Erase mistakes without tearing the paper
When to use this goal
For students who press so hard that erasing leaves holes, tears, or dark smudges, or who rub the whole page, so corrected work is hard to read and the student gets upset. Fit depends on work samples, not grade. Heavy pressure is often a sign of grasp or stability needs the OT will look at.
- Baseline
- Collect two weeks of work and score each erasure. Also note pencil darkness; very dark lines may mean a softer lead or lighter pressure is the first target. A pressure-sensitive pencil or carbon paper test can show pressure.
- Tips
- Teach the helper hand first; most tears come from paper sliding. A mechanical pencil teaches lighter pressure because the lead breaks. Pair with a grasp goal if the grip is the cause.
- Limits
- Paper quality changes the result; note it. Does not measure handwriting legibility.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-036.
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Goal
By the annual IEP review date, during independent writing or math work when the student makes a mistake, the student will erase the mistake while holding the paper flat with the helper hand independently with at least 80% accuracy on erasures with no tear, hole, or dark smudge, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom work.
Baseline: 40% 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 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
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, during independent writing or math work when the student makes a mistake, the student will erase the mistake while holding the paper flat with the helper hand independently with at least 80% accuracy on erasures with no tear, hole, or dark smudge, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom work.
- Timeframe
- By the annual IEP review date
- Condition
- During independent writing or math work when the student makes a mistake
- Behavior
- The student will erase the mistake while holding the paper flat with the helper hand independently
- Criteria
- With at least 80% accuracy on erasures with no tear, hole, or dark smudge, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from classroom work
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 80% accuracy on erasures with no tear, hole, or dark smudge
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from classroom work
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during independent writing or math work when the student makes a mistake, the student will erase the mistake while holding the paper flat with the helper hand independently with at least 80% accuracy on erasures with no tear, hole, or dark smudge, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom work.
| 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.