Math IEP goals for Dysgraphia
18 math templates across 8 skills: geometry & spatial reasoning, patterns, data & graphs, algebra & equations, math problem solving, measurement, time & money, multiplication & division, addition & subtraction, number sense. Each opens in the builder with a matching data sheet.
18 templates · 8 skills · Pre-K, 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.
Draw basic shapes from a model or by name
Drawing shapes
By the annual IEP review date, given a model of a circle, square, triangle or rectangle and paper, the student will draw a shape that has the correct number of sides and closed corners independently with at least 85% accuracy on drawn shapes, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Split a rectangle into rows of squares
Partitioning rectangles into squares
By the annual IEP review date, given 8 rectangles and the direction to split each into a stated number of rows and columns of equal squares, the student will draw the rows and columns, count the squares and write the total independently with at least 85% accuracy on partitioned rectangles, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Build a picture graph or bar graph from data
Building picture and bar graphs
By the annual IEP review date, given a tally chart or table with 3 to 4 categories and a blank graph template with a scale of 1, the student will draw a bar or place pictures for each category to the correct height and label the graph independently, earning a score of at least 6 out of 8 on a 4-row graph construction rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Make a line graph from science lab data
Graphing science data
By the annual IEP review date, given a data table of 5 to 8 measurements from a class science lab and grid paper, the student will choose a scale, label the axes with units, plot each point, connect them, and title the graph independently, earning a score of at least 7 out of 8 on a 4-row line graph rubric (0 to 2 points per row), on 3 of 4 consecutive scored graphs, as measured by a defined scoring rubric collected every two weeks.
Algebra & Equations Math
Solve a system by graphing on a calculator
Systems of equations
By the annual IEP review date, given a system of two linear equations in slope-intercept form and a graphing calculator, the student will find the solution of the system on the graphing calculator and write it as an ordered pair, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Find quadratic zeros on a graphing calculator
Graphing calculator steps
By the annual IEP review date, given a quadratic function in standard form and a graphing calculator, the student will find each zero of the quadratic on the graphing calculator and write the solutions, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Math Problem Solving Math
Write a claim, evidence and reasoning response
Claim, evidence and reasoning in math
By the annual IEP review date, given an extended-response math item that asks the student to decide and justify, such as which plan costs less, the student will write a claim, show the calculations as evidence, and write a reason that connects them independently, earning a score of at least 7 out of 9 on a 3-row claim-evidence-reasoning math rubric (0 to 3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
Answer word problems in a complete sentence
Answering in a complete sentence
By the annual IEP review date, after solving each word problem on a class assignment, the student will write an answer sentence that uses words from the question and includes the number with its label independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by opportunity-by-opportunity data collected weekly.
Read and write money amounts with dollar signs and decimal points
Money notation
By the annual IEP review date, given 10 money amounts spoken aloud or shown as coins and bills, the student will write each amount with a dollar sign, a decimal point and two cent digits independently with at least 95% accuracy on money amounts, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Draw a line of a given length
Drawing a given length
By the annual IEP review date, given a ruler, paper and 8 stated lengths in whole inches or centimeters, the student will start at the zero mark, draw a line to the stated length, and label it independently with at least 90% accuracy on lines drawn within 1/8 inch or 2 millimeters, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Say multiplication facts from flash cards within 3 seconds
Oral multiplication fact fluency
By the annual IEP review date, given a shuffled deck of 30 multiplication flash cards with factors 0 to 10, shown one at a time for 3 seconds each, the student will say the correct product before the card is turned over independently with at least 90% accuracy on flash cards, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Rewrite horizontal problems in aligned columns
Lining up place values
By the annual IEP review date, given 10 addition and subtraction problems written across the page with numbers of different lengths, the student will rewrite each problem in columns with ones under ones and solve it independently with at least 90% accuracy on aligned problems, on 4 of 5 consecutive work samples, as measured by work-sample analysis collected weekly.
Number Sense Math
Write numerals from dictation and in order
Writing numerals
By the annual IEP review date, given 10 numerals from 0 to 20 dictated one at a time, the student will write each numeral so that it is legible and faces the correct direction independently with at least 90% accuracy on written numerals, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Number sense, operations, fractions, and problem solving. 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.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.
How are math goals measured for students with dysgraphia?
With accuracy on problem sets, digits correct per minute on fact probes, and percent of word problems solved with a defined strategy. The goal states whether tools such as number lines or calculators are part of the condition.
Should math goals be timed?
Rate measures suit fact fluency; accuracy measures suit computation and problem solving. If timing is a barrier for the student, choose accuracy with a fixed item set.
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