Fit one digit per box on graph paper
When to use this goal
For students whose math errors come from digits that drift, overlap, or are too big to read, especially in multi-digit work. Graph paper is a common support, but only if the student can write one digit in each box. Fit depends on math work samples, not grade.
- Baseline
- Score every digit on two math samples. Note whether misreads by the student (a 4 read as a 9) caused wrong answers; that shows the real cost.
- Tips
- Start with larger boxes and shrink them as control grows. Pair with mt-vm-016 for column alignment. Typed math tools are an option when handwriting stays the barrier.
- Limits
- Measures digit placement, not math accuracy. Graph paper sizes vary; record the size.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-039.
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Goal
By the annual IEP review date, given a multi-digit addition or subtraction worksheet on 1-centimeter graph paper, the student will independently write each digit inside its own box, sized to fit without touching the box lines with at least 90% accuracy on digits written readably inside a single box, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math work.
Baseline: 50% 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
- 50% accuracy.
- Annual goal407 characters
- By the annual IEP review date, given a multi-digit addition or subtraction worksheet on 1-centimeter graph paper, the student will independently write each digit inside its own box, sized to fit without touching the box lines with at least 90% accuracy on digits written readably inside a single box, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math work.
- Timeframe
- By the annual IEP review date
- Condition
- Given a multi-digit addition or subtraction worksheet on 1-centimeter graph paper
- Behavior
- The student will independently write each digit inside its own box, sized to fit without touching the box lines
- Criteria
- With at least 90% accuracy on digits written readably inside a single box, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from math work
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 90% accuracy on digits written readably inside a single box
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from math work
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a multi-digit addition or subtraction worksheet on 1-centimeter graph paper, the student will independently write each digit inside its own box, sized to fit without touching the box lines with at least 90% accuracy on digits written readably inside a single box, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math work.
| 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.