High School Writing Fluency & Stamina Goals

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-LITERACY.W.9-10.10

• Least time: If your concern is writing fluency, give the student a prompt and see how much they can write in two minutes. That gives a bit better sense of a per minute writing rate because sometimes it takes students a minute to gather their thoughts. If your concern is amount written or stamina, get classroom writing samples. How much do they normally get written in class? Does the teacher do journals? If so, those make great baselines for this goal!
• More of an assessment: Use our writing fluency intervention. You can use it as an assessment and to push the student towards more fluency. Note that it focuses on handwriting– if you want more fluency or stamina focused on typing, just use the prompts and ignore the rest!

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

For a planning focused goal: Halima earned below passing grades on both her English and Social Studies essays this semester. In both class and direct instruction with her case manager, she struggled to use her time well and to figure out a plan for doing the research and pre-writing activities that she needed to pass the assignments. Halima reports that she often feels overwhelmed at the start of big tasks and she often throws out or ignores teacher created writing checklists and organizers because they make her feel more overwhelmed. Halima states that she would like to build her skills at independently breaking down tasks and creating her own timelines for projects.

For a stamina/fluency focused goal: Given a writing prompt in group, Halima will often write ten to fifteen words in a minute. In class, she will often begin a writing task, writing a sentence or two and then stop. She describes this as her writer’s block and she needs significant adult support to add on to her first few sentences.

For more baseline ideas, check out the IEP Success Kit!

• Name will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least two paragraphs (70 words or more) during classroom writing activities on three of four opportunities as measured by teacher records and observations CCSS.ELA-LITERACY.W.9-10.10.

• Focus on timed writing
  •  as demonstrated by writing at least thirty words per minute on a timed writing exercise
• Focus on typing skills or speed
  • as demonstrated by typing at least thirty words per minute on a timed writing exercise 
• Focus on longer assignments
  • by creating plans for longer assignments that include reasonable timelines and benchmarks

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-LITERACY.W.11-12.10

• Least time: If your concern is writing fluency, give the student a prompt and see how much they can write in two minutes. That gives a bit better sense of a per minute writing rate because sometimes it takes students a minute to gather their thoughts. If your concern is amount written or stamina, get classroom writing samples. How much do they normally get written in class? Does the teacher do journals? If so, those make great baselines for this goal!
• More of an assessment: Use our writing fluency intervention. You can use it as an assessment and to push the student towards more fluency. Note that it focuses on handwriting– if you want more fluency or stamina focused on typing, just use the prompts and ignore the rest!

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

For a planning focused goal: Deenandra’s teachers report that longer writing assignments have been challenging for her. She often needs support to figure out where to begin and will use classroom time poorly, leaving all of the work for the last few days before the assignment is due. Deenadra reports that it is hard for her to figure out the steps of a larger assignment and how to break it down.

For a stamina/fluency focused goal: Deenandra needs teacher support to begin writing tasks. During timed writing assessments, Deenadra writes an average of five words in the first minute as she spends much of the time getting ready to write. During classroom writing activities, Deenandra’s teachers report that she will often write (or type) only a few words and needs support to stay focused on a writing task.

For more baseline ideas, check out the IEP Success Kit!

• Name will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least two paragraphs (70 words or more) during classroom writing activities on three of four opportunities as measured by teacher records and observations CCSS.ELA-LITERACY.W.11-12.10.

• Focus on timed writing
  •  as demonstrated by writing at least thirty words per minute on a timed writing exercise
• Focus on typing skills or speed
  • as demonstrated by typing at least thirty words per minute on a timed writing exercise 
• Focus on longer assignments
  • by creating plans for longer assignments that include reasonable timelines and benchmarks