Sign their name the same way each time
When to use this goal
For older students who sign forms but produce a different-looking signature each time, or one that runs off the line. A signature can be in cursive, print or a simplified form the student chooses; consistency and fit on the line matter more than style. Samples of the student's signatures, not grade, decide fit.
- Baseline
- Collect five signatures on two days and lay them side by side. Agree a signature with the student and family first (full name, first initial and last name, cursive or print) and make a model card. Measure the student's usual signature size so the forms used for data have lines that fit it.
- Tips
- A signature is the student's own mark, so let them choose its style. Practice on real forms from the student's life: permission slips, library cards, work forms. Keep the model card in a wallet or phone photo for use in the community.
- Limits
- Does not measure whether the student understands what they are signing; pair with a goal on reading and asking about forms. Rubric scoring of consistency is a judgment call; compare against the model card each time. Legal signature rules are not addressed here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-058.
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Goal
By the annual IEP review date, given five signature lines on practice forms during a transition lesson, the student will sign their chosen signature on the line, matching their signature model card independently, earning a score of at least 7 out of 8 on an 8-point signature consistency rubric, on 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks from practice and real forms.
Baseline: 3 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. Work-sample analysis 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
- 3 out of 8 rubric points.
- Annual goal427 characters
- By the annual IEP review date, given five signature lines on practice forms during a transition lesson, the student will sign their chosen signature on the line, matching their signature model card independently, earning a score of at least 7 out of 8 on an 8-point signature consistency rubric, on 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks from practice and real forms.
- Timeframe
- By the annual IEP review date
- Condition
- Given five signature lines on practice forms during a transition lesson
- Behavior
- The student will sign their chosen signature on the line, matching their signature model card independently
- Criteria
- Earning a score of at least 7 out of 8 on an 8-point signature consistency rubric, on 3 of 4 consecutive biweekly samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks from practice and real forms
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 signature consistency rubric
- Mastery rule:
- on 3 of 4 consecutive biweekly samples
- Collection schedule:
- every two weeks from practice and real forms
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given five signature lines on practice forms during a transition lesson, the student will sign their chosen signature on the line, matching their signature model card independently, earning a score of at least 7 out of 8 on an 8-point signature consistency rubric, on 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks from practice and real forms.
| Date | Task / sample | Match: the signature looks like the student's model card (0 to 2) | Consistency: signatures on the same day look alike (0 to 2) | Placement: the signature sits on the line and stays inside the space (0 to 2) | Completeness: the agreed name parts are all there (0 to 2) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an 8-point signature consistency 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.