Identify letters and numbers that are reversed or rotated
When to use this goal
For students who cannot tell a correctly printed b from a reversed one, or a 3 from its mirror image, when shown both. This perceptual skill underlies written reversals; a probe with correct and reversed items decides fit.
- Baseline
- Give 20 items with about a third reversed and count correct identifications, including correct non-marks. Record which letters are missed; b, d, p, q, s, z, and the numerals 3, 5, 7, and 9 are the usual ones. Compare with the student's written reversals in a writing sample.
- Tips
- Pair with the handwriting reversals template; perception and production are taught together. Use the classroom font. Quick daily warm-ups with three or four rows give the weekly data without a separate session.
- Limits
- Identifying reversals does not guarantee the student stops writing them. Students with significant visual needs may require larger print permanently. Not a useful goal once written reversals have stopped.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-018.
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Goal
By the annual IEP review date, given a row of five printed letters where two are reversed and a direction to circle the reversed ones, the student will circle each reversed or rotated letter or numeral independently with at least 95% accuracy on reversed or rotated items identified correctly, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 20-item orientation probe.
Baseline: 55% 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. Opportunity (trial) recording 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 Visual-Motor & Visual-Perceptual Skills.
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) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 55% accuracy.
- Annual goal425 characters
- By the annual IEP review date, given a row of five printed letters where two are reversed and a direction to circle the reversed ones, the student will circle each reversed or rotated letter or numeral independently with at least 95% accuracy on reversed or rotated items identified correctly, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 20-item orientation probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a row of five printed letters where two are reversed and a direction to circle the reversed ones
- Behavior
- The student will circle each reversed or rotated letter or numeral independently
- Criteria
- With at least 95% accuracy on reversed or rotated items identified correctly, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly on a 20-item orientation probe
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 reversed or rotated items identified correctly
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly on a 20-item orientation probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a row of five printed letters where two are reversed and a direction to circle the reversed ones, the student will circle each reversed or rotated letter or numeral independently with at least 95% accuracy on reversed or rotated items identified correctly, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 20-item orientation probe.
| 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.