Write letters sitting on the baseline
When to use this goal
For students whose letters float above or sink below the line, drift upward across a row, or ignore the lines altogether. Count letters touching the baseline on a copied sentence during baseline; present levels decide fit.
- Baseline
- Score each letter in three copied sentences as touching the baseline (within about a sixteenth of an inch) or not. Try raised-line paper during baseline; if placement is near perfect with it, the goal is about fading the support, and the condition should say so.
- Tips
- Line placement and letter size are related; if both are off, teach placement first because it gives a visual anchor. Keep the probe sentence length similar so the percentage is comparable, and collect from class work once the probe is steady.
- Limits
- Placement on narrow secondary-school lines is harder than on primary paper; name the paper. Students with low vision may need bold lines permanently. Does not address slant or spacing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-008.
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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 so that it touches the baseline, with descending letters crossing it independently with at least 90% accuracy on letters touching the baseline, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a copied sentence or class writing.
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 goal407 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 so that it touches the baseline, with descending letters crossing it independently with at least 90% accuracy on letters touching the baseline, 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 so that it touches the baseline, with descending letters crossing it independently
- Criteria
- With at least 90% accuracy on letters touching the baseline, 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 90% accuracy on letters touching the baseline
- 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 so that it touches the baseline, with descending letters crossing it independently with at least 90% accuracy on letters touching the baseline, 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.