As with goals in any content area, growth in the area of written expression needs to be determined first by establishing a baseline. This can be done using writing prompts, fluency probes and spelling word lists as well as other standardized, standard based and curriculum designed assessments. Need should be determined in the areas of fluency, focus, content, style and conventions, and goals should be categorized appropriately depending on need.
Since growth in writing can be difficult to measure, the tool used rubric, amount of words or other grading system should be clear from the inception of the goal.
The following sample IEP goals for writing are directed at improving the student's content which includes the presence, development and support of ideas. 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. Focus is important in writing so the student does not go off topic and confuses the reader or presents too much, or conflicting, information.
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.
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. Search IEP goals and objectives by content area. Ideas and strategies by experienced teachers to help support and enhance writing instruction at all grade levels.
Content Goals The following sample IEP goals for writing 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. We use standardized tests and informal assessments to measure a child's progress toward the goals. We can do tallies or checklists or give tests specific to the action we seek.
Anyone who looks at the measurement should be able to understand it. And, all those who review the measurement should be able to come to the same conclusion. Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. When you know the sequence of skills for a subject, you will know how skills build on each other. You can identify gaps in skills — skills that your child hasn't mastered and needs to learn.
Think about how children learn math. A child learns how to add and subtract. Then he is ready to learn how to multiply and divide. Before you can develop measurable IEP goals, the child's skills must be measured objectively.
Objective data about a child's skills are the baselines for goals. This data also should show progress, or lack of it, when measured over time. We tend to use the terms "goal" and "objective" to mean the same thing. In IEPs, there is a distinction between them.
We write annual goals. Objectives are the short-term steps to reach goals. In , the report of experts on the National Reading Panel explained the research in reading. This included more than 10, research studies. All this information helped form a better understanding of reading and what works in teaching see National Reading Panel. The findings from the research changed reading instruction forever. The results of the research were included there, too. Reading instruction requires explicit, intensive, and systematic instruction in the five necessary components of reading instruction:.
Learning to read requires a child to learn specific skills in sequence. Children who have difficulty learning to read have deficiencies in phonemic awareness skills.
A child with weak phonemic awareness skills will have difficulty learning phonics skills. This child will not be a fluent reader. If the child does not master phonics and fluency, he will not be able to master vocabulary and reading comprehension. One young teacher made a banner to illustrate the sequence of reading skills.
This came from the specialized program she was using. As students learned a skill, she would advance them down the banner. This made it easy for her to write specific reading goals.
After children master math operations skills adding, subtracting, multiplying and dividing , they learn how to use reasoning to solve word problems. The intended outcome might have been for Jane to solve two-part word problems.
But this goal says she needs to learn to use problem-solving strategies. The goal does not state whether she will be able to solve problems. Worse, this goal includes all math operations adding, subtracting, multiplying and dividing , making the goal overly broad.
It is not specific or measurable. It does not use action words, and is not realistic or time-limited. According to Jane's IEP, using objects helps her to solve problems. A better goal for Jane might be:. Using real money, Jane will be able to show how much money she has after she receives two weeks of allowance, and how much money she will have left after she buys one object, with 75 percent accuracy measured twice weekly each quarter.
Achievement in written language requires many skills. Mechanics help make thoughts clear. Word usage and sentence structure help make the writing interesting. Good thought expression sends the desired message. Jane needs to write a paragraph, with a topic sentence and at least 4 detail sentences, on one given topic using her editing checklist measured twice monthly.
By the way it was written, the intended outcome is that Jane only "needs" to write a paragraph to meet the goal. Jane will write and edit a five-sentence paragraph that addresses a given subject twice a month.
Each paragraph will include a topic sentence, at least four details and a conclusion. She will earn a score of 75 percent or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter. Rubrics are useful scoring tools that measure a child's progress.
A writing rubric includes the criteria and standards used to assess a child's performance on writing assignments. The revised goal is s pecific and m easurable. It uses a ction words, is r ealistic, and t ime-limited. Ruth Heitin is a Special Education Consultant serving students with special needs and their parents — evaluating students, consulting with families and schools, and serving as an expert witness in legal proceedings.
Heitin's doctoral degree is in Special Education Administration. She has been certified as a general education teacher, special education teacher and elementary school principal.
She is also a contributor to the Wrightslaw newsletter, the Special Ed Advocate , as well as authoring articles in other educational publications. This content is soo easy and precise. It gives a clarity as to where we need to focus on and where we are going wrong. Author Interviews Meet your favorite authors and illustrators in our video interviews. Book Finder Create your own booklists from our library of 5, books! Themed Booklists Dozens of carefully selected booklists, for kids years old.
IEP goals in written expression should include individual goals in various areas including content, fluency and focus. The following sample goals for writing can be used for primary level students with needs in the area of written expression.
Objective #3 Read/write a minimum of high freguency words. Objective #4 Use beginning, redial and ending letter cues to predict unknown words. Objective #5 Locate specific words, phrases, word patterns, and sight words in familiar text. Objective #6 Read predictable pattern books. Objective #7 Read dictated or self-written texts.
WRITING MEASURABLE IEP GOALS. AT THIS SESSION, YOU WILL LEARN The four components of a measurable goal. Terms to use that are measurable. How to write clear goal descriptions. Writing IEP Goals By: Ruth Heitin Learn how to write Individualized Education Plan (IEP) goals that are SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.
An IEP goal is not unlike a personal goal. With an IEP goal, we create an educational program for a child with special needs. An IEP goal describes what we hope the child will achieve, or the intended outcome of instruction. Writing IEP Goals. by Ruth Heitin, Ph.D., Educational Consultant. Print this page. Creating an IEP with a team of people who are all there to design a good educational program for one unique child can be a pleasure.