Compare finished work to a model and fix mismatches
When to use this goal
For young children who call a pattern, puzzle, or tracing done without looking back at the model. Fits activities with a clear model to match. Present levels decide the complexity of the model.
- Baseline
- Set up activities where one or two mismatches are likely (a pattern with four elements, a six-block structure) and record whether the child looked back at the model and whether mismatches were fixed. Confirm the child can see the difference when it is pointed out.
- Tips
- Each activity with a model is one opportunity. Met means the child compares and fixes any mismatch without an adult pointing. Work that matches on the first try is scored met only if the child visibly checked; otherwise exclude it. Keep models at the child's eye level.
- Limits
- Some mismatches are motor, not monitoring (a tracing that wobbles); choose activities where fixing is possible. Does not generalize to work without a model.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-006.
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Goal
By the annual IEP review date, after completing a pattern, block structure, or shape tracing with a model card in view, the student will compare the work with the model, point to any part that does not match, and fix it before saying done independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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. 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 Self-Monitoring.
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 - Self-Monitoring
- Baseline
- 1 of 5 opportunities.
- Annual goal388 characters
- By the annual IEP review date, after completing a pattern, block structure, or shape tracing with a model card in view, the student will compare the work with the model, point to any part that does not match, and fix it before saying done independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a pattern, block structure, or shape tracing with a model card in view
- Behavior
- The student will compare the work with the model, point to any part that does not match, and fix it before saying done independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after completing a pattern, block structure, or shape tracing with a model card in view, the student will compare the work with the model, point to any part that does not match, and fix it before saying done independently in at least 4 of 5 opportunities, across 3 consecutive sessions, 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 | # + (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.