Compose a message with an alternative pencil
When to use this goal
For students with significant motor or communication support needs who cannot write with a pencil or standard keyboard and are learning to compose with an alphabet flip chart, an eye-gaze board, or an onscreen keyboard with switch scanning. Present levels should describe the access method and current message length; the goal measures composing a message, not motor access alone.
- Baseline
- Over eight message-writing sessions, record each message exactly as produced, the access method, and the partner support used. Count a session as meeting the goal when the message has at least three words or recognizable word attempts. Keep the raw messages; growth in letter use and word attempts shows before the count changes.
- Tips
- Plan with the OT and SLP on the access method so motor demands do not swamp composing. Write to real people (a family member, a friend, a staff member) and send the message so writing has a purpose. Use age-matched topics: plans for the weekend, a job task, a sports team, music.
- Limits
- Access methods are slow; long sessions can tire the student, so short daily routines work better. Partner-assisted scanning can lead the student if the partner is not careful; train partners to give equal time to each choice. The goal does not measure spelling accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-046.
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Goal
By the annual IEP review date, during a daily message-writing routine, given an alternative pencil (such as an alphabet flip chart or onscreen keyboard with word prediction) and a real reason to write, the student will write a message of at least three words or word attempts that tells a person something about the student's day or plans independently in at least 6 of 8 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 8 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
- 1 of 8 opportunities.
- Annual goal493 characters
- By the annual IEP review date, during a daily message-writing routine, given an alternative pencil (such as an alphabet flip chart or onscreen keyboard with word prediction) and a real reason to write, the student will write a message of at least three words or word attempts that tells a person something about the student's day or plans independently in at least 6 of 8 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a daily message-writing routine, given an alternative pencil (such as an alphabet flip chart or onscreen keyboard with word prediction) and a real reason to write
- Behavior
- The student will write a message of at least three words or word attempts that tells a person something about the student's day or plans independently
- Criteria
- In at least 6 of 8 opportunities, across 4 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 6 of 8 opportunities
- Mastery rule:
- across 4 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a daily message-writing routine, given an alternative pencil (such as an alphabet flip chart or onscreen keyboard with word prediction) and a real reason to write, the student will write a message of at least three words or word attempts that tells a person something about the student's day or plans independently in at least 6 of 8 opportunities, across 4 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.