Copying from the board: near-point and far-point copying goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A copying from the board IEP goal states what the student copies, from how far, how accurately and in what time. Near-point copying is from a model on the desk; far-point copying is from the board or a screen. Example: Jonah will copy 3 lines of homework from the board, with all words correct, within 4 minutes on 4 of 5 days.

Copying looks simple, but it chains together several skills: finding the place on the board, holding the words in memory, writing them, and finding the place again. A breakdown in any link slows the whole chain. Before writing a goal, figure out which link is weak.

The 12 goals below are split into near-point copying, far-point copying, and supported copying with tools. Each has a condition, a baseline, a criterion and a measure, and links to its template. Numbers are illustrations. For handwriting goals beyond copying, see OT IEP goals for handwriting. The occupational therapy IEP goals pillar covers OT goals as a whole.

Near-point vs far-point copying

	Near-point	Far-point
Source	Paper, book or card on the desk	Board, chart or projected screen
Extra demand	Keeping place on the page	Shifting gaze up and down, refocusing, finding place again
Common sign of trouble	Skips or repeats lines, copies letter by letter	Looks up many times per word, falls behind, copies wrong line
Usually taught first	Yes	After near-point is reliable

Most students who struggle with far-point copying also struggle at near-point. Start the assessment at the desk. If near-point is fine and far-point is not, check vision first, then seating and board layout.

How to choose the right goal

What you see	Likely weak link	Goal type and measure
Copies one letter at a time, looking back after each	Visual memory for words	Near-point rate: letters correct per minute
Skips or repeats lines	Place-keeping and tracking	Near-point accuracy: words correct out of words in the model
Falls behind when copying from the board	Gaze shifting and speed	Far-point duration: minutes to copy a set amount
Copies the wrong line or problem from the board	Scanning and locating	Far-point accuracy: items correct out of items
Copies accurately but the writing is unreadable	Handwriting, not copying	Use a legibility goal instead
Copies well but so slowly that notes are missed	Output speed	Supported copying: guided notes, photos or typed notes

Near-point copying goals

Given a 10-word sentence on a card on the desk, Lily will copy it with all words spelled correctly and spaced in 4 of 5 daily probes. Baseline: 6 of 10 words correct. Template.
Given grade-level text on the desk, Leo will copy at a rate of 25 letters correct per minute on 3 consecutive weekly 2-minute probes. Baseline: 12 letters per minute. Template.
Given 10 multi-digit math problems in a textbook, Ella will copy them into her notebook with every digit correct and aligned in 9 of 10 problems on 4 of 5 probes. Baseline: 5 of 10. Template.
When reading or copying from a page, Sam will keep his place using a finger or marker, skipping or repeating no more than 1 line in a 10-line passage, on 4 of 5 probes. Baseline: 4 skipped or repeated lines. Template.

Weak: "Lily will improve her copying skills." Measurable: Goal 1 above. It names the model, the length and what counts as correct.

Far-point copying goals

When the teacher writes 3 lines of homework on the board, Jonah will copy them with all words correct within 4 minutes on 4 of 5 days. Baseline: about 8 minutes, with 2 to 3 errors. Template.
Given 8 words written on the board, Mia will copy them with 7 of 8 spelled correctly on 4 of 5 probes. Baseline: 3 of 8. Template.
When a diagram or graphic organizer is shown on the board, Omar will copy its structure and labels with 9 of 10 parts correct on 3 consecutive probes. Baseline: 4 of 10. Template.
At the end of each class, Ava will copy the homework from the board into her planner before the bell in 4 of 5 classes. Baseline: 1 of 5. Template.

Weak: "Jonah will copy from the board in a timely manner." Measurable: Goal 1 above. "Timely" becomes 4 minutes, and "copy" becomes all words correct.

Supported copying goals

When copying stays slow after instruction, the goal often shifts from copying faster to getting the information another way. These goals teach the student to use the tool.

During lectures with guided notes, Grace will fill every blank before the slide changes in 9 of 10 slides on 4 of 5 observed lessons. Baseline: 5 of 10. Template.
Using a tablet camera to view the board, Kai, who has low vision, will copy assigned material with 9 of 10 items correct on 4 of 5 probes. Baseline: 4 of 10. Template.
Using a handheld monocular, Ruby will copy a 3-line board message with all words correct within 5 minutes on 4 of 5 probes. Baseline: does not use the monocular for board work. Template.
For each written task, Ben will choose handwriting or typing based on length and say why, matching the agreed rule in 4 of 5 opportunities. Baseline: 1 of 5. Template.

Goals 2 and 3 belong with the teacher of students with visual impairments as well as the OT. The visual efficiency goals page has more.

Weak: "Grace will be given notes." Measurable: That is an accommodation, not a goal. Goal 1 above measures what Grace does with the guided notes.

Accommodations that sit alongside copying goals

Copying goals and accommodations are not either-or. Common pairs:

A copy of the notes or slides, while the student works on a shorter copying goal in a different block.
Homework posted in the same spot every day, so far-point scanning is predictable.
Seating facing the board, not sideways, and close enough to see.
Permission to photograph the board.

The note-taking accommodation guide covers how to write these. The guide on goal vs accommodation explains how to keep the two straight.

How to measure copying goals

Accuracy goals: count words or items correct out of the total in the model. Use the accuracy data sheet.
Rate goals: time a 2-minute near-point probe and count letters correct per minute.
Duration goals: time from the start of copying to the last word. The duration data sheet works here.

Use the same length and type of material each probe. A 3-line homework message one day and a 10-line paragraph the next will not compare. Probe weekly and check classroom notes once a month.

Short-term objectives

For far-point goal 1, step down the length or the support:

With the homework written on a card on the desk, Jonah will copy 3 lines with all words correct within 3 minutes.
With the homework on the board and a highlighted box around it, Jonah will copy it within 5 minutes.
With the homework on the board and no highlighting, Jonah will copy it within 4 minutes.

Adapting by grade

Grade band	Typical copying task	Example target
K to 2	Words and short sentences, near-point first	7 of 8 board words correct
3 to 5	Homework, math problems, short notes	3 lines in 4 minutes
6 to 8	Planner entries, diagrams, guided notes	Planner done before the bell, 4 of 5 classes
9 to 12	Lecture notes, often with tools	Guided notes complete on 9 of 10 slides

More templates are on the motor skills IEP goals hub and the OT role page. Paste a draft into the goal checker before the meeting. For the visual side of copying, see visual perceptual IEP goals; for early writing, see pre-writing IEP goals.

The IEP must say how progress on each goal will be measured and reported.^[1] If the student needs a device such as a tablet camera, the team must consider assistive technology.^[2]

Frequently asked questions

What is the difference between near-point and far-point copying?

Near-point copying is from a model on the desk, such as a book or card. Far-point copying is from a distance, such as the board or a projected screen. Far-point is harder because the student has to look up, refocus and find their place each time.

Should a student with copying problems just get a copy of the notes?

Often both. A copy of the notes gives access to the content now. A short copying goal, practiced in another part of the day, builds the skill. If copying stays very slow after instruction, the goal may shift to using guided notes or typing.

How do I measure copying speed?

Give a short, grade-level passage on the desk, time 2 minutes, and count letters copied correctly. For board copying, time how long the student takes to copy a set message. Use the same kind of material each time so the scores compare.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.