Copy capital letters made of straight lines
When to use this goal
For preschool and kindergarten students who can make lines but have not yet put them together into letters. Capitals made only of straight lines (L, T, F, E, H, I) are a common first set. Fit depends on present levels in strokes, not age.
- Baseline
- Ask for each of the six letters twice and score each copy as recognizable with lines touching. Note stroke order; top-to-bottom and left-to-right strokes set up good habits.
- Tips
- Building letters with wooden pieces first helps students see the parts. Use the school's handwriting style. Curved and diagonal capitals come next (see mt-hw-004 for writing capitals from dictation).
- Limits
- Copying from a model is easier than writing from memory. Stroke order is not scored unless the team adds it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-029.
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Goal
By the annual IEP review date, given a printed model of each letter in a box above a blank box, the student will copy each capital letter with the lines in the right places and touching where they should independently with at least 80% accuracy on straight-line capital letters (L, T, F, E, H, I), on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given a printed model of each letter in a box above a blank box, the student will copy each capital letter with the lines in the right places and touching where they should independently with at least 80% accuracy on straight-line capital letters (L, T, F, E, H, I), on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed model of each letter in a box above a blank box
- Behavior
- The student will copy each capital letter with the lines in the right places and touching where they should independently
- Criteria
- With at least 80% accuracy on straight-line capital letters (L, T, F, E, H, I), on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 80% accuracy on straight-line capital letters (L, T, F, E, H, I)
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a printed model of each letter in a box above a blank box, the student will copy each capital letter with the lines in the right places and touching where they should independently with at least 80% accuracy on straight-line capital letters (L, T, F, E, H, I), on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
| 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.