Copy a sentence from a model on the desk
When to use this goal
For students who omit letters or words, lose their place, or produce illegible output when copying from a page or card next to them. Base the choice on a copying probe scored for words copied exactly and legibly.
- Baseline
- Give three 10-word copying probes with the model in the same position each time and score each word as exact and legible or not. Watch how many times the student looks back at the model per word; copying letter by letter points to a visual memory issue, while skipping words points to place-keeping.
- Tips
- The morning message or a daily sentence gives a natural probe. Keep sentence length and model position constant for data. This template measures copying accuracy; use the far-point template for the board and the rate template for speed.
- Limits
- Copying is not composing; a student may copy perfectly and still struggle with written expression. Legibility scoring needs a shared standard. For students whose issue is visual memory, see the visual-motor-perceptual skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-011.
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Goal
By the annual IEP review date, given a 10-word sentence printed on a card placed on the desk, the student will copy the sentence with every word spelled as in the model and legible independently with at least 90% accuracy on words copied exactly and legibly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a copying 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 goal363 characters
- By the annual IEP review date, given a 10-word sentence printed on a card placed on the desk, the student will copy the sentence with every word spelled as in the model and legible independently with at least 90% accuracy on words copied exactly and legibly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a copying probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 10-word sentence printed on a card placed on the desk
- Behavior
- The student will copy the sentence with every word spelled as in the model and legible independently
- Criteria
- With at least 90% accuracy on words copied exactly and legibly, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly on a copying 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 90% accuracy on words copied exactly and legibly
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly on a copying probe
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a 10-word sentence printed on a card placed on the desk, the student will copy the sentence with every word spelled as in the model and legible independently with at least 90% accuracy on words copied exactly and legibly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a copying 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.