Set up posture, paper, and pencil before writing
When to use this goal
For students who write with the paper straight in front of them and twisted wrists, with feet dangling or the head on the arm, or who begin before the paper and pencil are positioned. Base the choice on observation at the start of three writing tasks; posture problems often hide under legibility and endurance problems.
- Baseline
- Observe the start of three writing tasks and mark each step independent, prompted, or not done. Check the chair and desk height first; if the student's feet cannot reach the floor, no amount of teaching fixes posture and a footrest is the answer.
- Tips
- A classroom teacher can check this in five seconds at the start of writing. Setup is a habit; once it is steady, retire the goal and keep the picture card as a reminder for a while. Pair with any legibility or endurance goal.
- Limits
- Setup does not guarantee legible writing. Furniture and seating changes (a new classroom, a lab stool) change the steps. Students with physical needs may need an OT or PT seating assessment rather than a setup goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-021.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the start of a writing task at the desk, the student will complete the writing setup steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observations, as measured by a task-analysis checklist collected twice weekly at the start of a writing task.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal305 characters
- By the annual IEP review date, at the start of a writing task at the desk, the student will complete the writing setup steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observations, as measured by a task-analysis checklist collected twice weekly at the start of a writing task.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a writing task at the desk
- Behavior
- The student will complete the writing setup steps
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive observations
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at the start of a writing task
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive observations
- Collection schedule:
- twice weekly at the start of a writing task
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a writing task at the desk, the student will complete the writing setup steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observations, as measured by a task-analysis checklist collected twice weekly at the start of a writing task.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Sits with the back against the chair and feet flat on the floor or a footrest | ||||||||
| 2. Places the paper at a slight angle toward the writing hand | ||||||||
| 3. Places the helper hand on the paper | ||||||||
| 4. Holds the pencil with the taught grasp | ||||||||
| 5. Keeps the forearm resting on the desk | ||||||||
| 6. Begins writing with the head up and about a forearm's length from the paper | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.