Writing IEP goals for Orthopedic Impairment
8 writing templates across 3 skills: written expression, sentence construction, spelling. Each opens in the builder with a matching data sheet.
8 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.
Written Expression Writing
Compose a paragraph with speech-to-text and correct recognition errors
Composing with speech-to-text
By the annual IEP review date, given a paragraph-length writing prompt and speech-to-text software on a device, the student will compose a paragraph by dictation and then review and correct the text so that it reads as intended using a dictation routine card, performing at least 5 of 6 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Type a story continuation on timed keyboard probes
CBM total words written and correct word sequences
By the annual IEP review date, given an unpracticed story starter on a laptop with spell-check and word prediction turned off, 1 minute to think, and 3 minutes to type (total divided by 3 for the per-minute rate), the student will type a continuation of the story independently at a rate of at least 10 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Sentence Construction Writing
Type complete sentences about pictures on a keyboard
Typing complete sentences
By the annual IEP review date, given 10 pictures and a keyboard or tablet, the student will type a complete sentence for each picture with a capital letter, a subject and a verb, and an end mark independently with at least 80% accuracy on pictures, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Dictate complete sentences with speech-to-text and fix recognition errors
Dictating sentences with speech-to-text
By the annual IEP review date, given 10 picture or question prompts and speech-to-text software, the student will dictate one complete sentence per prompt and correct any misrecognized words so that each sentence reads as intended independently with at least 85% accuracy on dictated sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Spelling Writing
Spell familiar personal words on a letter board
Spelling familiar words with an alternative pencil
By the annual IEP review date, given the student's letter board or onscreen keyboard and a request to spell a familiar personal word (such as a family member's name or a favorite food), the student will select the letters of the familiar word in order on the letter board or keyboard independently with at least 70% accuracy on personal words, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Sentences, paragraphs, written expression, and spelling. Orthopedic Impairment covers conditions that affect movement, such as cerebral palsy or limb differences. Goals describe school tasks the student will access or complete, often with adapted equipment named in the condition, and they are typically written with the occupational or physical therapist.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
Frequently asked questions
What goals are written for students with an orthopedic impairment?
Mobility between classroom areas, fine motor access (using a keyboard, switch, or adapted pencil), positioning for work, self-care in the school day, and participation in PE. Academic goals use the student's access method in the condition.
Should equipment be named in the goal?
Yes, when the skill depends on it. 'Using a slant board and pencil grip' or 'with a walker' makes the measurement repeatable and shows what support is expected.
What writing measures work for students with orthopedic impairment?
Rubrics with defined criteria for written expression, counts of correct writing sequences on a timed sample, percent of sentences with correct mechanics, and task-analysis steps for the writing process. Allow typing or dictation in the condition when handwriting is not the target.
Should the goal address handwriting or composition?
Measure one thing per goal. If letter formation is the barrier, use a handwriting or fine motor goal; if ideas and organization are, use a written expression goal with the output mode stated.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.