Flip the pencil in one hand to erase
When to use this goal
For students who put the pencil down, use two hands, or switch hands to turn it around for the eraser, which interrupts writing many times a day. Flipping a pencil uses in-hand rotation, a later fine motor skill. Fit depends on observation, not grade.
- Baseline
- Ask for 10 flips at the desk and count one-hand flips without drops. Then watch real writing to see whether the skill carries over. Note pencil length; very short pencils are harder.
- Tips
- Practice in short bursts as a writing warm-up. A standard-length pencil is easier than a golf pencil. Pair with mt-fm-036 for clean erasing.
- Limits
- Not needed for every student; a separate eraser is a fine alternative. Measures the flip, not writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-038.
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Goal
By the annual IEP review date, during independent writing when the student needs to erase, the student will turn the pencil end to end within the writing hand to erase and back again to write independently in at least 8 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or writing time.
Baseline: 2 of 10 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 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 of 10 opportunities.
- Annual goal362 characters
- By the annual IEP review date, during independent writing when the student needs to erase, the student will turn the pencil end to end within the writing hand to erase and back again to write independently in at least 8 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or writing time.
- Timeframe
- By the annual IEP review date
- Condition
- During independent writing when the student needs to erase
- Behavior
- The student will turn the pencil end to end within the writing hand to erase and back again to write independently
- Criteria
- In at least 8 of 10 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during OT or writing time
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 8 of 10 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during OT or writing time
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent writing when the student needs to erase, the student will turn the pencil end to end within the writing hand to erase and back again to write independently in at least 8 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or writing time.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.