Aug 042013
 

Specific, measurable, Writing IEP Goals for keyboarding / copying with Example IEP Goals For Your Child

In addition to grabbing the example Writing IEP Goals for copying and keyboarding below, you may want to check out the How-to Teach Handwriting to a Child with Dysgraphia, including Curriculum suggestions page for a better understanding of how handwriting difficulties are best addressed.


For a child with dysgraphia, learning to write by hand often requires a period of “copying” to master letter formation and placement. Copying texts eliminates the massive brain processes required to think of what to write, hold it in mind and get it onto paper.

When copying, your child can focus solely on the process of handwriting itself, so including copying skills in the Writing IEP Goals of a child with dysgraphia or handwriting difficulties is important, whether the child is learning to write by hand or use a keyboard.

Given your child has handwriting or written expression difficulties, you can use the example IEP goals for writing below as references.  Use the basic concept and measureability of the goal samples to create goals that match your child’s current needs and abilities.

Here are some example, MEASURABLE Writing IEP Goals for Keyboarding and Copying as ways to address handwriting difficulties:

Given typical 5th grade written text, [Child’s name] will copy texts using a Typing Program or word processor with speed tracking capability at 60 characters per minute with fewer than 2 keystroke errors per 100 characters typed. Successful completion on 10 consecutive tries is required for this goal to be mastered.

Given the characters on the home row, [Child’s name] will use touch-typing skills (not looking at the keyboard or his fingers) to copy varied strings of the home row characters a, s, d, f, g, h, j, k, l, and ; at 60 c.p.m. with 95% accuracy. Successful completion on 10 consecutive tries is required for this goal to be mastered.

Given the alphabet, [Child’s name] will utilize correct finger placement, and without looking at his hands or the keys, [Child’s name] will touch type all letters of the alphabet in order with no errors and will demonstrate this ability across all settings. [Child’s name] will demonstrate successful completion on 10 consecutive tries for this goal to be mastered.

Using the Type To Learn program (or any other similar software), [Child’s name] will type copied words with 95% accuracy in all settings at a rate of:
· 30 characters per minute (c.p.m.) by November
· 40 characters per minute (c.p.m.) by February
· 50 characters per minute (c.p.m.) by March

Given typical 5th grade expressive writing assignments, [Child’s name] will directly type his thoughts into a typing program / word processor at 60 characters per minute while maintaining readability.

ANNUAL GOAL: Given classroom copying tasks from any media, [Child’s name] will accurately copy 60 characters per minute from the blackboard or a textbook while maintaining 97% accuracy (fewer than 3 copying errors per 100 characters) and will demonstrate this ability across all settings.

Given near-point copying tasks, [Child’s name] will accurately copy with fewer than 3 copying errors per 100 characters copied:
· 30 characters per minute by October
· 40 characters per minute by January
· 50 characters per minute by March
· 60 characters per minute by May

Given far-point copying tasks, [Child’s name] will accurately copy with fewer than 3 copying errors per 100 characters copied:
· 30 characters per minute by October
· 40 characters per minute by January
· 50 characters per minute by March
· 60 characters per minute by May

Given new information in content areas, [Child’s name] will accurately use graphic organizers and templates to record information for far-point copying (vocabulary and organizers will be provided prior to copy task)

While monitoring for progress is not the same as actually teaching a child how to copy or keyboard, the practice can be closely monitored for meaningful progress.

These Writing IEP Goals are rather precise because correct copying and keyboarding is something that can be precisely measured and easily monitored for meaningful progress.  Therefore, precise Writing IEP Goals for keyboarding and copying allow everyone to monitor a child’s progress rather easily.

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