Science, Social Studies & Digital Literacy IEP goals for Dysgraphia
11 science, social studies & digital literacy templates across 3 skills: science skills, social studies skills, digital literacy & online safety. Each opens in the builder with a matching data sheet.
11 templates · 3 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Science Skills Science, Social Studies & Digital Literacy
Draw and label a science journal observation
Recording observations
By the annual IEP review date, after observing a plant, insect or object during a science lesson, given a science journal page, the student will draw what they observed with at least two true details and write or dictate a label for each detail independently, earning a score of at least 7 out of 9 on a 3-row science journal rubric scored 0 to 3 per row, on 3 of 4 consecutive scored journal entries, as measured by a defined scoring rubric collected every two weeks.
Record lab measurements in a data table
Recording observations
By the annual IEP review date, during a science investigation with a pre-made data table of at least 6 cells and labeled rows and columns, the student will write each measurement in the correct cell of the data table with its unit at the time it is taken independently with at least 85% accuracy on data table entries, on 3 of 4 consecutive labs, as measured by work-sample analysis collected at each lab.
Social Studies Skills Science, Social Studies & Digital Literacy
Fill in a history notes organizer
Note-taking from social studies text
By the annual IEP review date, given a textbook section of 1 to 2 pages and a notes organizer with a box for each heading, the student will write the main idea and two key details in short phrases for each heading in the organizer independently, earning a score of at least 7 out of 9 on a 3-row notes organizer rubric scored 0 to 3 per row, on 3 of 4 consecutive scored note sets, as measured by a defined scoring rubric collected every two weeks.
Write a document-based paragraph with evidence
Document-based writing
By the annual IEP review date, given a historical question, 3 short documents and a planning organizer, the student will write a paragraph with a claim that answers the question, evidence cited from at least two documents, and a sentence that explains how the evidence supports the claim independently, earning a score of at least 9 out of 12 on a 4-row document-based paragraph rubric scored 0 to 3 per row, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected monthly.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Cite a web source with its key parts
Citing online sources
By the annual IEP review date, given 4 web sources used in a class project and a citation template, the student will write a citation for each source with the author or organization, title, date, site name and URL independently with at least 85% accuracy on citation parts, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Access to science and social studies content, lab and map skills, and safe, effective use of digital tools. Writing difficulties can involve the motor side (letter formation, spacing, speed) or the language side (spelling, sentence construction, organizing ideas). The goals below separate the two so a goal measures one thing, and many allow typing or dictation in the condition.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
Should the goal be about handwriting or written expression?
It depends on what assessment shows. If the student has ideas but letter formation is slow or illegible, a handwriting or fine motor goal fits. If handwriting is adequate but output is short and disorganized, a written expression goal fits. Some students need both, written as separate goals.
Can a writing goal allow a keyboard or speech-to-text?
Yes. Put the tool in the condition ('given a word processor') so the goal measures composition rather than handwriting. Accommodations are also listed separately in the IEP.
Should students with dysgraphia have science or social studies goals?
Only when they need specially designed instruction to do a content-area skill, such as following a lab procedure or reading a map. Many students need only accommodations, which go in the accommodations section instead of a goal.
How are content-area goals measured?
With accuracy on a fixed task type, rubrics for written or spoken explanations, and task-analysis steps for procedures. Keep the task type the same across units so progress shows.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.