IEP goals for Dysgraphia

• K-2, 3-5Opportunities

  Write a complete simple sentence from a picture or oral prompt

  Writing a complete simple sentence

  By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.

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• 3-5, 6-8, 9-12Percent accuracy

  Combine short sentences into compound and complex sentences

  Sentence combining

  By the annual IEP review date, given 10 pairs of short related sentences, the student will combine each pair into one grammatically complete compound or complex sentence that keeps the meaning of both sentences independently with at least 80% accuracy on sentence-combining items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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• K-2, 3-5Percent accuracy

  Spell dictated short-vowel words

  Short-vowel words with blends and digraphs

  By the annual IEP review date, given 10 dictated unpracticed one-syllable short-vowel words with consonant blends and digraphs, the student will spell each dictated word in writing independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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• K-2, 3-5Percent accuracy

  Spell words with silent-e, vowel-team, and r-controlled patterns

  Long-vowel and r-controlled patterns

  By the annual IEP review date, given 15 dictated unpracticed one-syllable words with silent-e, vowel-team, and r-controlled vowel patterns, the student will spell each dictated target word in writing independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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• PK, K-2Percent accuracy

  Copy pre-writing strokes and shapes

  Pre-writing strokes

  By the annual IEP review date, given a printed model of a vertical line, horizontal line, circle, cross, and square and a crayon, the student will copy each stroke so that it is recognizable and has the correct orientation independently with at least 80% accuracy on strokes copied recognizably, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.

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• K-2, 3-5Percent accuracy

  Form lowercase letters with correct strokes from a model

  Lowercase letter formation

  By the annual IEP review date, given a model of each lowercase letter and lined paper, the student will write each letter starting at the correct point and using the stroke sequence taught in the classroom handwriting program independently with at least 90% accuracy on lowercase letters formed with the correct stroke sequence, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 26-letter probe.

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• K-2, 3-5Percent accuracy

  Begin each sentence with a capital letter in own writing

  Capital letter at the start of a sentence

  By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.

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• K-2, 3-5Percent accuracy

  End each sentence with the correct punctuation mark in own writing

  End punctuation in own writing

  By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.

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• K-2, 3-5, 6-8, 9-12Rubric score

  Write an organized paragraph with a topic sentence, details, and a conclusion

  Topic sentence, supporting details, and conclusion

  By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.

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• K-2, 3-5, 6-8Opportunities

  Use transition words to connect sentences in a paragraph

  Transitions between sentences

  By the annual IEP review date, when writing a sequence or how-to paragraph, the student will use at least three different transition words or phrases that correctly signal order or connect ideas between sentences independently in at least 4 of 5 opportunities, across 3 consecutive weeks of writing samples, as measured by opportunity-by-opportunity data collected weekly.

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• K-2, 3-5, 6-8Rate (per minute)

  Write correct word sequences on timed story-starter probes

  Writing production and fluency (CBM story starters)

  By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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• K-2, 3-5Rubric score

  Write a personal narrative with a beginning, middle, and end

  Narrative writing

  By the annual IEP review date, given a personal narrative prompt and a 30-minute writing period, the student will write a personal narrative with a clear beginning, middle, and end independently, earning a score of at least 11 out of 15 on a 15-point narrative writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.

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See all 85 written expression goals

• K-2Percent accuracy

  Enter own name and login on a keyboard

  Typing name and login

  By the annual IEP review date, at the start of computer time, given a login card with their username and a printed model of their name, the student will type their first and last name with a capital letter at the start of each independently with at least 90% accuracy on letters typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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• K-2, 3-5Percent accuracy

  Use the space bar, shift, and backspace keys

  Function keys

  By the annual IEP review date, given a short sentence to copy into a word processor, the student will type the sentence with a space between words, shift for the capital, and backspace to fix errors independently with at least 85% accuracy on function key uses, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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See all 25 keyboarding & computer access goals

• K-2, 3-5Percent accuracy

  Dictate a journal sentence with voice typing

  Speech-to-text: early dictation

  By the annual IEP review date, during journal writing, given a tablet with voice typing turned on and a picture prompt, the student will press the microphone, say a sentence clearly in phrases, stop the microphone, and check the words on the screen independently with at least 85% accuracy on dictated words transcribed as intended, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.

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• K-2Opportunities

  Choose words from a picture word bank

  Word banks and early word prediction

  By the annual IEP review date, during a writing task on a tablet or computer, with an on-screen picture word bank for the topic, the student will type the first letter or open the word bank and choose the word they want independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

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See all 40 assistive technology use goals