Compare handwriting with a three-point criteria card
When to use this goal
For students who can write letters on the line with good spacing when reminded, but whose everyday writing slips when they stop watching it. Present levels and OT input decide the criteria; letter formation itself belongs in a handwriting goal.
- Baseline
- Collect five writing samples where the student checks with the card. Mark each sample met when every word failing a criterion was circled and rewritten. Compare with samples written while an adult was reminding to see the size of the gap.
- Tips
- Each writing sample is one opportunity. The criteria card is the student's tool; the work sample is your data. Keep the writing short so rewriting does not become a punishment.
- Limits
- Fatigue and motor control limit what self-checking can fix. Measures checking short samples, not legibility across a full day.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-040.
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Goal
By the annual IEP review date, after copying or writing two sentences on lined paper, with a criteria card (spacing, letters on the line, tall and short letters sized), the student will check each sentence against the three criteria, circle any word that does not meet one, and rewrite the circled words independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Self-Monitoring.
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
- Executive Function - Self-Monitoring
- Baseline
- 1 of 5 opportunities.
- Annual goal458 characters
- By the annual IEP review date, after copying or writing two sentences on lined paper, with a criteria card (spacing, letters on the line, tall and short letters sized), the student will check each sentence against the three criteria, circle any word that does not meet one, and rewrite the circled words independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After copying or writing two sentences on lined paper, with a criteria card (spacing, letters on the line, tall and short letters sized)
- Behavior
- The student will check each sentence against the three criteria, circle any word that does not meet one, and rewrite the circled words independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after copying or writing two sentences on lined paper, with a criteria card (spacing, letters on the line, tall and short letters sized), the student will check each sentence against the three criteria, circle any word that does not meet one, and rewrite the circled words independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.