Match identical shapes
When to use this goal
Fits preschool students or students with significant support needs who are learning to notice shape as an attribute, before naming shapes. Present levels in visual matching of objects and pictures decide the number of choices.
- Baseline
- Run 10 trials with circle, square and triangle first and record which shapes are matched. Add rectangle and oval once those three are reliable; students often confuse square with rectangle and circle with oval, so place those as the distractors to test discrimination.
- Tips
- Vary the color and size of the shapes once basic matching is reliable so the student matches by shape and not by color. Form boards work well for students who do not yet point.
- Limits
- Matching does not show that the student knows the shape names. Form boards can be solved by trial and error; score the first placement only.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-001.
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Goal
By the annual IEP review date, given a shape card and a choice of 3 shape cards, one of which is identical, the student will place the shape card on the identical shape independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 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 Geometry & Spatial Reasoning.
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
- Math - Geometry & Spatial Reasoning
- Baseline
- 3 of 10 opportunities.
- Annual goal335 characters
- By the annual IEP review date, given a shape card and a choice of 3 shape cards, one of which is identical, the student will place the shape card on the identical shape independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a shape card and a choice of 3 shape cards, one of which is identical
- Behavior
- The student will place the shape card on the identical shape independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a shape card and a choice of 3 shape cards, one of which is identical, the student will place the shape card on the identical shape independently in at least 8 of 10 opportunities, across 3 consecutive data collection 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.