Label a drawing with letters or words
When to use this goal
For students who scribble or draw but do not yet add letter-like forms, letters, or words to their work. Present levels should show that the student recognizes some letters and can hold a writing tool; the stage of emergent writing sets the starting step.
- Baseline
- Collect five drawings from journal or center time and classify the marks on each: scribble, letter-like forms, random letters, first-sound letters, or words. Record what the student says the writing says. The classification tells you which progression step to begin with.
- Tips
- Keep an alphabet strip with pictures at the writing center so the student can find letters by sound. Praise and record any attempt; conventional spelling is not expected at this stage. Save dated samples in a folder because the change in marks over months is the clearest evidence of growth.
- Limits
- Emergent writing is uneven from day to day, so five samples give only a rough picture. The goal depends on letter-sound knowledge; if the student knows few letter sounds, pair with a letter knowledge goal. Fine motor difficulty can hide what the student knows about print, so allow letter stamps or a keyboard when needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-008.
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Goal
By the annual IEP review date, after completing a drawing during journal or center time, the student will write at least one label on the drawing using the first letter sound or more of the word independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 0 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. Opportunity (trial) recording 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 0 of 5 opportunities.
- Annual goal343 characters
- By the annual IEP review date, after completing a drawing during journal or center time, the student will write at least one label on the drawing using the first letter sound or more of the word independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a drawing during journal or center time
- Behavior
- The student will write at least one label on the drawing using the first letter sound or more of the word independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after completing a drawing during journal or center time, the student will write at least one label on the drawing using the first letter sound or more of the word independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
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.