Write numerals 0 to 9 with correct formation
When to use this goal
For students whose numerals are reversed, started from the bottom, or so poorly formed that a 6 reads as a 0 or a 7 as a 1, which costs points on math work. Base the choice on a dictation probe of 0 to 9, scored for formation and direction; numeral reversals past second grade usually need direct teaching.
- Baseline
- Dictate each numeral twice in random order (20 items) on two days. Record which numerals reverse (3, 5, 7, and 9 most often) and whether formation starts at the top. Then check a page of math work to see whether errors appear during real work, which is where the goal will be measured.
- Tips
- Use the math worksheet condition as the annual goal and the dictation probe as the weekly measure. Agree with the math teacher on whether a reversed numeral is marked wrong on class work, and tell the student the rule.
- Limits
- Reversals in isolation and in multi-digit numbers behave differently; a student may write 7 correctly alone and reverse it in 47. Add multi-digit items to the probe once single numerals are steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-005.
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Goal
By the annual IEP review date, given each numeral 0 to 9 named aloud in random order and a row of boxes, the student will independently write each numeral starting at the top, facing the correct direction, and recognizable without a model with at least 95% accuracy on numerals formed correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 20-numeral dictation probe.
Baseline: 50% 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
- 50% accuracy.
- Annual goal413 characters
- By the annual IEP review date, given each numeral 0 to 9 named aloud in random order and a row of boxes, the student will independently write each numeral starting at the top, facing the correct direction, and recognizable without a model with at least 95% accuracy on numerals formed correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 20-numeral dictation probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given each numeral 0 to 9 named aloud in random order and a row of boxes
- Behavior
- The student will independently write each numeral starting at the top, facing the correct direction, and recognizable without a model
- Criteria
- With at least 95% accuracy on numerals formed correctly, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly on a 20-numeral 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 95% accuracy on numerals formed correctly
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly on a 20-numeral dictation probe
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given each numeral 0 to 9 named aloud in random order and a row of boxes, the student will independently write each numeral starting at the top, facing the correct direction, and recognizable without a model with at least 95% accuracy on numerals formed correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 20-numeral 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.