IEP goals for written expression when a child has ADHD
ADHD taxes starting to write far more than the content, so a child can know the answer and still hand in nothing. The goal should record what launches the writing, how much lands on the page, and how often that gets checked. Open your child’s IEP to the goal page and read one goal for three things: the baseline it starts from, the behavior someone could count, and the date it gets reported.
By The Advocate Ally, checked against the rules it cites. Sources checked September 15, 2026.
Is this your goal?
“Student will increase written language production to grade level in the general education setting.”
It sets no length, no effort level, and no one who checks.
What the rule says
“A statement of measurable annual goals … [and] [a] description of … [h]ow the child’s progress toward meeting the annual goals will be measured, and when periodic reports … will be provided.”
34 CFR 300.320(a)(2)(i) and (a)(3)
The rule’s own example of a periodic report is quarterly, issued with report cards: four updates a year.
The three tests
Every strong goal below passes all three.
BaselineWhere your child is today, as a number with its date, in present levels.
CountableA behavior two adults would tally the same way. Read the goal: what would you count?
ReportedHow often the number comes home. Check the progress-reporting box, then the last report sent.
Weak“Given a photo and one starter word, Adeline will compose one full sentence naming a person and an action, tracked weekly.”
Strong“Given a photo and one starter word, Adeline will compose one full sentence naming a person and an action, on four of five days this month, tracked weekly.”
Baseline
One full sentence lands two days a week.
Countable
One person, one action, per sentence.
Reported
Weekly checks make four counts monthly.
Skip the frequency and one lucky sentence counts the same as four steady weeks, hiding how rarely Adeline writes alone.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What number would show she wrote it without anyone standing over her shoulder?”
Trace this back to present levels and see if a sentence count is already there.
3rd through 5th grade
Weak“Adeline will write one paragraph: a topic sentence plus three details, checked monthly.”
Strong“With the topic supplied and a two-column plan sheet ready beforehand, Adeline will write one paragraph: a topic sentence plus three details, checked monthly.”
Baseline
No plan sheet yet: only one topic sentence.
Countable
One opening claim, three supporting points named.
Reported
Four dated paragraphs land each month.
Without the plan sheet, a paragraph an aide walked her through scores like her own, so nobody learns what she starts alone.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Can we write in that the topic and plan sheet are given before she starts?”
See whether the accommodations page lists a plan sheet for her.
6th through 8th grade
Weak“Working from a five-point outline she typed herself, Adeline will demonstrate stronger written expression, on three of four essays, scored each term.”
Strong“Working from a five-point outline she typed herself, Adeline will draft a three-paragraph essay stating a claim and two reasons, on three of four essays, scored each term.”
Baseline
One paragraph completed from six outlines.
Countable
No claim, no reasons, nothing counted.
Reported
Four essays, four separate grade books.
Loosen the wording this much and any essay counts as success, so Adeline can pass while still writing a single thin paragraph.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What length or structure would fail this goal as written right now?”
Grab last quarter’s progress report and see if any essay score shows up.
9th through 12th grade
Weak“Drafting inside a shared document with comments turned on, Adeline will submit a five-paragraph essay stating a thesis and three supports, on four of six essays.”
Strong“Drafting inside a shared document with comments turned on, Adeline will submit a five-paragraph essay stating a thesis and three supports, on four of six essays, reported every semester.”
Baseline
Two out of six landed by the deadline.
Countable
Thesis with three supports: one structure.
Reported
Nothing ties this essay to a semester.
Drop the semester and six essays sit in a folder all year, so nobody at home learns only two landed on time.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Does the fall or spring report bring these essay numbers home to us?”
See if the meeting notes pin down which semester counts.
What to ask the team
Is this goal teaching typing speed, planning, or getting ideas onto the page?
Did she already have her writing supports in place at baseline?
Does scoring reward the ideas she has, or only the words that reach paper?
An example is not your child’s goal: it does not replace the data the team starts from, or advice from someone qualified in your state.
Have every goal in your IEP checked against these three tests, free.
The review reads every page you upload, flags each goal missing a baseline, measurable criteria, a target or a timeline, and quotes the wording with its page.
