Cursive paragraph scored on a legibility rubric
When to use this goal
For students who connect cursive letters in words but whose cursive sentences and paragraphs become hard to read (mixed slant, letters of uneven size, broken connections). Fits when the student or class uses cursive for written work; work samples, not grade, decide fit.
- Baseline
- Score three cursive paragraphs, at least one written for a class task rather than a probe. Note which criterion drops most as the writing gets longer. Ask a peer or another adult to read a sample aloud; if they cannot, start with formation and connections before slant.
- Tips
- Use real class writing for most samples so the rubric reflects daily work. Share the rubric with the student and have them score their own sample first. If cursive remains slower or less legible than print, letting the student choose print is a reasonable outcome.
- Limits
- Rubric scores depend on rater judgment; score with the same rater or calibrate on shared samples. Does not measure speed. Cursive is not required in many schools, and a student should not be held to cursive for content work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-057.
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Goal
By the annual IEP review date, given a 4-sentence paragraph to copy in cursive, the student will write the paragraph in cursive with letters formed and connected, an even slant and consistent letter size independently, earning a score of at least 7 out of 8 on an 8-point cursive legibility rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks from class work or a cursive probe.
Baseline: 4 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 4 out of 8 rubric points.
- Annual goal445 characters
- By the annual IEP review date, given a 4-sentence paragraph to copy in cursive, the student will write the paragraph in cursive with letters formed and connected, an even slant and consistent letter size independently, earning a score of at least 7 out of 8 on an 8-point cursive legibility rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks from class work or a cursive probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 4-sentence paragraph to copy in cursive
- Behavior
- The student will write the paragraph in cursive with letters formed and connected, an even slant and consistent letter size independently
- Criteria
- Earning a score of at least 7 out of 8 on an 8-point cursive legibility rubric, on 3 of 4 consecutive biweekly work samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks from class work or a cursive probe
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on an 8-point cursive legibility rubric
- Mastery rule:
- on 3 of 4 consecutive biweekly work samples
- Collection schedule:
- every two weeks from class work or a cursive probe
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a 4-sentence paragraph to copy in cursive, the student will write the paragraph in cursive with letters formed and connected, an even slant and consistent letter size independently, earning a score of at least 7 out of 8 on an 8-point cursive legibility rubric, on 3 of 4 consecutive biweekly work samples, as measured by a defined scoring rubric collected every two weeks from class work or a cursive probe.
| Date | Task / sample | Formation: letters keep their cursive shapes (0 to 2) | Connections: letters within each word are joined, with no stray breaks (0 to 2) | Slant: letters lean the same way across the paragraph (0 to 2) | Size and spacing: tall, small and tail letters keep their size, with clear spaces between words (0 to 2) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an 8-point cursive legibility rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.