Leave a space between words when writing
When to use this goal
For students whose words run together, who leave random gaps inside words, or whose spacing makes a sentence hard to read even when letters are well formed. Count correct word boundaries on a writing sample during baseline; this is common in first and second grade and persists for some older students.
- Baseline
- Count every boundary between words in three samples and score it as spaced (a clear gap wider than the gaps between letters) or not; also count gaps inside words as errors. Compare dictated sentences with free writing, because spacing often collapses when the student is thinking about content.
- Tips
- Teach a concrete rule (finger space, spacer stick, or 'a space the size of a pinky') and name it as the support until it fades. Writing on a whiteboard can hide spacing problems; use paper for data. The behavior also counts gaps inside words so the student does not simply spread everything out.
- Limits
- Spacing is tied to writing speed; a student who spaces well when writing slowly may lose it under time pressure. If spelling is the real reason words run together, write a spelling goal instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-009.
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Goal
By the annual IEP review date, during a writing sample of at least three sentences, the student will leave a space about one finger wide between words and no gaps inside words independently with at least 90% accuracy on word boundaries with a correct space, on 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly from a writing sample.
Baseline: 40% 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
- 40% accuracy.
- Annual goal374 characters
- By the annual IEP review date, during a writing sample of at least three sentences, the student will leave a space about one finger wide between words and no gaps inside words independently with at least 90% accuracy on word boundaries with a correct space, 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 three sentences
- Behavior
- The student will leave a space about one finger wide between words and no gaps inside words independently
- Criteria
- With at least 90% accuracy on word boundaries with a correct space, 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 90% accuracy on word boundaries with a correct space
- 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 three sentences, the student will leave a space about one finger wide between words and no gaps inside words independently with at least 90% accuracy on word boundaries with a correct space, 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.