If you have a child who enjoys charts and graphs, you can also help them chart their improvement on focus correction areas. Pick something that happens relatively frequently, and is easy to score as correct or incorrect (such as remembering to capitalize the first letter of every sentence, or use end punctuation at the end of every sentence, or use a finger or pencil tip space between each word), and then help him rate his percent accuracy on some regular interval (depending on how involved you want the process to be, and how often this kind of product is generated), such as daily, twice weekly, or weekly. The assignment can continue to be graded or ungraded as usual, based on whatever rubric the teacher is using, but you can also monitor progress on a specific mechanical skill. Take data for a few days first, to see what his baseline is, and then either set a realistic goal for growth over a specific time period (such as when IEP goals and objectives are written), or just monitor to see how it improves when this skill is consistently top of mind for a month or two. The intervention is not to correct the work, but simply to take data on it, and change the level of self-awareness.
If percents are too complicated for a less math-skilled child, you can also arbitrarily always take data only on the first five sentences, or the first ten words, or something similar, and use an absolute accuracy count for your chart.
When you reach a consistently high degree of accuracy (say, better than 80%, or better than 4 out of 5), over multiple consecutive measurement intervals, you can bump up to another focus area, and start the process over again.
