Use a dry-erase board during lessons
When to use this goal
For students who fall behind in lessons that use individual whiteboards because they cannot uncap the marker, hold the board, or erase quickly. Fit depends on lesson observation, not grade.
- Baseline
- Score the steps during two lessons. Note how many answers the student showed compared with peers; slowness at the cap or eraser often explains missed answers.
- Tips
- A sock on the hand works as an eraser and a holder for the marker. Putting the cap on the back end keeps it from getting lost. Pair with bh-cls-042 if responding on signal is also a goal.
- Limits
- Does not judge the answer or the writing. Some students do better with response cards that need no writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-042.
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Goal
By the annual IEP review date, during a whole-group math or phonics lesson using individual whiteboards, the student will complete the whiteboard routine for each answer during the lesson, performing at least 5 of 6 steps independently, on 3 consecutive weekly lessons, as measured by a task-analysis checklist collected weekly during a whiteboard lesson.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 6 steps independently.
- Annual goal355 characters
- By the annual IEP review date, during a whole-group math or phonics lesson using individual whiteboards, the student will complete the whiteboard routine for each answer during the lesson, performing at least 5 of 6 steps independently, on 3 consecutive weekly lessons, as measured by a task-analysis checklist collected weekly during a whiteboard lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a whole-group math or phonics lesson using individual whiteboards
- Behavior
- The student will complete the whiteboard routine for each answer during the lesson
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive weekly lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during a whiteboard lesson
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive weekly lessons
- Collection schedule:
- weekly during a whiteboard lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a whole-group math or phonics lesson using individual whiteboards, the student will complete the whiteboard routine for each answer during the lesson, performing at least 5 of 6 steps independently, on 3 consecutive weekly lessons, as measured by a task-analysis checklist collected weekly during a whiteboard lesson.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Uncap the marker and put the cap on the back end | ||||||||
| 2. Hold the board steady with the helper hand | ||||||||
| 3. Write the answer | ||||||||
| 4. Hold the board up on the signal | ||||||||
| 5. Erase the board with the eraser or sock | ||||||||
| 6. Cap the marker at the end of the lesson | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.