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Academic domain

Written Expression IEP goals

Written expression goals need a defined prompt, a time or length condition and a scoring method that two people would apply the same way. Curriculum-based measures such as correct writing sequences track fluency, while an analytic rubric captures organization and genre skills the standards call for.

Common measurability defects

  • Using "will write a 5-paragraph essay" as the goal, which names a product but no quality criterion or scoring tool.
  • Relying on holistic teacher impressions with no rubric, so two raters would score the same sample differently.
  • Measuring writing only on assignments the student revised with heavy adult help, which hides what the student can produce independently.
  1. 01Grades K-2SLDCCSS.ELA-LITERACY.W.1.2

    Baseline

    In 1st grade, writes 1 sentence on a familiar topic in 10 minutes, with 4 correct writing sequences (CWS) on a 3-minute CBM story prompt (median of 3). Names a topic orally but does not add facts or a closing.

    Annual goal

    By [annual review date], given a familiar informational topic and 10 minutes, the student will write at least 3 sentences that name the topic, supply 2 facts and provide a closing sentence, scoring at least 3 of 4 on the informative writing checklist on 4 of 5 consecutive biweekly probes, and will produce at least 18 CWS on a 3-minute CBM prompt.

    Measured by: Biweekly informative writing probes scored on a 4-point checklist (topic, fact, fact, closing), plus biweekly 3-minute CBM writing probes scored for CWS by the special education teacher. Both graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will write a topic sentence and 1 fact (2 of 4) on 3 of 5 probes and produce 8 CWS.
    2. By the end of the second grading period, the student will score 3 of 4 on the checklist on 3 of 5 probes and produce 12 CWS.
    3. By the end of the third grading period, the student will score 3 of 4 on 4 of 5 probes and produce 15 CWS.
  2. 02Grades K-2EDCCSS.ELA-LITERACY.W.2.1

    Baseline

    In 2nd grade, begins 2 of 5 independent writing tasks and refuses or tears up the paper on the other 3. When writing, produces 1 opinion sentence with no reason (1 of 5 on the opinion checklist).

    Annual goal

    By [annual review date], given a choice between 2 opinion prompts and a visual planner, the student will write an opinion piece that states an opinion, gives 2 reasons joined by linking words (because, and, also) and ends with a concluding sentence, scoring at least 4 of 5 on the opinion checklist on 4 of 5 consecutive weekly probes.

    Measured by: Weekly opinion writing probes scored on a 5-point checklist by the special education teacher. Task initiation within 3 minutes of the prompt is recorded on the same data sheet. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will begin writing within 3 minutes on 4 of 5 weekly probes and score 2 of 5 on the checklist.
    2. By the end of the second grading period, the student will score 3 of 5 on the checklist on 3 of 5 consecutive probes.
    3. By the end of the third grading period, the student will score 4 of 5 on the checklist on 3 of 5 consecutive probes.
  3. 03Grades 3-5SLDCCSS.ELA-LITERACY.W.3.1

    Baseline

    In 3rd grade, produces 22 total words written (TWW) and 14 correct writing sequences (CWS) on a 3-minute CBM story-starter probe (median of 3). Writes run-on sentences and omits end punctuation in most sentences.

    Annual goal

    By [annual review date], given a 3rd-grade CBM story starter, 1 minute to plan and 3 minutes to write, the student will produce at least 34 correct writing sequences on 3 consecutive biweekly probes.

    Measured by: Biweekly 3-minute CBM writing probes from a bank of equivalent story starters, scored for TWW and CWS by the special education teacher with 20% double-scored for reliability. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will produce 20 CWS on 2 of 3 consecutive probes.
    2. By the end of the second grading period, the student will produce 26 CWS on 2 of 3 consecutive probes.
    3. By the end of the third grading period, the student will produce 30 CWS on 2 of 3 consecutive probes.
  4. 04Grades 3-5OHICCSS.ELA-LITERACY.W.5.2

    Baseline

    In 5th grade, informative paragraphs score 6 of 16 on the district 4-trait rubric (organization, development, transitions, conventions) across 3 samples. Starts writing without a plan and drifts off topic after 2 sentences.

    Annual goal

    By [annual review date], given a 5th-grade informative prompt with source text and 30 minutes, the student will complete a planning organizer and write at least 2 paragraphs with a topic introduction, grouped facts and details, linking words and a concluding statement, scoring at least 12 of 16 on the 4-trait rubric on 3 of 4 consecutive biweekly probes.

    Measured by: Biweekly informative writing probes scored on the district 4-trait rubric (1 to 4 per trait) by the special education teacher, with every fourth sample double-scored by the general education teacher. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will complete the planning organizer on 4 of 4 probes and score 8 of 16 on the rubric.
    2. By the end of the second grading period, the student will score 10 of 16 on 2 of 4 consecutive probes.
    3. By the end of the third grading period, the student will score 11 of 16 on 3 of 4 consecutive probes.
  5. 05Grades 6-8SLDCCSS.ELA-LITERACY.W.7.1

    Baseline

    In 7th grade, argument writing scores 1 of 4 on the claim and evidence traits of the district rubric across 3 samples: states a claim but supports it only with personal opinion. Produces 38 CWS on a 3-minute CBM writing probe.

    Annual goal

    By [annual review date], given a 7th-grade argument prompt with 2 short sources and 40 minutes, the student will write an argument that states a claim, supports it with at least 2 pieces of relevant evidence from the sources, acknowledges a counterclaim and includes a conclusion, scoring 3 or higher on each of the claim, evidence and organization traits on 3 of 4 consecutive monthly probes.

    Measured by: Monthly on-demand argument writing probes scored on the district 4-point analytic rubric by the ELA teacher and special education co-teacher, with disagreements resolved by discussion. Biweekly 3-minute CBM writing probes as a fluency check.

    Short-term objectives

    1. By the end of the first grading period, the student will score 2 on the claim and evidence traits on 2 consecutive monthly probes, citing at least 1 source.
    2. By the end of the second grading period, the student will score 2 or higher on all 3 traits and include a counterclaim on 2 consecutive probes.
    3. By the end of the third grading period, the student will score 3 on 2 of 3 traits on 2 consecutive probes.
  6. 06Grades 9-12SLDCCSS.ELA-LITERACY.W.11-12.2

    Baseline

    In 11th grade, handwritten explanatory responses average 85 words in 30 minutes and score 1.5 of 4 on development and organization. Using speech-to-text during 3 trial sessions, produced 210 words in 30 minutes but did not revise transcription errors.

    Annual goal

    By [annual review date], given an explanatory prompt on a course topic, speech-to-text software and 45 minutes, the student will plan, dictate and revise a multi-paragraph response of at least 350 words that introduces the topic, develops it with relevant facts and examples, uses transitions and corrects at least 90% of transcription errors, scoring 3 or higher on development and organization on 3 of 4 consecutive monthly probes.

    Measured by: Monthly on-demand explanatory writing probes scored on the district 4-point rubric by the special education teacher, with transcription error correction counted from the saved revision history. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will produce at least 250 words with speech-to-text and correct 70% of transcription errors on 2 consecutive probes.
    2. By the end of the second grading period, the student will produce at least 300 words, correct 80% of transcription errors and score 2.5 on development and organization on 2 consecutive probes.
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