IEP Goals for Written Expression

The following post will introduce you to our blog, where we discuss  Individualized Education Program (IEP) goals related to written expression . Knowing what is expected of your child regarding the written word is crucial whether they are just starting or currently in middle or high school. Your child’s academic and future success may depend significantly on their ability to set and achieve these objectives, according to the  US Department of Education . Keep reading this post about “IEP goals for written expression.

But what do IEP goals for written expression look like, and why are they so crucial?

Your child’s writing will improve with the help of these aims, which detail the exact skills and abilities they should develop. Several aspects, like  structure, grammar, vocabulary, and more , fall under this category. Furthermore, you and your child’s educators can work together to guarantee the child is on track to succeed in writing by setting clear, measurable goals. Understanding  how to write an effective IEP  is valuable for this process.

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In this post, we’ll discuss the  various forms of written expression goals that you can include in an Individualized Education Program (IEP),  as well as  their significance, and offer some suggestions for how you can best support your kid  as they work toward achieving these goals. You will find helpful information here if you are a parent, educator, or student. As an additional resource, the  Center for Parent Information and Resources  offers comprehensive guidance on supporting students with disabilities.

IEP Goals Examples for Written Expression

IEP goals for written expression are explicit, measurable, and individually suited to the student’s requirements. They intend to assist students in improving their writing abilities and achieving their academic and personal objectives. 

Here are  some instances of written expression IEP goals :

  • Organization :  A student’s writing objective may increase their ability to arrange their thoughts and ideas. It is one of the IEP goals for written expression. It may involve establishing an outline, employing transitional phrases, and organizing sentences and paragraphs logically.
  • Vocabulary :  Expanding students’ vocabulary and improving their descriptive writing skills may be another objective. It may involve acquiring new words and phrases and implementing them naturally and effectively into their writing.
  • Grammar and mechanics :  A student’s goal may be to enhance the grammar and mechanics of their writing. It may involve utilizing correct punctuation, verb tense, and sentence structure.
  • Writing for specific purposes :  A student’s objective may be to be able to register for particular reasons, such as an argumentative essay or a research article. It is one of the IEP goals for written expression. It may involve learning to compose a thesis statement, utilizing evidence to support their ideas, and employing the proper citation style.
  • Self-editing :  A student’s objective may be to increase their capacity to self-edit their writing. It involves the ability to recognize and repair mistakes in grammar, mechanics, and structure.

It is vital to remember that IEP goals for written expression should be  explicit and measurable . You should be able to follow the student’s development and determine whether or not they have fulfilled the goal. So these are the IEP goals for written expression. For behavioral issues, a  Functional Behavior Assessment  can provide additional insights.

In addition, it is essential to emphasize that  these are merely examples; schools should tailor each student’s IEP goals to their unique needs, interests, and academic level .

Measurable IEP Goals for Written Expression

Setting concrete, observable goals for students’ writing abilities is essential to an individualized education program (IEP). Below, you can find the IEP goals for written expression. These  objectives must be realistic, feasible, and specific  to the student’s requirements and skills. 

Here are a few  quantifiable IEP writing objectives :

  • Within 12 weeks, the student will improve their writing fluency to the point where they can write three sentences per minute in response to a given writing prompt with an accuracy rate of at least 80%.
  • Over 12 weeks, the student will enhance their grammar and sentence structure by accurately identifying and using at least five distinct types of sentence structures with 80% accuracy in their work.
  • Over 12 weeks, the student will increase their vocabulary by employing at least five new words in their writing with an 80% success rate.
  • Over 12 weeks, the student will demonstrate their ability to employ descriptive language, arrange their thoughts, and use transition words by writing at least one paragraph per week with an 80% accuracy rate.
  • Over 12 weeks, the student will write at least three phrases every week using good letter construction and legible handwriting.

Schools can alter these examples to fit the individual learner’s needs.  The IEP team should collaborate to determine the most beneficial objectives for the student. So, those are the IEP goals for written expression.

Written Expression IEP Goals for Different Grade Levels

Written expression measurable IEP goals  can differ depending on the student’s grade level . 

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Here are some examples of IEP goals for written expression that may apply to various grade levels:

Elementary School:

  • For 12 weeks, the student will write at least one complete phrase every week with an accuracy rate of 80%.
  • Using proper capitalization, punctuation, and space, the student will write at least one paragraph per week for 12 weeks, achieving an accuracy rate of 80%.
  • For 12 weeks, the student will write at least one tale weekly using descriptive language with a distinct beginning, middle, and finish.

Middle School:

  • For 12 weeks, the student will write at least one page per week utilizing proper grammar, sentence structure, and vocabulary, with an accuracy rate of 80 percent.
  • For 12 weeks, the student will compose at least one persuasive essay per week with an accuracy rate of 80%, utilizing logical reasoning and evidence to support their position.
  • For 12 weeks, the student will produce at least one research paper per week with an accuracy rate of 80%, utilizing proper MLA or APA format and at least two sources.

High School:

  • For 12 weeks, the student will write at least one analytical essay per week with an accuracy rate of 80%, analyzing literature or non-fiction text using critical thinking abilities.
  • For 12 weeks, the student will write at least one argumentative essay weekly, with 80% correctness, utilizing logical reasoning and evidence to support their thesis and arguments.

It is crucial to note that schools can tailor these examples to the student’s particular needs and skills.  The IEP team should collaborate to determine the most suitable goals for the student.  Those are the IEP goals for written expression.

What Is an IEP Writing Goal Bank?

When creating an Individualized Education Program (IEP) for a student who has trouble writing, drawing on a “writing goal bank” with  several pre-written goals and targets  can be helpful. These objectives are flexible and can be tailored to student’s specific needs to help them improve their writing.

Improvements in spelling, punctuation, grammar, sentence structure, vocabulary, handwriting, editing, coherence, organization, persuasive writing, and research writing are all examples of attainable IEP writing goals. These objectives need to be well-defined, quantifiable, and time-bound. The IEP team should collaborate to determine the most beneficial objectives for the student.

Can Speech-Language Therapy Support Written Expression IEP Goals?

Speech-language therapy can assist with written expression IEP goals by providing targeted instruction and support for student’s unique areas of difficulty.  Speech-language therapists can assist students in improving their language, vocabulary, grammar, and sentence structure. In addition, they may advise students on how to order their thoughts, use descriptive language, and integrate transitional phrases in their writing.

In addition, speech-language therapy  can enhance handwriting goals by teaching correct letter construction and fine motor control .

Step up to Writing: Classroom Reproducibles

Speech-language therapists can also assist students in comprehending the writing process and how to construct and organize ideas within paragraphs, essays, and papers.

In addition, therapists can help students improve their editing skills by instructing them on grammar, punctuation, and sentence structure.

Notably, speech-language treatment is  delivered alongside school teaching . The therapist will collaborate closely with the student’s instructor to ensure that the IEP’s goals and objectives are realized.

In conclusion, speech-language therapy can support written expression IEP goals by providing instruction and support in the student’s specific areas of difficulty, such as language, vocabulary, grammar, sentence structure, writing fluency, handwriting, organization, editing, and writing process.

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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IEP Goal Bank: 100 SMART Goals for Mid-Year

middle school writing iep goals

As we reach the halfway point of the school year, it's a crucial time to evaluate the progress of our students with disabilities and learning differences and update their Individualized Education Plan (IEPs) if needed. One of the most important aspects of an IEP is the setting of SMART goals.

What are SMART goals?

SMART goals are specific, measurable, achievable, relevant, and time-bound. They provide a clear roadmap for student progress and help to ensure that all stakeholders are working towards the same objectives.

Why are IEP goals important?

IEP goals are important because they:

  • Provide a clear focus for instruction and intervention
  • Help to track student progress
  • Guide decision-making about student placement and services
  • Promote communication and collaboration between teachers, parents, and other professionals

100 SMART IEP Goals for Mid-Year:

To help you get started, here are 100 SMART IEP goals for students with disabilities and learning differences in elementary, middle, and high school, broken down by level:

Elementary School:

  • Student will decode and read CVC words with 90% accuracy by the end of the semester.
  • Student will identify and retell the main idea of a simple story with 80% accuracy by the end of the month.
  • Student will answer comprehension questions about a non-fiction text with 75% accuracy by the end of the quarter.
  • Student will use sound-symbol correspondence to spell familiar words with 85% accuracy by the end of the year.
  • Student will read fluency passages with 90 words per minute with 95% accuracy by the end of the trimester.
  • Student will write complete sentences with proper grammar and punctuation by the end of the semester.
  • Student will write a five-paragraph essay with a clear topic sentence and supporting details by the end of the quarter.
  • Student will use transition words and phrases to connect ideas in their writing with 80% accuracy by the end of the month.
  • Student will edit and revise their writing for clarity and correctness with 90% accuracy by the end of the year.
  • Student will complete daily writing prompts with 75% completion rate by the end of the trimester.
  • Student will add and subtract single-digit numbers with 100% accuracy by the end of the semester.
  • Student will count and identify objects up to 20 with 95% accuracy by the end of the month.
  • Student will solve word problems involving addition and subtraction with 85% accuracy by the end of the quarter.
  • Student will identify and understand basic geometric shapes with 90% accuracy by the end of the year.
  • Student will write and solve simple equations with one variable with 80% accuracy by the end of the trimester.

Social Skills:

  • Student will greet classmates and teachers with appropriate words and eye contact by the end of the semester.
  • Student will take turns and share materials with others with 90% success rate by the end of the month.
  • Student will participate in group activities and follow instructions with 85% success rate by the end of the quarter.
  • Student will resolve conflicts with others peacefully and respectfully with 80% success rate by the end of the year.
  • Student will ask for help when needed with 75% success rate by the end of the trimester.
  • Student will dress themselves independently for school with 90% success rate by the end of the semester.
  • Student will use the restroom independently with 85% success rate by the end of the month.
  • Student will pack their backpack with necessary materials with 80% success rate by the end of the quarter.
  • Student will manage their time effectively and complete tasks on time with 75% success rate by the end of the year.
  • Student will identify and manage their emotions appropriately with 70% success rate by the end of the trimester.

Middle School:

  • Student will identify and define vocabulary words in context with 90% accuracy by the end of the semester.
  • Student will analyze and interpret the themes of a literary text with 85% accuracy by the end of the month.
  • Student will compare and contrast characters and events in a story with 80% accuracy by the end of the quarter.
  • Student will identify and analyze the author's purpose and style in a nonfiction text
  • Student will write a persuasive essay with a clear thesis statement and supporting arguments by the end of the semester.
  • Student will use proper grammar, punctuation, and mechanics in their writing with 95% accuracy by the end of the month.
  • Student will cite sources correctly in a research paper using MLA or APA format by the end of the quarter.
  • Student will revise and edit their writing for clarity and conciseness with 85% accuracy by the end of the year.
  • Student will use technology to create and present written work effectively with 80% success rate by the end of the trimester.
  • Student will solve multi-step equations with fractions and decimals with 90% accuracy by the end of the semester.
  • Student will graph linear equations and interpret slopes and intercepts with 85% accuracy by the end of the month.
  • Student will apply proportional reasoning to solve real-world problems with 80% accuracy by the end of the quarter.
  • Student will calculate the area and volume of basic geometric shapes with 75% accuracy by the end of the year.
  • Student will use technology to solve math problems and create visual representations with 70% success rate by the end of the trimester.
  • Student will design and conduct a science experiment with a control group and variable manipulation by the end of the semester.
  • Student will analyze and interpret data from experiments and draw evidence-based conclusions with 90% accuracy by the end of the month.
  • Student will explain scientific concepts and principles using clear and concise language with 85% accuracy by the end of the quarter.
  • Student will identify and describe the relationships between different scientific disciplines with 80% accuracy by the end of the year.
  • Student will use technology to research scientific topics and create presentations with 75% success rate by the end of the trimester.
  • Student will actively listen to others and respond appropriately in conversations with 90% success rate by the end of the semester.
  • Student will respect the opinions and ideas of others even when they disagree with 85% success rate by the end of the month.
  • Student will work effectively in teams to complete tasks and achieve goals with 80% success rate by the end of the quarter.
  • Student will demonstrate leadership skills by taking initiative and motivating others with 75% success rate by the end of the year.
  • Student will resolve conflicts peacefully and respectfully with a mediator if needed by the end of the trimester.

Self-Advocacy:

  • Student will identify their learning strengths and weaknesses with 90% accuracy by the end of the semester.
  • Student will ask for help and accommodations when needed with 85% success rate by the end of the month.
  • Student will communicate their learning goals and progress to teachers and parents with 80% clarity by the end of the quarter.
  • Student will advocate for their needs and rights in school settings with 75% success rate by the end of the year.
  • Student will develop self-determination skills and make informed decisions about their education with 70% success rate by the end of the trimester.

High School:

  • Student will analyze and interpret complex literary texts with 95% accuracy by the end of the semester.
  • Student will identify and explain the use of literary devices such as symbolism and figurative language with 90% accuracy by the end of the month.
  • Student will compare and contrast different versions of the same story or poem with 85% accuracy by the end of the quarter.
  • Student will critically evaluate the author's message and purpose in a non-fiction text with 80% accuracy by the end of the year.
  • Student will use annotated bibliographies to research and write academic papers with 75% accuracy by the end of the trimester.
  • Student will write a research paper with a clear thesis statement, strong supporting evidence, and proper citation format by the end of the semester.
  • Student will use a variety of writing styles and techniques to communicate effectively in different contexts with 95% accuracy by the end of the month.
  • Student will edit and revise their writing for conciseness, clarity, and persuasiveness with 90% accuracy by the end of the quarter.
  • Student will effectively use argumentative strategies to support their claims and counter opposing arguments with 85% accuracy by the end of the year.
  • Student will create digital presentations and multimedia projects to communicate their ideas in an engaging way with 80% success rate by the end of the trimester.
  • Student will solve complex equations and inequalities involving polynomials and radical expressions with 90% accuracy by the end of the semester.
  • Student will apply mathematical concepts to solve real-world problems in various disciplines with 85% accuracy by the end of the month.
  • Student will analyze and interpret data using statistical methods and draw evidence-based conclusions with 80% accuracy by the end of the quarter.
  • Student will use advanced graphing techniques to represent and analyze mathematical relationships with 75% accuracy by the end of the year.
  • Student will use technology to model complex mathematical concepts and create simulations with 70% success rate by the end of the trimester.
  • Student will conduct independent research projects on a scientific topic of their interest with 95% success rate by the end of the semester.
  • Student will design and conduct experiments to test scientific hypotheses with 90% accuracy by the end of the month.
  • Student will analyze and interpret scientific data collected from various sources with 85% accuracy by the end of the quarter.
  • Student will explain complex scientific concepts and principles using clear and concise language with 80% accuracy by the end of the year.
  • Student will effectively communicate scientific findings through presentations, reports, and other media formats with 75% success rate by the end of the trimester.

Social Studies:

  • Student will analyze and interpret historical events from multiple perspectives with 95% accuracy by the end of the semester.
  • Student will evaluate the strengths and weaknesses of different historical interpretations with 90% accuracy by the end of the month.
  • Student will identify and analyze the causes and consequences of major historical events with 85% accuracy by the end of the quarter.
  • Student will compare and contrast different political and economic systems with 80% accuracy by the end of the year.
  • Student will participate in class discussions and debates on social and political issues with 75% engagement rate by the end of the trimester.

Career Development:

  • Student will identify and research potential career paths related to their interests and skills with 95% accuracy by the end of the semester.
  • Student will develop a resume and cover letter highlighting their qualifications and experiences for job applications with 90% success rate by the end of the month.
  • Student will complete informational interviews with professionals in their chosen field with 85% success rate by the end of the quarter.
  • Student will develop a plan for achieving their career goals, including education and training requirements with 80% clarity by the end of the year.
  • Student will participate in internship or job shadowing opportunities to gain practical experience in their chosen field with 75% success rate by the end of the trimester.

Independent Living:

  • Student will prepare and cook balanced meals for themselves with 95% success rate by the end of the semester.
  • Student will manage their finances effectively and budget their income and expenses with 90% accuracy by the end of the month.
  • Student will plan and schedule their daily activities and appointments independently with 85% success rate by the end of the quarter.
  • Student will use public transportation or other transportation options to travel safely and independently with 80% success rate by the end of the year.
  • Student will advocate for their rights and responsibilities as a young adult with 75% success rate by the end of the trimester.

Transition Planning:

  • Student will participate in transition planning meetings and actively contribute to their IEP goals and post-secondary plans with 95% engagement rate by the end of the semester.
  • Student will identify and research potential post-secondary options, including colleges, vocational schools, or employment opportunities with 90% accuracy by the end of the month.
  • Student will complete the necessary applications and admissions requirements for their chosen post-secondary program with 85% success rate by the end of the quarter.
  • Student will develop self-advocacy skills and learn to navigate the post-secondary system independently with 80% success rate by the end of
  • Student will connect with resources and support services available at their chosen post-secondary institution with 75% success rate by the end of the trimester.
  • Student will develop a plan for accessing accommodations and services needed for success in their post-secondary program with 70% clarity by the end of the year.

Social-Emotional Learning (SEL):

  • Student will identify and manage their emotions effectively with 95% success rate by the end of the semester.
  • Student will develop positive coping mechanisms and strategies to deal with stress and anxiety with 90% success rate by the end of the month.
  • Student will build healthy relationships and demonstrate empathy and respect for others with 85% success rate by the end of the quarter.
  • Student will make responsible decisions and demonstrate good judgment in various situations with 80% success rate by the end of the year.
  • Student will develop self-awareness and understand their strengths and weaknesses with 75% accuracy by the end of the trimester.

Additional Tips:

  • Involve students and their families in the goal-setting process.
  • Use clear and concise language.
  • Set goals that are challenging but achievable.
  • Set deadlines for achieving goals.
  • Monitor student progress regularly.
  • Make adjustments to goals as needed.

By following these tips and using this IEP Goal Bank, you can help your students with disabilities reach their full potential.

Setting SMART goals is crucial for students with disabilities to achieve academic and personal growth. This IEP Goal Bank provides a valuable starting point for educators and parents to develop individualized goals tailored to each student's unique needs and capabilities. By collaborating with students and families, educators can create a roadmap for success and ensure that all students receive the support they need to thrive. Remember, the most important goal is not perfection, but progress. Celebrate each milestone and use setbacks as opportunities for learning and growth. With dedication and support, students with disabilities can overcome challenges and achieve their full potential.

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middle school writing iep goals

IEP Goals for Written Expression or Difficulty with Writing

middle school writing iep goals

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.

Rhythm of Handwriting Manuscript

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. 😉

iep goals for written expression

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

Why Written Expression is a Problem:

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

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

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

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

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

Examples of MEASURABLE IEP Goals for Written Expression:

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

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

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

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

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

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

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

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

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

Check related IEP Goals :

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

Rhythm of Handwriting manuscript - complete set

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

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

Developing IEP Goals for Writing

Lean about these sample 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
  • Grades 6-12
  • School Leaders

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76 IEP Goals Every Educator Should Have in Their Goal Bank

All the goals you need, when you need them.

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

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

IEP Goals 101

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

middle school writing iep goals

From: https://cultivateadvisors.com/blog/5-steps-to-writing-smart-business-goals/

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

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

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

Flow chart featuring a formula for writing IEP goals for your goal bank.

IEP Goal Formula from www.adayinourshoes.com

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are 76 goals that every special education teacher should have in their bank.

Reading IEP Goal Bank

  • 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 paragraph at their reading level, [STUDENT] will apply QAR (question-and-answer relationship) strategy to answer questions.

Reading IEP Goal Bank

  • 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.

Math IEP Goal Bank

  • 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.

Math IEP Goal Bank

  • [STUDENT] will identify the 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).

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

  • 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.

middle school writing iep goals

  • 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.

Math IEP Goal Bank

  • [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).

Writing IEP Goal Bank

  • [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

Writing IEP Goal Bank

  • [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.

Writing IEP Goal Bank

  • When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).

Behavior IEP Goal Bank

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

Behavior IEP Goal Bank

  • 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.

Behavior IEP Goal Bank

  • 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.

Social Skills IEP Goal Bank

  • 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.

Social Skills IEP Goal Bank

  • 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.

Social Skills IEP Goal Bank

Social-Emotional Skills Goal Bank

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

Social-Emotional Skills Goal Bank

  • [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.

Social-Emotional Skills Goal Bank

  • [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.

Executive Functioning Goal Bank

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

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

Executive Functioning Goal Bank

  • [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].

Executive Functioning Goal Bank

  • [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc].

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A lot of thought goes into each IEP goal, so here are 76 goals that every special education teacher should have in their bank.

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21 IEP Goal Banks for Writing Stellar IEP Goals

by Bonnie Landau | Aug 3, 2017 | Advocacy , Blog , IEP | 1 comment

middle school writing iep goals

IEP Goal Banks are online databases or documents that have searchable goals you can use in your child’s IEP. It is well worth the time to research the banks and find goals that cover similar territory. You may modify the goals you find, but they give you a good starting point and a lot of ideas for generating your own goals. In this way you can help the IEP come up with goals that make sure your child makes meaningful progress.

It is important to keep a record of your child’s IEP goals, as well as records of the progress they have made. In my IEP Organizer , the Ultimate IEP Binder Tool Kit , I provide a section for you to track your child’s progress over the years.

General IEP Goal Banks

1. IEP Goals and Objectives by Bridges4Kids This bank is integrated with the eSIS SPED Full software. You do not need to have the software to use it though. It provides goal objectives, but not fully written goals. It is organized by subject matter, then skill mastery and final specific objectives. While it will not give you complete goals, it provides an excellent resource for determining which skills to focus on.

middle school writing iep goals

3. IEP Goals by State of Illinois Organized by subject, this IEP goal bank identifies specific goals and how they relate to learning objectives. It provides developmentally appropriate skill levels for different grades, which provides a way of determining the next achievement level for your child. It does not give specific language for the goals, but is a unique tool to help plan progress.

4. 800+ IEP Goals and Objectives (on Teachers Pay Teachers) While you have to pay for this IEP Goal bank, it provides a plethora if editable ideas that you can use in all areas of academic and behavioral instruction.

5. The School Psych Goal Writing Resources School psychologists are often the best at writing appropriate goals for students. This goal bank

21 IEP Goal Banks for Writing Stellar IEP Goals

7. Angelman Syndrome Goals & Objectives A general goal bank that allows you to search by goal type and specific areas of intervention. This Goal Bank also allows you to add new goals to help grow the inventory.

8. Exceed IEP Goal Resource In Microsoft Word format, this Goal Bank has hundreds of editable goals organized by category.

9. School District 50 IEP Goals A Microsoft Word document with thousands of goals organized by topic and with multiple variations.

10. Mrs. Weaver’s IEP Goal Bank An editable Google Doc, this bank has goals for writing and speech.

11. Medford School District IEP Goals and Objectives Separated into four PDFs and organized by subject, this Goal Bank gives you 100’s of examples of focusing your child’s progress.

12. Crown Point Community School Goals In PDF format, this goal bank has examples for all academic and behavioral areas. It also offers suggestions on how to write an optimum goal based on the percentage of proficiency for the child.

Autism IEP Goal Banks

13. IEP Goals by Autism Educators Organized by subject that specific skill, the Autism Educators goal bank provides hundreds of goals across all skill levels. The interesting piece of this goal bank is they attach products to the goal, so if you are not sure how to help the goal, they give you a specific resource to do so. The goal information is free, while most of the products you have to buy.

14. The Autism Helper Goal Writing While not extensive, these very specific goals are an excellent resource for common challenges faced by autistic students.

Speech IEP Goal Banks

15. Speaking of Speech Goals Ideas Hundreds of speech goals organized by speech challenges. Includes benchmarks and objectives to ensure the goal is the appropriate challenge for the student.

16. BiLinguistics IEP SLP Goals Organized by specific speech issues, these goals are easy to copy and customize so they are relevant and measurable for your student.

17. The Speech Stop Goals All the goals in this Goal Bank are written based on present levels of performance. They take into consideration behavior, condition, criteria and timeframe so they conform to the SMART goal format.

18. Speech Musings Middle School Goals Middle school students often have different goals when it comes to speech, and this Goal Bank takes that into considering. It includes social skills goals as well as goals organized by speech challenges.

Social/Emotional IEP Goal Banks

19. Sonoma SELPA Social/Emotional Goals 8 pages of social emotional goals organized by the social skills objective for the student.

Behavioral IEP Goal Banks

20. IEP Behavioral and Counseling Goal Menu An extensive list of detailed behavioral goals. All you have to do is insert the students name and you are good to go.

Language Arts IEP Goal Banks

21. Weaverlist Language Arts Goals Organized around specific writing challenges, this goal bank includes detailed, measurable goals to help the student make meaningful progress.

IEP Organizer: The Ultimate IEP Binder Tool Kit

Hello, What an outstanding site to offer parents any one else who is interested. I am a special ed elementary and substitute teacher. I love working with my students who have special needs and their parents. I also am one teacher who believes in educating parents about the rights they have. As I see what continues to be the disparaging situations between what schools are legally supposed to be doing and what the reality of the situation I find myself wanting to step behind from my teacher’s desk and go sit with the parent and their child .

The problem is how does one become an advocate of parents. And especially how does one make this a paid position? Can you share how you got started or point me in a direction to begin? Thank you very much for what you do and for any future guidance.

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IEP Goals for Writing & Written Expression

Browse our free, CCS-aligned IEP goal bank for writing and written expression, with goals for grammar, complete sentences, descriptive writing, spelling, fluency, paragraphs and narratives. These goals break writing down into sub-component skills so students can feel successful and see measurable growth!

Spelling Goals

Common Core aligned goals on using tools to help students spell and on encoding sounds

Editing & Complete Sentences Goals

Goals for descriptive writing & grammar

Paragraph & Narrative Goals

Goals for writing complete paragraphs and strong stories

Writing Stamina & Fluency Goals

Goals for increasing the amount students write or type

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IEP Goals for Mathematics

See mathematics goals for ieps with assessment and baseline ideas.

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IEP Goals for Reading

Browse common core aligned iep goals for reading along with sample goal baselines and assessment ideas.

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Elementary Present Levels & Assessment Resources

Explore sample present levels and assessment ideas for elementary school students browse resources for prek-2nd grades and 2nd-5th grades see ideas for reading, writing, and mathematics assessments as well as sample present level language.

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Socio-Emotional IEP Goals

Find socio-emotional goals for school safety, classroom success, and self-regulation and advocacy, need teaching resources or case management tools check out the store.

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Special Education Writing Assessment with Common Core Aligned Goals

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IEP Writing Success Kit: MEGA Bundle with PreK-5 Special Education Assessments and Goals

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Maximize Special Education with the Ultimate IEP Goal Bank: Achieve Measurable Results

Struggling with IEP goals? Our IEP goal bank is your answer, offering SMART objectives ready to be tailored to your students’ IEPs. Here, you find the right mix of specificity and measurability to pave your students’ educational path.

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Unlocking the Power of SMART IEP Goals

Think of SMART IEP goals as the bridge that connects students’ diverse learning needs to their potential for academic success. Inherently, these goals bolster the effectiveness of the IEP process. They provide a clear and specific description of what is expected, bringing clarity to everyone involved in the IEP process. This clarity, in turn, fosters improved educational outcomes for students with diverse learning needs.

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What are SMART IEP goals?

Smart iep goals are specific, measurable, achievable, relevant, and time-bound objectives that guide the educational journey of students with diverse learning needs., kindergarten.

Goal Bank - Kindergarten goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - First grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - Second grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - Third grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - Fourth grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - Fifth grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Write the Child's Individualized Education Program IEP

Smart standards-based iep goals.

Each element carries significant weight, and together, they form the foundation of a robust IEP goal. The “M” in SMART stands for measurable, emphasizing the importance of quantifying progress. This measurability allows educators and parents to objectively assess a student’s performance over time.

SMART goals serve not only to define the destination but also to comprehend the journey. The “A” in SMART signifies that goals should be achievable and realistic. This ensures that the goals set in the IEP are within the student’s capabilities, preventing the creation of unattainable benchmarks that could deter progress and dampen motivation. It’s about setting the student up for success, not failure.

Iep goals for middle school.

With a free account, you can easily print your favorite goals with just one click! We are thrilled to see that more than 55,000 special education teachers use our website every month to find IEP goals and aligned teaching materials.

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Goal Bank - Sixth grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - Seventh grade goals focus on a standards-aligned learning progression for both Math and ELA.​

Goal Bank - Eighth grade goals focus on a standards-aligned learning progression for both Math and ELA.​

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General Education Curriculum Focused IEPS

When a child has been identified as having a disability, the first step in creating their Individualized Education Program (IEP) is to evaluate the child's disability and assess the child's present levels.

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Comprehensive free IEP goal bank to support students

Our Comprehensive IEP goal bank supports students' diverse learning needs by providing pre-written goals is three major academic areas as well as communication, language development, and social skills growth.

Assess the Child's Present Levels of Performance

When designing an education plan for students with special needs, it is essential to start with an accurate assessment of the levels of performance. This assessment forms the foundation on which all future goals and objectives will be based. TeachTastic iep goals and iep goal workbooks have data tracking built-in for easy and accurate assessment of each student's progress ready whenever it's needed.

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Developing Annual IEP Goals and Objectives

Now that you have the child's current levels of performance and iep goals written, it's time to develop measurable iep objectives. These objectives will serve a dual purpose: they will help you track the child's progress towards the goals, and they will be used to write measurable IEP goals.

Perfect IEP Team Meeting Data Tracking

Teach tastic designed short-term objectives are used to measure progress on annual goals in eight-week or quarterly intervals..

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TeachTastic IEP Goal Bank Free IEP Goals and Objectives with Standards Base

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Social Skills and Emotional Growth

IEP goals for social skills and emotional growth focus on fostering positive peer interactions and emotional well-being. These goals can include:

Improving emotional regulation and self-control

Fostering empathy and perspective-taking abilities

Developing effective communication skills

Building and maintaining positive relationships

Resolving conflicts in a peaceful manner

Demonstrating appropriate social behavior in different settings

Imagine never worrying about finding materials that do not align with your student's IEP goals again!

After using TeachTastic Publishing's line of IEP Goal-Driven Teaching Materials, imagine a future where you no longer have to spend hours searching for appropriate teaching materials that align with your student's learning goals. Instead, you can easily find differentiated and scaffolded materials that are formatted for easy iep goal data tracking and standards-aligned for general education progression.

Imagine never having the difficult task of finding materials that align with your student's IEP goals again!

IEP Goal Vault

Our smart goals and objectives bank is perfect for special education teachers who are looking for standards-based content to help them excel in the classroom.

Teaching Resources

With intentional IEP goals as a foundation, our extensive library of teaching materials will help you be able to find the right resources for your students and save valuable time in the process.

Special Education Lesson Plans

Our line of special education lesson plans provides scaffolded and differentiated teaching materials that are aligned with IEP standards, so you can plant the seeds for success from day one!

Special Education jobs just got easier!

Special Ed is the hardest position in any school district. Special Education teachers are responsible for ensuring that all students with disabilities make progress. Progress, in general, is not that difficult but when faced with state standards and creating well written smart ieps there needs to be a lot more thought. This is where TeachTastic iep can help.

With our standards aligned IEP goal workbooks and teaching materials, every special education teacher will be expertly prepared for an iep meeting. articulate their needs, set goals, and create action plans that are realistic and achievable.

How to Write IEP Goals

  • Writing SMART Goals

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An Individualized Education Program (IEP) is a written plan developed for special education students . The IEP is generally updated annually by a team that often includes the special education teacher, special education administrator, general education teacher, specialists such as speech, occupational, and physical therapists, as well as a school nurse.

Writing IEP goals correctly is vital to a special education student's success because, unlike in general or regular education, students in special education are legally entitled to an education plan specifically tailored to their cognitive and physical ability and needs. The IEP goals lay out the roadmap for providing such an education.

Key Takeaways: SMART IEP Goals

  • IEP goals should be SMART: specific, measurable, attainable, results-oriented, and time-bound.
  • SMART IEP goals are realistic for the student to achieve and explain how the student will accomplish them.
  • Smart IEP goals always consider the student's present levels of performance and include a brief description of how progress will be measured as well as what constitutes successful completion of each goal.

SMART IEP Goals

All IEP goals should be SMART goals, an acronym that refers to goals as specific, measurable, achievable, results-oriented, and time-bound. A SMART IEP goal will be realistic for the student to achieve and lay out how the student will accomplish it . Breaking down the components of SMART goals into their specific elements can make them easier to write.

Specific: The goal should be specific in naming the skill or subject area and the targeted result. For example, a goal that is not specific might read, "Adam will be a better reader." Such a goal fails to provide any details.

Measurable: You should be able to measure the goal using standardized tests, curriculum-based measurements or screening, work samples, or even teacher-charted data. A goal that is not measurable might read, "Joe will get better at solving math problems."

Attainable: A lofty goal that is not attainable can discourage both teacher and student. A goal that is not attainable might read, "Frank will ride public transportation all over town without any mistakes any time he wants." If Frank has never ridden public transportation, this goal is likely out of reach.

Results-oriented: The goal should clearly spell out the expected result. A poorly worded goal might read, "Margie will increase her eye contact with others." There's no way to measure that and no indication of what the result might be.

Time-bound: The goal should state specifically by what date the student is expected to accomplish it. A goal lacking a time expectation might read, "Joe will explore career opportunities."

Consider Present Level of Performance

To write SMART goals, the IEP team needs to know the present levels at which the student is functioning. For example, you wouldn't expect a student to learn algebra by the next IEP if she is currently struggling to add two-digit numbers. It's important that the current levels of performance accurately and honestly reflect the student's abilities and deficiencies.

A report on the present levels of performance often begins with a statement of the student's strengths, preferences, and interests. They would then cover:

Academic skills: This lists the student's ability in math, reading, and writing, and spells out deficiencies in these areas compared to grade-level peers.

Communication development: This describes the level of communication at which the student is functioning as well as any deficits compared to same-age peers. If the student has speech deficits or is using vocabulary and sentence structure that are below grade-level peers, that would be noted here.

Emotional/social skills: This describes the student's social and emotional abilities, such as getting along with others, initiating and taking part in conversations with friends and classmates, and responding appropriately to stress. An issue in this area could interfere with a student's ability to learn and interact with teachers and peers.

Monitor Progress

Once the IEP team has agreed on a set of goals for the year, it's important to monitor the student's progress toward meeting those goals. The process for monitoring the student's progress is often included in the IEP goals themselves. For example, a SMART goal listed previously reads as follows:

  • "Penelope will be able to solve two-digit addition problems with 75 percent accuracy as measured by work samples, teacher-charted data, and standardized tests."

For this goal, the teacher would collect work samples over a period of time, such as a week or month, to indicate Penelope's progress. Data collection  refers to regularly assessing a student’s success on individual items in her goals, usually at least once a week. For example, the teacher and paraprofessionals might maintain a daily or weekly log that shows how accurately Penelope is solving two-digit multiplication problems on a daily or weekly basis.

Review and Update Benchmarks as Needed

Since goals are written to cover an entire year, they are generally broken into benchmarks. These might be quarterly periods where the teacher and staff can monitor how well the student is progressing toward the specific goal.

For example, the first benchmark might require Penelope to solve two-digit problems with 40 percent accuracy by the end of the first quarter; the second benchmark, three months later, might require her to solve problems at 50 percent accuracy, while a third might call for a 60 percent accuracy rate.

If the student is not close to achieving these benchmarks, the team can include an addendum adjusting the final goal to a more reasonable level, such as 50 percent accuracy. Doing so provides the student with a more realistic chance of achieving the goal in the long run.

IEP Goal Examples

IEP goals should, as noted, follow the SMART acronym, ensuring that they are specific, measurable, achievable, results-oriented, and time-bound. Following are some examples:

  • "Adam will be able to read a passage orally in a grade-level book at 110 to 130 words per minute with no more than 10 errors."

This goal is specific because it specifies exactly how many words Adam will be able to read in a minute as well as the acceptable error rate. As another example, a SMART goal that is measurable might read:

This goal is measurable because it specifies the desired accuracy percentage on all work samples. A goal that is attainable goal might read:

  • "By the next meeting, Joe will travel from school to home safely on a public transportation bus once a week with 100 percent accuracy as measured by teacher-charted data."

Put another way, this is a goal that Joe might well be able to reach; hence, it is attainable. A results-oriented goal could state:

  • "Margie will look the person speaking to her in the eye 90 percent of the time in four out of five daily opportunities, as measured by teacher-charted data."

This goal focuses on results: It specifies what, exactly, the outcome will be if Margie reaches the goal. (She'll be able to look a person in the eye 90 percent of the time.) A time-bound goal, by contrast, might read:

  • "By the next meeting, Joe will explore career opportunities through a variety of media (such as books, library, internet, newspaper, or tours of job sites) with 100 percent accuracy in four out of five weekly trials, as measured by teacher-charted observation/data."

Importantly, this goal specifies when Joe should reach the goal (by the next meeting, likely a year from the date the goal was initially accepted by the IEP team). With this goal, everyone on the IEP team is aware that Joe is expected to have explored the specified career opportunities by the next meeting.

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Home » Blog » General » Creating Effective IEP Goals to Foster Empathy in Middle School Students

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Creating Effective IEP Goals to Foster Empathy in Middle School Students

Creating Effective IEP Goals to Foster Empathy in Middle School Students

Introduction

Empathy is a crucial skill for middle school students, as it plays a significant role in their social interactions, learning, and overall well-being. In special education, targeting empathy can greatly benefit students’ development, and creating effective Individualized Education Program (IEP) goals is key to achieving this.

Understanding Empathy and Its Impact

Empathy is the ability to understand and share the feelings of others, which helps to build stronger connections and improve communication. Developing empathy in middle school students can lead to better conflict resolution, teamwork, and emotional well-being, ultimately contributing to a more positive learning environment.

The Role of Specialists

Various specialists can support the development of empathy in students:

  • Speech-Language Pathologists: They can help students improve their language skills to better express and understand feelings.
  • Social Workers: They can provide guidance on social situations and assist students in navigating relationships.
  • Psychologists: They can help students develop emotional awareness and regulation strategies.
  • School Counselors: They can support students in building social skills and fostering positive peer interactions.

IEP Goals for Empathy

Here are some specific SMART IEP goals to improve empathy in middle school students:

1. Recognizing Emotions in Others

Goal: By the end of the school year, the student will accurately identify the emotions of their peers in 8 out of 10 situations.

Strategies and Activities:

  • Role-playing exercises to practice recognizing emotions
  • Discussing facial expressions and body language
  • Using social stories to explore various emotions

2. Expressing Empathy Verbally

Goal: By the end of the school year, the student will verbally express empathy in 8 out of 10 situations when a peer is upset or experiencing difficulties.

  • Teaching empathetic phrases and responses
  • Practicing active listening skills
  • Using role-play to practice empathetic conversations

Implementing and Measuring Progress

Effective implementation and measurement of IEP goals for empathy include:

  • Collaboration among specialists, teachers, and parents
  • Regular progress monitoring through observations and assessments
  • Adjusting goals and strategies as needed based on progress

Empathy is a vital skill for middle school students, and well-structured IEP goals can help to foster its development. By implementing the IEP goals shared here and collaborating with specialists, educators can make a meaningful difference in their students’ lives. We encourage you to apply these goals in your practice and invite you to explore more resources at Everyday Speech Sample Materials .

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middle school writing iep goals

Claudia Looi

Touring the Top 10 Moscow Metro Stations

By Claudia Looi 2 Comments

Komsomolskaya metro station

Komsomolskaya metro station looks like a museum. It has vaulted ceilings and baroque decor.

Hidden underground, in the heart of Moscow, are historical and architectural treasures of Russia. These are Soviet-era creations – the metro stations of Moscow.

Our guide Maria introduced these elaborate metro stations as “the palaces for the people.” Built between 1937 and 1955, each station holds its own history and stories. Stalin had the idea of building beautiful underground spaces that the masses could enjoy. They would look like museums, art centers, concert halls, palaces and churches. Each would have a different theme. None would be alike.

The two-hour private tour was with a former Intourist tour guide named Maria. Maria lived in Moscow all her life and through the communist era of 60s to 90s. She has been a tour guide for more than 30 years. Being in her 60s, she moved rather quickly for her age. We traveled and crammed with Maria and other Muscovites on the metro to visit 10 different metro stations.

Arrow showing the direction of metro line 1 and 2

Arrow showing the direction of metro line 1 and 2

Moscow subways are very clean

Moscow subways are very clean

To Maria, every street, metro and building told a story. I couldn’t keep up with her stories. I don’t remember most of what she said because I was just thrilled being in Moscow.   Added to that, she spilled out so many Russian words and names, which to one who can’t read Cyrillic, sounded so foreign and could be easily forgotten.

The metro tour was the first part of our all day tour of Moscow with Maria. Here are the stations we visited:

1. Komsomolskaya Metro Station  is the most beautiful of them all. Painted yellow and decorated with chandeliers, gold leaves and semi precious stones, the station looks like a stately museum. And possibly decorated like a palace. I saw Komsomolskaya first, before the rest of the stations upon arrival in Moscow by train from St. Petersburg.

2. Revolution Square Metro Station (Ploshchad Revolyutsii) has marble arches and 72 bronze sculptures designed by Alexey Dushkin. The marble arches are flanked by the bronze sculptures. If you look closely you will see passersby touching the bronze dog's nose. Legend has it that good luck comes to those who touch the dog's nose.

Touch the dog's nose for good luck. At the Revolution Square station

Touch the dog's nose for good luck. At the Revolution Square station

Revolution Square Metro Station

Revolution Square Metro Station

3. Arbatskaya Metro Station served as a shelter during the Soviet-era. It is one of the largest and the deepest metro stations in Moscow.

Arbatskaya Metro Station

Arbatskaya Metro Station

4. Biblioteka Imeni Lenina Metro Station was built in 1935 and named after the Russian State Library. It is located near the library and has a big mosaic portrait of Lenin and yellow ceramic tiles on the track walls.

Biblioteka Imeni Lenina Metro Station

Lenin's portrait at the Biblioteka Imeni Lenina Metro Station

IMG_5767

5. Kievskaya Metro Station was one of the first to be completed in Moscow. Named after the capital city of Ukraine by Kiev-born, Nikita Khruschev, Stalin's successor.

IMG_5859

Kievskaya Metro Station

6. Novoslobodskaya Metro Station  was built in 1952. It has 32 stained glass murals with brass borders.

Screen Shot 2015-04-01 at 5.17.53 PM

Novoslobodskaya metro station

7. Kurskaya Metro Station was one of the first few to be built in Moscow in 1938. It has ceiling panels and artwork showing Soviet leadership, Soviet lifestyle and political power. It has a dome with patriotic slogans decorated with red stars representing the Soviet's World War II Hall of Fame. Kurskaya Metro Station is a must-visit station in Moscow.

middle school writing iep goals

Ceiling panel and artworks at Kurskaya Metro Station

IMG_5826

8. Mayakovskaya Metro Station built in 1938. It was named after Russian poet Vladmir Mayakovsky. This is one of the most beautiful metro stations in the world with 34 mosaics painted by Alexander Deyneka.

Mayakovskaya station

Mayakovskaya station

Mayakovskaya metro station

One of the over 30 ceiling mosaics in Mayakovskaya metro station

9. Belorusskaya Metro Station is named after the people of Belarus. In the picture below, there are statues of 3 members of the Partisan Resistance in Belarus during World War II. The statues were sculpted by Sergei Orlov, S. Rabinovich and I. Slonim.

IMG_5893

10. Teatralnaya Metro Station (Theatre Metro Station) is located near the Bolshoi Theatre.

Teatralnaya Metro Station decorated with porcelain figures .

Teatralnaya Metro Station decorated with porcelain figures .

Taking the metro's escalator at the end of the tour with Maria the tour guide.

Taking the metro's escalator at the end of the tour with Maria the tour guide.

Have you visited the Moscow Metro? Leave your comment below.

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January 15, 2017 at 8:17 am

An excellent read! Thanks for much for sharing the Russian metro system with us. We're heading to Moscow in April and exploring the metro stations were on our list and after reading your post, I'm even more excited to go visit them. Thanks again 🙂

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December 6, 2017 at 10:45 pm

Hi, do you remember which tour company you contacted for this tour?

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19th Edition of Global Conference on Catalysis, Chemical Engineering & Technology

Victor Mukhin

  • Scientific Program

Victor Mukhin, Speaker at Chemical Engineering Conferences

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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IMAGES

  1. IEP Goal Writing 101: Strategies For Optimizing Your IEP Goals

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  2. IEP Goal Writing

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  3. Ten Steps to Writing Effective IEP Goals

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  4. 1st Grade IEP Writing goals by Let's talk SPED with Dr M

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  5. How to Write IEP Goals Workbook

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  6. 9 Quick Tests for IEP Goals

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COMMENTS

  1. IEP Goals for Written Expression: Best Practices

    It may involve utilizing correct punctuation, verb tense, and sentence structure. Writing for specific purposes: A student's objective may be to be able to register for particular reasons, such as an argumentative essay or a research article. It is one of the IEP goals for written expression.

  2. IEP Goal Bank: 100 SMART Goals for Mid-Year

    100 SMART IEP Goals for Mid-Year: Elementary School: Reading: Writing: Math: Social Skills: Self-Care: Middle School: Reading: Writing: Math: Science: Social Skills: Self-Advocacy: High School: Reading: Writing: Math: Science: Social Studies: Career Development: Independent Living: Transition Planning: Social-Emotional Learning (SEL):

  3. IEP Goals for Written Expression or Difficulty with Writing

    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.

  4. Sample IEP Goals for Writing

    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

  5. 76 IEP Goals Every Educator Should Have in Their Goal Bank

    Jul 14, 2023 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 with ADHD. That's where an IEP goal bank, also known as a goal database, comes in.

  6. Writing IEP Goals

    Math Writing We all set goals for ourselves, whether we are aware of it or not. Our goals can be as simple as getting to work on time. They can be as complex as budgeting our expenses. We know what we need to do, and we set out to do it. An IEP goal is not unlike a personal goal.

  7. IEP Goal Bank & Writing Resources

    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 Letters, Sounds, and Sight Words Goals Fluency & Decoding Goals Non-Fiction Comprehension Goals Fiction Comprehension Goals Spelling Goals Grammar & Complete Sentences Goals Paragraphs & Narratives Goals

  8. PDF Writing Measurable IEP Goals

    Four parts to a well-written goal: Area of need (reading, social skills, math problem solving, etc.) "Given statements" that define what, where, and/or much support needs to be "given" to achieve the goal Direction of behavior (increase, decrease, maintain, etc.)

  9. 21 IEP Goal Banks for Writing Stellar IEP Goals

    1. IEP Goals and Objectives by Bridges4Kids This bank is integrated with the eSIS SPED Full software. You do not need to have the software to use it though. It provides goal objectives, but not fully written goals. It is organized by subject matter, then skill mastery and final specific objectives.

  10. Writing IEP Goals

    Easy formula for writing IEP Goals! Learn how to identify areas to target and how to write IEP Goals in the SMART format. Examples included!

  11. Writing Goals for Special Education IEPs

    Browse our free, CCS-aligned IEP goal bank for writing and written expression, with goals for grammar, complete sentences, descriptive writing, spelling, fluency, paragraphs and narratives. These goals break writing down into sub-component skills so students can feel successful and see measurable growth! Spelling Goals

  12. PaTTAN

    Writing Effective IEP Goals. January 1, 2019. Central to the creation of the Individualized Education Program (IEP) by the IEP team, is development of measurable annual goals, which are based on a student's current levels of academic and functional performance, and which should align to and reference the Pennsylvania standards. This ...

  13. Writing an IEP

    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. ... A lot of districts include a section about Extended School Year ...

  14. IEP Goal Bank

    What are SMART IEP goals? SMART IEP goals are specific, measurable, achievable, relevant, and time-bound objectives that guide the educational journey of students with diverse learning needs. K Kindergarten Goal Bank - Kindergarten goals focus on a standards-aligned learning progression for both Math and ELA. Standards-Aligned Skill-Aligned

  15. Setting annual IEP goals: What you need to know

    At a glance. Your child's IEP goals should be reviewed and updated annually. These goals should focus on helping your child succeed in school subjects and with everyday life skills like socializing. Once new IEP goals are set, the IEP team decides what supports and services will help your child reach those goals.

  16. SMART IEPs (Step 2): Create Goals and Objectives

    SMART IEP goals and objectives. Write down several statements about what you want your child to know and be able to do. Revise these statements into goals that are specific, measurable, use action words, are realistic, and time-limited. Break down each goal into a few measurable short-term steps. Describe what the child will know or be able to do.

  17. How to Write IEP (Individualized Education Plan) Goals

    Key Takeaways: SMART IEP Goals. IEP goals should be SMART: specific, measurable, attainable, results-oriented, and time-bound. SMART IEP goals are realistic for the student to achieve and explain how the student will accomplish them. Smart IEP goals always consider the student's present levels of performance and include a brief description of ...

  18. Unlocking Middle School Success: Effective IEP Goals Based on Target

    IEP Goals for Perspective Taking. Here are some specific SMART IEP goals for improving perspective taking skills in middle school students: Goal 1: Active Listening. By the end of the school year, the student will demonstrate active listening skills in 4 out of 5 conversations with peers and adults, as measured by teacher observation and feedback.

  19. Creating Effective IEP Goals to Foster Empathy in Middle School

    Here are some specific SMART IEP goals to improve empathy in middle school students: 1. Recognizing Emotions in Others. Goal: By the end of the school year, the student will accurately identify the emotions of their peers in 8 out of 10 situations. Strategies and Activities: Role-playing exercises to practice recognizing emotions.

  20. The War, Russia's Infrastructure, And The Lesson Of History

    Experts from the Social Policy Institute at Moscow's Higher School of Economics, say that "even in the most favourable development of events, one can expect the deterioration of the middle class and of the population's social and psychological well-being." Worse scenarios see real incomes declining up to 2030 and poverty approaching 20%

  21. Touring the Top 10 Moscow Metro Stations

    6. Novoslobodskaya Metro Station was built in 1952. It has 32 stained glass murals with brass borders. Novoslobodskaya metro station. 7. Kurskaya Metro Station was one of the first few to be built in Moscow in 1938. It has ceiling panels and artwork showing Soviet leadership, Soviet lifestyle and political power.

  22. Active carbons as nanoporous materials for solving of environmental

    Biography: Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.

  23. Inkscapetober Day 4: Knot

    Inkscapetober Day 4: Knot. rating: +15 + - x. . Image Sources. Subject: flagsam aka CuteGirl. Commentary: CuteGirl is currently one of the operators of SkipIRC. When she is not busy moderating the chat, CuteGirl likes to smith from time to time. Therefore I have included Hephaistos, smith to the Greek gods, in the coat of arms.