Write on bold-line paper with a dark marker
When to use this goal
For young writers with low vision who cannot see regular lines or pencil marks well. Present levels in letter formation and in seeing their own writing decide fit; the TVI chooses the paper and pen.
- Baseline
- Collect writing on regular paper and on bold-line paper and compare. Count words the student can read back and that sit on the line.
- Tips
- Score whether the student can read their own writing; that is what matters for later use. Spelling and content are scored in writing goals.
- Limits
- Handwriting is slow for many students with low vision; keyboarding may replace much of it later. Fine motor needs may also play a part.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-008.
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Goal
By the annual IEP review date, given bold-line paper and a dark felt-tip pen, during a writing task, the student will write the words with letters sitting on the bold line and spaces they can see between words independently with at least 85% accuracy on words placed on the line and readable by the student, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Baseline: 45% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Low Vision & Visual Efficiency.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Low Vision & Visual Efficiency
- Baseline
- 45% accuracy.
- Annual goal407 characters
- By the annual IEP review date, given bold-line paper and a dark felt-tip pen, during a writing task, the student will write the words with letters sitting on the bold line and spaces they can see between words independently with at least 85% accuracy on words placed on the line and readable by the student, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given bold-line paper and a dark felt-tip pen, during a writing task
- Behavior
- The student will write the words with letters sitting on the bold line and spaces they can see between words independently
- Criteria
- With at least 85% accuracy on words placed on the line and readable by the student, in 3 of 4 consecutive weekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on words placed on the line and readable by the student
- Mastery rule:
- in 3 of 4 consecutive weekly writing samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given bold-line paper and a dark felt-tip pen, during a writing task, the student will write the words with letters sitting on the bold line and spaces they can see between words independently with at least 85% accuracy on words placed on the line and readable by the student, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.