Tell a building plan, then build it
When to use this goal
For young students who grab blocks or materials and build without a goal, then lose interest. Planning first (I will build a tower with a door) builds intentional work. Present levels, not grade, decide whether the plan is said, drawn, or chosen from pictures.
- Baseline
- Watch five building times: does the child say or show a plan, and does the result match? Take a quick photo of the build next to the plan card.
- Tips
- A match is loose: a tower plan and a tall build count. Photos make the data quick. Ask what did you build at the end so the child reviews the plan.
- Limits
- Young children change plans; that is fine if they say so. Does not measure building skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the block or building center, before getting materials, the student will state, draw, or choose a picture of what they will build and then build something that matches the plan independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Baseline: 1 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. Direct observation 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 Planning.
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
- Executive Function - Planning
- Baseline
- 1 of 5 opportunities.
- Annual goal349 characters
- By the annual IEP review date, at the block or building center, before getting materials, the student will state, draw, or choose a picture of what they will build and then build something that matches the plan independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- At the block or building center, before getting materials
- Behavior
- The student will state, draw, or choose a picture of what they will build and then build something that matches the plan independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Three times per week
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:
- on 4 of 5 observed days
- Collection schedule:
- three times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the block or building center, before getting materials, the student will state, draw, or choose a picture of what they will build and then build something that matches the plan independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
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.