Copy from the board without omitting words
When to use this goal
For students whose present levels show board copying with skipped words and lines because they copy one letter at a time and lose the place. Separate from handwriting speed; consider a copy at the desk as an accommodation.
- Baseline
- Collect three board-copying samples and count words copied over words on the board. Watch the student copy once: how many words are held per glance? One or two per glance means the chunking strategy is the lesson.
- Tips
- Count a word correct if it is present, in order, and recognizable; spelling errors that keep the word recognizable count as correct here. Teach reading a phrase, looking down, writing the whole phrase. The desk copy is an accommodation that removes the demand; use it when the content matters more than the skill.
- Limits
- Vision and handwriting speed both affect copying; rule them out. Copying is a lower-value skill when materials can be provided; weigh whether this goal is worth the student's time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-009.
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Goal
By the annual IEP review date, when copying two sentences from the board during a lesson, the student will copy the text with every word present and in order independently with at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 70% 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 70% accuracy.
- Annual goal315 characters
- By the annual IEP review date, when copying two sentences from the board during a lesson, the student will copy the text with every word present and in order independently with at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When copying two sentences from the board during a lesson
- Behavior
- The student will copy the text with every word present and in order independently
- Criteria
- With at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes
- 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 95% accuracy on words copied correctly
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when copying two sentences from the board during a lesson, the student will copy the text with every word present and in order independently with at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes, 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.