Executive Function IEP goals for Dysgraphia
24 executive function templates across 9 skills: assignment completion, organization, working memory strategies, self-monitoring, study & test-taking skills, planning, task initiation, impulse control & inhibition, sustained attention & task engagement. Each opens in the builder with a matching data sheet.
24 templates · 9 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Assignment Completion Executive Function
Finish an in-class written response by the end of the period
Completing in-class writing tasks
By the annual IEP review date, given an in-class written response task of one paragraph or 5 to 8 sentences, the student will complete the written response to the required length by the end of the period independently, completing at least 85% of assigned required sentences, on 4 of 5 consecutive writing tasks, as measured by work-sample analysis collected weekly.
Turn in work that meets the class presentation standard
Completing work legibly on acceptable paper
By the annual IEP review date, when turning in a written assignment in a core class, the student will turn in work that meets the presentation rubric independently, earning a score of at least 7 out of 8 on a 4-row work presentation rubric scored 0 to 2 per row, on 4 of 5 consecutive assignments, as measured by a defined scoring rubric collected weekly.
Organization Executive Function
Assemble a multi-page assignment in order before submitting it
Assembling a multi-page assignment
By the annual IEP review date, before submitting an assignment that has two or more pages, the student will assemble the assignment following the submission checklist using the submission checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive multi-page submissions, as measured by a task-analysis checklist collected each multi-page assignment, at least weekly.
Lay out math work in labeled steps
Organizing math work on the page
By the annual IEP review date, given a set of 6 to 8 multi-step math problems on paper with work space, the student will write each problem's work in its own space, with the problem number, aligned columns, and a boxed answer independently, earning a score of at least 6 out of 8 on a 4-row math work layout rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly samples, as measured by a defined scoring rubric collected weekly.
Working Memory Strategies Executive Function
Copy from the board without omitting words
Copying from the board in chunks
By the annual IEP review date, when copying two sentences from the board during a lesson, the student will copy the text with every word present and in order independently with at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write a dictated sentence after one hearing
Holding a sentence in mind while writing
By the annual IEP review date, given a dictated sentence of 8 to 10 known words said once, the student will write the dictated sentence with every word in order independently with at least 90% accuracy on words written in the correct order, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly, with 3 sentences per probe.
Self-Monitoring Executive Function
Proofread a draft and correct own errors
Proofreading own writing
By the annual IEP review date, after drafting a paragraph or short essay, using a three-item proofreading checklist (capitals, end marks, circled misspellings), the student will reread the draft one checklist item at a time and correct the errors they find independently with at least 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present), on 3 of 4 consecutive writing samples, as measured by work-sample analysis collected every two weeks.
Compare handwriting with a three-point criteria card
Checking handwriting against criteria
By the annual IEP review date, after copying or writing two sentences on lined paper, with a criteria card (spacing, letters on the line, tall and short letters sized), the student will check each sentence against the three criteria, circle any word that does not meet one, and rewrite the circled words independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Study & Test-Taking Skills Executive Function
Answer short-answer items by restating the question
Answering short-answer test items completely
By the annual IEP review date, given a test or quiz with short-answer items, the student will write a response that restates the question, answers every part asked, and gives one supporting detail independently with at least 85% accuracy on short-answer items answered completely, on 4 of 5 consecutive tests, as measured by work-sample analysis collected each test with short-answer items.
Plan an essay answer before writing it
Planning essay answers on tests
By the annual IEP review date, given an essay or extended-response question on a unit test, the student will write a short plan (main answer and two to three supporting points) in the margin and then write the answer following the plan independently, earning a score of at least 6 out of 8 on a 4-row essay test answer rubric scored 0 to 2 per row, on 3 of 4 consecutive essay questions, as measured by a defined scoring rubric collected every two weeks.
Planning Executive Function
Complete a pre-writing plan before drafting
Planning a short writing piece
By the annual IEP review date, given a writing prompt and a planning organizer before a paragraph or essay, the student will complete a pre-writing plan using a graphic organizer, performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks, as measured by a task-analysis checklist collected weekly.
Sketch a story plan before writing
Planning a story before writing
By the annual IEP review date, during writing workshop, when a personal narrative is assigned, the student will sketch or write a beginning, middle, and end in the planning boxes before starting to write independently in at least 4 of 5 opportunities, on 4 of 5 consecutive writing pieces, as measured by opportunity-by-opportunity data collected twice weekly.
Task Initiation Executive Function
Put first words down for a writing prompt
Starting a writing task
By the annual IEP review date, after the teacher posts a writing prompt and says to begin writing, the student will begin writing by putting at least three words related to the prompt on the page or screen independently within 2 minutes, on 4 of 5 consecutive writing prompts, as measured by latency recording collected twice weekly.
Outline a timed essay without delay
Starting a timed writing task
By the annual IEP review date, when a timed essay prompt is handed out and the timer starts, the student will begin planning by writing a thesis or claim and at least two supporting points on the planning page independently within 3 minutes, on 3 of 4 consecutive timed writing tasks, as measured by latency recording collected every two weeks.
Impulse Control & Inhibition Executive Function
Keep writing until the timer ends
Checking before submitting
By the annual IEP review date, during a timed writing period with a prompt, the student will continue writing or revising, using the pacing card independently for at least 15 minutes, on 4 of 5 writing sessions, as measured by duration recording collected twice weekly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Task initiation, organization, planning, attention, and self-monitoring. 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:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
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.
Which executive function goals fit students with dysgraphia?
Task initiation (latency), sustained attention (duration), assignment completion (percent of work), organization and planning (task-analysis checklists), and self-monitoring. Choose the one or two that assessment shows matter most.
How do I measure an executive function goal without hovering?
Use short observation periods, permanent products (planner entries, submitted work), and student self-monitoring with a periodic accuracy check.
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