IEP goals for dysgraphia

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

IEP goals for dysgraphia target legible letter formation, writing speed, a faster tool such as typing or speech-to-text, and getting ideas onto the page. A strong goal names the task, the measure and the criterion. Example: when copying a 3-sentence passage, the student will write 90% of words legibly to an unfamiliar reader at 12 letters per minute on 3 of 4 samples.

Dysgraphia makes the act of writing slow, effortful or hard to read. A student may know exactly what they want to say and still produce two messy sentences in 15 minutes. Goals for dysgraphia need to do two jobs at once: improve the handwriting that can improve, and build a faster route, usually typing or speech-to-text, so the student's ideas are not held hostage by their hand.

The goals below are grouped by sub-skill. Each has a condition, a baseline, a criterion and a measurement method. Students and baselines are fictional illustrations. For how dysgraphia differs from dyslexia, see dysgraphia vs dyslexia; for eligibility under special education, see the guide to IEPs for learning disabilities and ADHD.

Decision table: which goal fits the student

What you see	Sub-skill	Measure	Who usually leads
Letters reversed, poorly formed, wrong starting point	Letter formation and legibility	Percent of letters or words legible	OT with special educator
Neat but very slow; cannot keep up with copying	Handwriting speed	Letters per minute	OT or special educator
Writing stays slow and painful after instruction	Keyboarding or speech-to-text	Words per minute, accuracy	Special educator, AT specialist
Says much more than they write	Written composition with a tool	Total words written, correct word sequences, rubric	Special educator

Most students need goals from two rows: one for handwriting and one for a faster tool or composition. Older students often shift toward the tool.

Letter formation and legibility goals

1. Lowercase formation (grade 1 or 2). When writing all 26 lowercase letters from dictation, Ava will form 23 or more correctly, starting at the correct point and staying on the line, on 3 consecutive weekly checks. Baseline: 11 of 26.
2. Legibility in copied text (grade 3 or 4). When copying a 3-sentence passage from a page on her desk, Noah will write with 90% of words legible to an unfamiliar reader on 3 of 4 weekly samples. Baseline: 55% of words legible.
3. Spacing and sizing (grade 4 or 5). In a 5-sentence written response on lined paper, Eli will keep spaces between words and letters within the line height in 4 of 5 sentences, on 4 consecutive samples. Baseline: 1 of 5 sentences.

Weak: "Noah will improve his handwriting." Measurable: goal 2. It names the task (copying), the measure (percent legible to an unfamiliar reader), and the criterion. For more formation goals from the OT side, see OT goals for handwriting and the letter formation goal guide.

Handwriting speed goals

4. Copying speed (grade 3). When copying a near-point passage for 3 minutes, Mia will write 25 or more letters per minute with 85% legibility on 3 of 4 weekly probes. Baseline: 9 letters per minute.
5. Copying from the board (grade 5). When copying 2 sentences from the board, Theo will finish within 3 minutes with all words legible on 4 of 5 trials. Baseline: 8 minutes, 60% legible.
6. Writing speed in sentences (grade 6). In a 3-minute sentence-writing probe, Grace will write 30 or more legible words on 3 consecutive probes. Baseline: 12 legible words.

Weak: "Mia will write faster." Measurable: goal 4, which pairs speed with a legibility floor so speed is not bought with messier writing. Track letters per minute on a rate per minute chart, and plot the goal line from baseline to target so you can see early whether the student is on pace.

Keyboarding and speech-to-text goals

7. Keyboarding speed (grade 4 or 5). During a 3-minute typing probe using home-row fingering, Noah will type 15 or more words per minute with 90% accuracy on 3 of 4 weekly probes. Baseline: 5 words per minute, hunt and peck.
8. Speech-to-text use (grade 6). When drafting a paragraph, Leo will dictate using speech-to-text, then correct recognition errors so 95% of words are correct, on 4 of 5 assignments. Baseline: dictates but leaves 30% of words wrong.
9. Choosing the tool (grade 8 or above). For written assignments longer than 3 sentences, Jada will choose typing or speech-to-text and start writing within 2 minutes, without adult prompts, on 80% of assignments over a grading period. Baseline: hand-writes and stops after 2 sentences on most assignments.

Weak: "Jada will use assistive technology." Measurable: goal 9. It says when, which tools, and what independent use looks like. See typing IEP goals for more keyboarding wording. Typing or speech-to-text may also belong in the IEP as an assistive technology device with training.

Written composition goals

10. Total words written (grade 3). Given a picture prompt and 1 minute to think, Sam will type or write 30 or more total words in 3 minutes on 3 consecutive weekly probes. Baseline: 11 total words written.
11. Correct word sequences (grade 5). Given a story starter, Maya will type a response with 40 or more correct word sequences in 3 minutes on 3 of 4 probes. Baseline: 14 correct word sequences.
12. Paragraph with a planner (grade 7). Using a graphic organizer and typing, Owen will write a paragraph that scores 3 of 4 or higher on organization and development on a class rubric, on 3 of 4 assignments. Baseline: 1 of 4 handwritten.

Weak: "Owen will write a paragraph." Measurable: goal 12, with the tool, the rubric and the criterion named. The guide to how to measure writing with TWW and CWS explains goals 10 and 11. More composition goals are in IEP goals for writing.

How to measure dysgraphia goals

Legibility: have an adult who does not know the student read the sample and mark words they cannot read. Report percent legible. A rubric with 3 or 4 levels for formation, spacing and sizing also works; see the rubric scoring data sheet.
Speed: time a 3-minute copying or writing probe and divide by 3 for letters or words per minute.
Typing: use the same 3-minute probe, typed. Report words per minute and percent accuracy.
Composition: use total words written and correct word sequences, scored on the same prompt type each time.

Probe every 1 to 2 weeks and keep the samples. A folder of dated writing samples is the clearest evidence of change for families and for the annual review.

Short-term objectives

Break goal 7 down by speed and independence:

With a keyboard cover, Noah will type the home-row letters with correct fingering at 10 words per minute.
He will type full words at 12 words per minute with 85% accuracy.
He will type sentences at 15 words per minute with 90% accuracy.

Adapting dysgraphia goals by grade

Grade band	Handwriting focus	Tool focus	Composition focus
K to 2	Letter formation, pencil grip	Introduce keyboard letters	Dictated sentences
3 to 5	Legibility and copying speed	Keyboarding to 15 to 20 words per minute	Total words written, sentence goals
6 to 8	Legibility for short notes	Typing and speech-to-text with editing	Paragraphs with a planner
9 to 12	Functional handwriting, such as forms and signatures	Independent choice of tool	Essays, notes, transition writing

The dysgraphia goal bank has templates sorted by area, including writing and motor skills. Paste your draft into the goal checker before the meeting.

The IEP must state how progress on each goal will be measured.^[1] ASHA's practice portal on written language disorders covers how writing difficulties are assessed and treated.^[2] The What Works Clearinghouse guide on elementary writing recommends teaching students to type fluently and to form letters, alongside writing strategies.^[3]

Frequently asked questions

Should dysgraphia goals focus on handwriting or typing?

Usually both, weighted by age. Younger students often get handwriting goals plus early keyboarding. Older students whose handwriting stays slow after instruction often shift toward typing or speech-to-text, keeping a short goal for functional handwriting.

Who writes dysgraphia goals, the OT or the teacher?

Often both. The occupational therapist usually writes letter formation and motor goals, and the special educator writes composition and keyboarding goals. Coordinating them keeps the student from practicing conflicting methods in different settings.

How do I measure handwriting legibility objectively?

Have an adult who does not know the student read a sample and mark the words they cannot read, then report percent legible. Use the same type of task each time, such as copying a 3-sentence passage, so samples can be compared.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written Language Disorders, ASHA
Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.