Check and fix handwriting with a checklist before turning in work
When to use this goal
For students who can write legibly when reminded but turn in work without looking at it, and whose handwriting improves after a review. The difference between first-draft and reviewed legibility during baseline decides whether self-checking is the missing step.
- Baseline
- For five assignments, note whether the student looked over the work before turning it in and whether anything was corrected. Then ask the student to check one piece with the checklist and count how many problems they find compared with the adult; a large gap means the student needs to be taught what to look for.
- Tips
- Keep the checklist to three or four items that match the student's actual errors (spaces, baseline, capital letters, tall letters). Self-checking is a self-monitoring skill applied to handwriting; it pairs well with the legibility rubric so the student sees the score rise.
- Limits
- Does not measure legibility itself. Students who cannot see their own errors even with examples need the component skills first. Checking adds time to every assignment, so weigh it against time pressure in class.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-020.
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Goal
By the annual IEP review date, after completing a written assignment of at least five sentences, the student will review the work with the checklist and correct each item that does not meet it (illegible words, missing spaces, letters off the line) before turning it in independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by direct observation collected weekly, reviewing five turned-in assignments.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal444 characters
- By the annual IEP review date, after completing a written assignment of at least five sentences, the student will review the work with the checklist and correct each item that does not meet it (illegible words, missing spaces, letters off the line) before turning it in independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by direct observation collected weekly, reviewing five turned-in assignments.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a written assignment of at least five sentences
- Behavior
- The student will review the work with the checklist and correct each item that does not meet it (illegible words, missing spaces, letters off the line) before turning it in independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly reviews
- Evaluation method
- Direct observation
- Schedule
- Weekly, reviewing five turned-in assignments
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly reviews
- Collection schedule:
- weekly, reviewing five turned-in assignments
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after completing a written assignment of at least five sentences, the student will review the work with the checklist and correct each item that does not meet it (illegible words, missing spaces, letters off the line) before turning it in independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by direct observation collected weekly, reviewing five turned-in assignments.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.