Trace lines and letters staying within the path
When to use this goal
For students who cannot yet copy strokes and need the support of a path, whose tracing wanders far from the model, or who lift the crayon repeatedly. Tracing is an early step toward copying; a tracing probe with wide and narrow paths decides fit.
- Baseline
- Give 10 paths at each of two widths and count the number traced inside the boundaries from start to end. Watch whether the student looks at the path while tracing or at the crayon tip; the first produces cleaner tracing and can be taught. Keep samples.
- Tips
- Use tracing as a bridge to the pre-writing stroke and name writing templates, not as a long-term goal; tracing alone does not build independent formation. Path width is the main difficulty control, so name it in the condition.
- Limits
- Tracing success does not transfer automatically to copying. Students who trace neatly but cannot copy need the pre-writing stroke template. Avoid tracing letters before the student can trace paths, or formation habits may be poor.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-024.
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Goal
By the annual IEP review date, given a worksheet with half-inch-wide straight and curved paths and a crayon, the student will independently trace each path from start to end staying inside the boundaries, without lifting the crayon more than once with at least 85% accuracy on paths traced within the boundaries, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal442 characters
- By the annual IEP review date, given a worksheet with half-inch-wide straight and curved paths and a crayon, the student will independently trace each path from start to end staying inside the boundaries, without lifting the crayon more than once with at least 85% accuracy on paths traced within the boundaries, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worksheet with half-inch-wide straight and curved paths and a crayon
- Behavior
- The student will independently trace each path from start to end staying inside the boundaries, without lifting the crayon more than once
- Criteria
- With at least 85% accuracy on paths traced within the boundaries, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during a writing center or OT session
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 85% accuracy on paths traced within the boundaries
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly during a writing center or OT session
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a worksheet with half-inch-wide straight and curved paths and a crayon, the student will independently trace each path from start to end staying inside the boundaries, without lifting the crayon more than once with at least 85% accuracy on paths traced within the boundaries, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.
| 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.