Complete inset puzzles with knobs
When to use this goal
For preschoolers who play with puzzle pieces but do not yet place them. Present levels in matching shapes and in fine motor skills decide fit; start with three-piece knob puzzles and move to more pieces.
- Baseline
- Use 3 puzzles and score each piece placed without help as correct. Note pieces that are matched but not turned to fit; that is a motor step, not a matching step.
- Tips
- Large knobs help grasp. Puzzles with familiar objects are more motivating. Move to jigsaw puzzles of two to four pieces next.
- Limits
- Puzzle skill mixes visual matching and fine motor skill; consult the OT if placing is the barrier.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-036.
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Goal
By the annual IEP review date, during table time, given a three-to-five-piece knob puzzle, the student will place each piece in its spot in the puzzle board independently with at least 80% accuracy on puzzle pieces placed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 30% accuracy.
- Annual goal324 characters
- By the annual IEP review date, during table time, given a three-to-five-piece knob puzzle, the student will place each piece in its spot in the puzzle board independently with at least 80% accuracy on puzzle pieces placed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During table time, given a three-to-five-piece knob puzzle
- Behavior
- The student will place each piece in its spot in the puzzle board independently
- Criteria
- With at least 80% accuracy on puzzle pieces placed, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on puzzle pieces placed
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during table time, given a three-to-five-piece knob puzzle, the student will place each piece in its spot in the puzzle board independently with at least 80% accuracy on puzzle pieces placed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.