Describe a shape by its sides and corners
When to use this goal
For students who name shapes by their look but cannot say why a square is a square, which blocks later classification. Present levels in counting and in the words side and corner decide readiness.
- Baseline
- Give 10 shapes including triangles, quadrilaterals, pentagons and hexagons. Count a response correct only when both sides and corners are right; students often double-count a corner where they started.
- Tips
- Touching each side while counting is the taught method. Include a circle in some sessions and agree on the answer (no straight sides, no corners) in advance.
- Limits
- Counting sides is a start; it does not cover angle size, parallel sides or equal sides. Students with fine motor needs may lose track while touching; allow pointing from a distance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-003.
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Goal
By the annual IEP review date, given a two-dimensional shape and the question "how many sides and corners does it have?", the student will count and state the number of sides and corners 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 goal353 characters
- By the annual IEP review date, given a two-dimensional shape and the question "how many sides and corners does it have?", the student will count and state the number of sides and corners 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 two-dimensional shape and the question "how many sides and corners does it have?"
- Behavior
- The student will count and state the number of sides and corners 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 two-dimensional shape and the question "how many sides and corners does it have?", the student will count and state the number of sides and corners 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.