Choose handwriting or typing for each task
When to use this goal
For secondary students who have both handwriting and a keyboard or speech-to-text available but use the slow one for long tasks, or wait to be told. Choosing the right tool is a self-advocacy skill that lasts into college and work. Fit depends on the student's tools and data on each, not grade.
- Baseline
- Record five written tasks and what tool the student used, with time and output. Show the student their own data comparing tools; it makes the choice concrete.
- Tips
- Make sure devices are charged and allowed in every class; teachers need to know the IEP allows them. The student chooses; adults do not decide for them except where rules apply.
- Limits
- Depends on device access. Some tasks (math, labels) are faster by hand for most students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-050.
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Goal
By the annual IEP review date, at the start of a written task longer than a paragraph, the student will choose the output method that fits the task (keyboard or speech-to-text for long work, handwriting for short labels) and set it up independently in at least 4 of 5 opportunities, across 3 consecutive weekly checks, as measured by direct observation collected five written tasks per week.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal391 characters
- By the annual IEP review date, at the start of a written task longer than a paragraph, the student will choose the output method that fits the task (keyboard or speech-to-text for long work, handwriting for short labels) and set it up independently in at least 4 of 5 opportunities, across 3 consecutive weekly checks, as measured by direct observation collected five written tasks per week.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a written task longer than a paragraph
- Behavior
- The student will choose the output method that fits the task (keyboard or speech-to-text for long work, handwriting for short labels) and set it up independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly checks
- Evaluation method
- Direct observation
- Schedule
- Five written tasks per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly checks
- Collection schedule:
- five written tasks per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the start of a written task longer than a paragraph, the student will choose the output method that fits the task (keyboard or speech-to-text for long work, handwriting for short labels) and set it up independently in at least 4 of 5 opportunities, across 3 consecutive weekly checks, as measured by direct observation collected five written tasks per week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.