Keep writing level on unlined paper
When to use this goal
For students whose lines of writing slope up or down on unlined paper (art labels, posters, cards, some worksheets), so the work looks messy and runs off the page. Fit depends on samples on unlined paper, not grade.
- Baseline
- Measure each line's rise or fall on two samples with a ruler. Note line spacing too; crowded lines are a related issue.
- Tips
- Teaching students to draw a light guide line with a ruler is a lasting strategy. Real tasks (cards, posters) make the goal meaningful.
- Limits
- Measures slope only. Letter quality needs another measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-040.
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Goal
By the annual IEP review date, given a blank sheet to write a 3-sentence caption for a drawing, the student will write each line so it stays level, rising or falling no more than half an inch across the page independently with at least 80% accuracy on lines of writing that stay level within half an inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
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 goal397 characters
- By the annual IEP review date, given a blank sheet to write a 3-sentence caption for a drawing, the student will write each line so it stays level, rising or falling no more than half an inch across the page independently with at least 80% accuracy on lines of writing that stay level within half an inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blank sheet to write a 3-sentence caption for a drawing
- Behavior
- The student will write each line so it stays level, rising or falling no more than half an inch across the page independently
- Criteria
- With at least 80% accuracy on lines of writing that stay level within half an inch, 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 lines of writing that stay level within half an inch
- 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 blank sheet to write a 3-sentence caption for a drawing, the student will write each line so it stays level, rising or falling no more than half an inch across the page independently with at least 80% accuracy on lines of writing that stay level within half an inch, 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.