Write b, d, p, and q facing the correct direction
When to use this goal
For students past the middle of first grade who still reverse b and d, p and q, or s and z in daily writing. Occasional reversals in kindergarten are typical; a count of reversals in a writing sample decides whether a goal is needed.
- Baseline
- Count every b, d, p, and q in three writing samples and calculate the percent written correctly. Compare copying with free writing; students who copy correctly but reverse in free writing need a memory strategy, not more tracing. Note whether the student notices reversals when asked to check.
- Tips
- Teach one letter of a confusable pair to mastery before introducing the other; many programs teach b first through formation (line first, then bump). Use the cue card as a fading support and change the support option as the student stops needing it.
- Limits
- Reversal counts depend on how many target letters the sample contains; use samples of similar length or report the ratio. Reading reversals (confusing b and d when reading) are a decoding issue and belong in a reading goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-006.
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Goal
By the annual IEP review date, during a writing sample of at least 50 words, the student will write each target letter facing the correct direction independently with at least 95% accuracy on target letters written facing the correct direction, on 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly from a writing sample.
Baseline: 60% 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
- 60% accuracy.
- Annual goal361 characters
- By the annual IEP review date, during a writing sample of at least 50 words, the student will write each target letter facing the correct direction independently with at least 95% accuracy on target letters written facing the correct direction, on 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly from a writing sample.
- Timeframe
- By the annual IEP review date
- Condition
- During a writing sample of at least 50 words
- Behavior
- The student will write each target letter facing the correct direction independently
- Criteria
- With at least 95% accuracy on target letters written facing the correct direction, on 3 consecutive weekly writing samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from a writing sample
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 target letters written facing the correct direction
- Mastery rule:
- on 3 consecutive weekly writing samples
- Collection schedule:
- weekly from a writing sample
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a writing sample of at least 50 words, the student will write each target letter facing the correct direction independently with at least 95% accuracy on target letters written facing the correct direction, on 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly from a writing sample.
| 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.