Continue a writing or coloring task without stopping to rest the hand
When to use this goal
For students who start a writing task with reasonable output and then stop to shake out the hand, switch hands, or complain of hand pain after a minute or two. Base the choice on timing from the first mark to the first rest during baseline.
- Baseline
- Time from the first mark to the first hand break on three different tasks; a hand break is any stop to shake, rub, or switch hands, or a complaint of pain. Check pencil pressure (dark marks, broken tips) and grasp, since excessive pressure is the most common cause and may respond to a tool change rather than endurance work.
- Tips
- Pair with a legibility measure so the student is not simply writing longer with worse output. If endurance does not change after a reasonable trial, word processing or dictation for longer assignments is the right accommodation; see the keyboarding template in the handwriting skill.
- Limits
- Hand pain can have medical causes; a report of persistent pain should go to the family and physician, not into a data sheet. Minutes without a break do not show how much was written, so add a word count if output matters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-020.
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Goal
By the annual IEP review date, during an independent writing task at the desk, the student will continue writing without stopping to rest, shake, or switch hands independently for at least 8 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly during a writing task.
Baseline: 2 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Fine Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 2 minutes.
- Annual goal316 characters
- By the annual IEP review date, during an independent writing task at the desk, the student will continue writing without stopping to rest, shake, or switch hands independently for at least 8 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly during a writing task.
- Timeframe
- By the annual IEP review date
- Condition
- During an independent writing task at the desk
- Behavior
- The student will continue writing without stopping to rest, shake, or switch hands independently
- Criteria
- For at least 8 minutes, in 3 of 4 consecutive weekly observations
- Evaluation method
- Duration recording
- Schedule
- Weekly during a writing task
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 8 minutes
- Mastery rule:
- in 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly during a writing task
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during an independent writing task at the desk, the student will continue writing without stopping to rest, shake, or switch hands independently for at least 8 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly during a writing task.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (8 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.