your child struggles with the actual task of handwriting, I would read this post on dysgraphia or ask for an OT evaluation.
For the purpose of this post, the IEP goals will focus on writing as far as content, fluency, and expression.
I have a large IEP Goal Bank that lists and links out to literally thousands of IEP goals. So if you cannot find what you are looking for here, I suggest you check there.
IEP Writing Goals
What’s great about many IEP goals is that you can change the details of the IEP goal to suit any age, grade or ability. I have a graphic below detailing how to make an IEP goal measurable.
- When given a writing assignment, [student] will independently create a keyword outline. He will have a main topic and [number of] supporting points as a basis for the essay.
- [Name] will use the keyword outline process to create a written composition which contains [number of] paragraphs of at least [number of] sentences each, an introduction, conclusion. [student] will include at least [number of] supporting points in [number of] separate paragraphs. [student] will demonstrate this ability in all content areas and all settings.
- The [student] will independently develop his ideas for assigned essays. [student] will create five-paragraph essays with proper essay structure using [name of] software to dictate ideas to the computer. [student] will demonstrate the ability to use [name of] software to dictate essays in all class subjects.
- [student] will write and edit a five-sentence paragraph that addresses a given subject in the general curriculum. Each paragraph will include a topic sentence, at least [number of] details and a conclusion. [student] will earn a score of [desired score goal] or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.
- For each essay assignment, [student] will independently develop his ideas fully. [student] will write passages that contain well developed main ideas. [student] will give at least [number of] details in each paragraph. [student] will demonstrate this ability in all content areas and all settings for all essay assignments in the general curriculum.
- When given writing assignments in the general curriculum, [student] will edit his writing for spelling, punctuation, and grammar. [student] will have fewer than [number of] overlooked errors per [number of] words, without assistance. [student] will demonstrate this ability across all settings.
- Please also check out this awesome list of IEP Writing Goals from the Learning Support Toolbox. He is a special ed teacher who not only has a comprehensive list of goals but has matched them up to the Common Core Standards.
Further defining the Goals
Note that you can add in the following accommodations, or any accommodation, to the beginning of each goal. For example:
- Using a graphic organizer, the student will [rest of goal]
- Working with student’s assigned reading specialist/para, [rest of goal]
You can also add in phrases such as “working independently” to further define the goal.
More on Writing:
Much has been studied about the value of being able to read and write, as well as their connection to each other. If you are focusing on your child’s writing skills, make sure that their reading skills are being addressed too. It is unusual to have issues with one and not the other.
“Those who write well are, in many ways, highly skilled individuals in their language. Writing is an extension of one’s speech, an ally of communication, one that indicates one’s intelligence, their level of education, among other things; it utilizes one’s ability to consider and dissect relevant information for a purpose, and writing also makes uses of one’s critical-thinking skills developed in college. Critical thinking is the ability to actively and skillfully conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. “
From K12 Reader:
Basically put: reading affects writing and writing affects reading. According to recommendations from the major English/Language Arts professional organizations, reading instruction is most effective when intertwined with writing instruction and vice versa. Research has found that when children read extensively they become better writers. Reading a variety of genres helps children learn text structures and language that they can then transfer to their own writing. In addition, reading provides young people with prior knowledge that they can use in their stories. One of the primary reasons that we read is to learn. Especially while we are still in school, a major portion of what we know comes from the texts we read. Since writing is the act of transmitting knowledge in print, we must have information to share before we can write it. Therefore reading plays a major role in writing.
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