Write tall, small, and descending letters at the correct size
When to use this goal
For students whose letters are all the same height, who write small letters as tall as capitals, or whose letter size swings between huge and tiny within one line. Use a size check on a copied sentence during baseline to decide which paper type to use.
- Baseline
- Score every letter in three copied sentences as correct size or not, using the paper's lines as the standard. Try two paper types (standard and highlighted middle space) so the team knows whether paper alone solves it. Note whether size errors cluster in tall letters, small letters, or descenders.
- Tips
- Most handwriting programs teach three size categories; use the same names the classroom uses (for example, tall, small, and diving). Fade from highlighted paper to standard paper as a change in the condition, and keep the sentence length similar across probes.
- Limits
- Size scoring takes time; a 10-word sentence is enough. Students with vision needs may need a wider line spacing permanently, which is an accommodation rather than a failed goal. Size on unlined paper is a separate and harder skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-007.
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Goal
By the annual IEP review date, given a sentence to copy on the classroom's standard lined paper, the student will write each letter at its correct size (tall letters reach the top line, small letters stay in the middle space, descending letters drop below the baseline) independently with at least 85% accuracy on letters written at the correct size, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a copied sentence or class writing.
Baseline: 45% 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
- 45% accuracy.
- Annual goal482 characters
- By the annual IEP review date, given a sentence to copy on the classroom's standard lined paper, the student will write each letter at its correct size (tall letters reach the top line, small letters stay in the middle space, descending letters drop below the baseline) independently with at least 85% accuracy on letters written at the correct size, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a copied sentence or class writing.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sentence to copy on the classroom's standard lined paper
- Behavior
- The student will write each letter at its correct size (tall letters reach the top line, small letters stay in the middle space, descending letters drop below the baseline) independently
- Criteria
- With at least 85% accuracy on letters written at the correct size, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from a copied sentence or class writing
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 85% accuracy on letters written at the correct size
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from a copied sentence or class writing
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a sentence to copy on the classroom's standard lined paper, the student will write each letter at its correct size (tall letters reach the top line, small letters stay in the middle space, descending letters drop below the baseline) independently with at least 85% accuracy on letters written at the correct size, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a copied sentence or class writing.
| 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.