Copy words from the board accurately
When to use this goal
For young students who lose their place, skip letters, or write the wrong letters when copying from the board, so morning messages and spelling words come out wrong. Fit depends on a copying sample and vision screening results, not grade.
- Baseline
- Collect two copying samples from the board and one from a desk card with the same words. If desk copying is much better, the problem is the far-point shift, not letter knowledge. Check that a vision screening is current.
- Tips
- Boxing or coloring each word helps the student find their place. Pair with mt-hw-012 later for timed far-point copying in older grades.
- Limits
- Measures accuracy, not speed. Vision problems must be ruled out first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-037.
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Goal
By the annual IEP review date, given 5 words written on the board from the student's seat, the student will copy each word from the board onto lined paper with every letter correct and in order independently with at least 80% accuracy on words copied with every letter correct and in order, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal382 characters
- By the annual IEP review date, given 5 words written on the board from the student's seat, the student will copy each word from the board onto lined paper with every letter correct and in order independently with at least 80% accuracy on words copied with every letter correct and in order, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 words written on the board from the student's seat
- Behavior
- The student will copy each word from the board onto lined paper with every letter correct and in order independently
- Criteria
- With at least 80% accuracy on words copied with every letter correct and in order, 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 words copied with every letter correct and in order
- 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 5 words written on the board from the student's seat, the student will copy each word from the board onto lined paper with every letter correct and in order independently with at least 80% accuracy on words copied with every letter correct and in order, 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.