53 Measurable IEP Goals and Objectives for Writing and Written Expression

IEP Goals for Writing

Parents can certainly assist the IEP team with developing goals. One IEP area that I find parents and teachers struggle with is addressing the skill of writing. And by writing, I’m talking about content, not fine-motor handwriting skills.

If your child struggles with handwriting, I would read this post on dysgraphia or ask for an OT evaluation.

I have a large IEP Goal Bank that lists and links out to thousands of IEP goals. So if you cannot find what you are looking for here, I suggest you check there.

IEP Goals for Writing

For this post, the IEP goals for writing will focus on writing as far as developing content, writing fluency, and written expression.

Written Expression IEP 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. This list of IEP writing goals examples can be edited for any writing ability.

I have a graphic below detailing how to make an IEP goal measurable.

1. When given a writing assignment, [student] independently creates a keyword outline. He will have the main topic and [number of] supporting points as a basis for the essay.
2. [Name] will use the keyword outline process to create a written composition that 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.
3. 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] voice-to-text software to dictate essays in all class subjects.
4. [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.
5. 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.
6. 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.
7. The Student will increase writing skills to (grade/proficiency level) in the area(s) of (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions) as measured by (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
8. [student] will increase writing skills to __ (grade/proficiency level) in the area(s) of _(Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
9. [student] will increase writing skills to (grade/proficiency level) in the area(s) of (ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions) as measured by ___ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).

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Objectives to Support Written Expression IEP Goals

Here are some objectives to support IEP writing goal examples. I tried to separate them out by the skill being worked on.

IEP Goal for Writing: Research and Concept

1. Write the main idea with some supporting details on a topic.
2. Research and write to convey an understanding of a topic using at least one resource.
3. Write clear, focused main ideas and supporting details on a topic.
4. To develop a topic, write a multi-paragraph passage using details, examples, and illustrations.
5. Revise writing for the development of the main idea with supporting details.
6. Research using verifiable sources to develop and support the topic.
7. Research and write to convey a thorough understanding of a topic using two or more resources.
8. Include some relevant facts and details on a chosen topic.
9. Convey clear, focused main ideas and supporting details on a topic for various audiences and purposes.
10. Include appropriate facts and details on a chosen topic.
11. Use writing to generate a learning log and journals to record new information.
12. Use writing to generate diagrams, learning logs, journals, note-taking, outlines, and summaries.
13. Write the main idea with some supporting details on a topic.
14. Research and write to convey an understanding of a topic using at least one resource.
15. Write clear, focused main ideas and supporting details on a topic.

Writing Goals for IEP: Structure

There’s some overlap here with the above list.

1. To develop a topic, write a multi-paragraph passage using details, examples, and illustrations.
2. Revise writing for the development of the main idea with supporting details.
3. Research using verifiable sources to develop and support the topic.
4. Research and write to convey a thorough understanding of a topic using two or more resources.
5. Include some relevant facts and details on a chosen topic.
6. Convey clear, focused main ideas and supporting details on a topic for various audiences and purposes.
7. Include appropriate facts and details on a chosen topic.
8. Use writing to generate a learning log and journals to record new information.
9. Use writing to generate diagrams, learning logs, journals, note-taking, outlines, and summaries.
10. Organize writing to address the audience and purpose in chronological and logical sequences (e.g., sequence, place, importance).
11. Write a sentence that connects related ideas that maintain a topic.
12. Research using verifiable sources to develop and support a topic.
13. Write stories with a beginning, middle, and end.
14. Demonstrate organization by developing a beginning, middle, and ending using transition words (e.g., first, next, then).
15. Demonstrate organization by developing an introduction, body of text, and conclusion with clear sequencing of ideas and transitional words and phrases.
16. Select an appropriate organizational strategy (e.g., outlining, identifying, and supporting topics, following a model, maps, and charts).

IEP Writing Goals: Paragraphs

1. Organize paragraphs when writing from a prompt or on a topic.
2. Use paragraphs to organize structure within the text for a specific purpose of the content.
3. Write paragraphs in which sentences are related to the topic.
4. Write paragraphs containing a stated main idea and a closing sentence.
5. Write multi-paragraph passages (e.g., stories, reports).

Written Expression Goals: Editing and Correcting

Being able to critique your own work, edit it, and make the appropriate corrections is an advanced executive functioning skill. If a student is struggling with this, it may not be the “writing” per se that is the issue, but they may need practice and instruction in how to improve executive function skills.

1. Revise writing by adding or deleting text.
2. Change some text to improve clarity.
3. Revise writing to improve clarity and effectiveness by adding relevant details and changing or rearranging text.
4. Edit writing to organize sentences into paragraphs.
5. Edit writing to use transitional words and phrases to connect ideas in sentences and paragraphs (e.g., therefore, on the other hand).
6. Revise writing so it has a sequence (e.g., beginning, middle, end).
7. Revise writing so the paper has an order that makes sense, including details, ideas, sentences, time sequence, and paragraphs.
8. Classify words and topics into an organizational scheme.

Printable List of Written Expression IEP Goals

If you wish to print this list to have, here you go.

Writing IEP Goals

Note that you can add accommodations, or any accommodation, to the beginning of each goal.

For example:

• Using a graphic organizer, the student will [rest of goal]
• Working with the student’s assigned reading specialist/para, [rest of goal]

You can also add phrases such as “working independently” to define the goal further.

More on Writing IEP Goals

Much has been studied about the value of being able to read and write and their connection to each other.

If you are focusing on your child’s writing skills, ensure their reading skills are also addressed. It is unusual to have issues with one and not the other.

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 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 transmitting knowledge in print, we must have information to share before we can write it. Therefore reading plays a major role in writing.

Good luck and check out our IEP goal bank if you need more ideas.

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