Type a copied passage with home-row fingering
When to use this goal
For students moving to keyboarding as their main written output who hunt and peck, look down at every key, or make many errors. Accuracy with home-row fingering comes before speed. Fit depends on a typing probe, not grade.
- Baseline
- Give two 5-minute probes and score words typed correctly. Watch the fingers for one minute and note whether home-row fingering is used. Speed is tracked separately (mt-hw-018).
- Tips
- Short daily practice works better than long weekly sessions. Students with motor or vision needs may use other access methods; the OT decides.
- Limits
- Copying accuracy is easier than typing original writing. Spelling errors in the model text are not counted against the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-043.
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Goal
By the annual IEP review date, given a 5-minute typing probe copying a short passage at the student's reading level, the student will type the passage with fingers returning to the home row and each word spelled as in the model independently with at least 95% accuracy on words typed exactly as in the model, across 3 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 70% 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. Timed probes 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
- 70% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a 5-minute typing probe copying a short passage at the student's reading level, the student will type the passage with fingers returning to the home row and each word spelled as in the model independently with at least 95% accuracy on words typed exactly as in the model, across 3 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 5-minute typing probe copying a short passage at the student's reading level
- Behavior
- The student will type the passage with fingers returning to the home row and each word spelled as in the model independently
- Criteria
- With at least 95% accuracy on words typed exactly as in the model, across 3 consecutive weekly probes
- Evaluation method
- Timed probes
- 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 95% accuracy on words typed exactly as in the model
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a 5-minute typing probe copying a short passage at the student's reading level, the student will type the passage with fingers returning to the home row and each word spelled as in the model independently with at least 95% accuracy on words typed exactly as in the model, across 3 consecutive weekly probes, as measured by timed probes 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.