Write uppercase letters from dictation
When to use this goal
For students who can copy uppercase letters but cannot produce them when the letter is named, or who form them with extra strokes and reversals. Uppercase letters are usually taught first because the strokes are simpler; a dictation probe of all 26 letters decides fit.
- Baseline
- Dictate all 26 letters in random order and score each for recognizability, direction, and formation; record letters the student could not attempt at all, since those may reflect letter-name knowledge rather than motor skill. Run a copying probe too; a large gap between copying and dictation points to a memory or letter-knowledge gap.
- Tips
- Coordinate with the reading teacher: if the student does not know letter names, write a letter knowledge goal first or probe with a model. Group letters by stroke family for instruction, as most handwriting programs do, and probe the full set weekly.
- Limits
- Students who write mostly in uppercase after first grade need the lowercase goal, not more uppercase practice. Dictation probes mix letter knowledge with formation; the alphabet strip support separates them when needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-004.
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Goal
By the annual IEP review date, given each uppercase letter named aloud in random order and lined paper, the student will write each letter so that it is recognizable, faces the correct direction, and uses the taught stroke sequence independently with at least 90% accuracy on uppercase letters written correctly from dictation, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 26-letter dictation probe.
Baseline: 35% 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 Handwriting.
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) - Handwriting
- Baseline
- 35% accuracy.
- Annual goal444 characters
- By the annual IEP review date, given each uppercase letter named aloud in random order and lined paper, the student will write each letter so that it is recognizable, faces the correct direction, and uses the taught stroke sequence independently with at least 90% accuracy on uppercase letters written correctly from dictation, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 26-letter dictation probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given each uppercase letter named aloud in random order and lined paper
- Behavior
- The student will write each letter so that it is recognizable, faces the correct direction, and uses the taught stroke sequence independently
- Criteria
- With at least 90% accuracy on uppercase letters written correctly from dictation, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly on a 26-letter dictation probe
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 90% accuracy on uppercase letters written correctly from dictation
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly on a 26-letter dictation probe
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given each uppercase letter named aloud in random order and lined paper, the student will write each letter so that it is recognizable, faces the correct direction, and uses the taught stroke sequence independently with at least 90% accuracy on uppercase letters written correctly from dictation, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 26-letter dictation probe.
| 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.