Continue a chosen art or craft project
When to use this goal
For upper elementary students who like art but abandon projects after a few minutes or need an adult to say what to do next. Base the choice on timed observation. The student picks the project and the materials.
- Baseline
- Time 4 or more art sessions from starting the project to stopping for more than a minute. Note why the student stopped (stuck, bored, a mistake, finished). Start from an interest inventory with the student and family, and offer age-matched choices; a preferred repetitive activity is a valid way to relax, not a problem to fix.
- Tips
- Finishing early counts as meeting the goal. Mistakes are part of art; teach a fix-it step rather than starting over. Adapted tools (thick markers, spring scissors) are fair supports.
- Limits
- The quality of the art is not measured and should not be. Some projects naturally take less time; choose ones that can fill the target.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-010.
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Goal
By the annual IEP review date, during free art time with materials the student chose (drawing, clay, beads, collage), the student will independently continue drawing, building, or crafting the chosen project without adult direction for at least 15 minutes, on 3 of 4 consecutive art sessions, as measured by duration recording collected twice weekly.
Baseline: 4 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Leisure & Recreation.
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
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 4 minutes.
- Annual goal350 characters
- By the annual IEP review date, during free art time with materials the student chose (drawing, clay, beads, collage), the student will independently continue drawing, building, or crafting the chosen project without adult direction for at least 15 minutes, on 3 of 4 consecutive art sessions, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During free art time with materials the student chose (drawing, clay, beads, collage)
- Behavior
- The student will independently continue drawing, building, or crafting the chosen project without adult direction
- Criteria
- For at least 15 minutes, on 3 of 4 consecutive art sessions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 15 minutes
- Mastery rule:
- on 3 of 4 consecutive art sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during free art time with materials the student chose (drawing, clay, beads, collage), the student will independently continue drawing, building, or crafting the chosen project without adult direction for at least 15 minutes, on 3 of 4 consecutive art sessions, as measured by duration recording collected twice weekly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (15 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.