Sort shapes by one attribute and then another
When to use this goal
For students who sort by color but cannot sort the same set by shape or size when asked, which shows the attribute is not yet separable from the object. Present levels in matching and in the attribute words decide the starting rule.
- Baseline
- Each sort is one opportunity, correct only when every piece is placed right. Record which attribute the student sorts by when asked for a different one; sticking with color is the usual pattern and is the instructional target.
- Tips
- Attribute blocks are the standard material. The re-sort behavior is the stronger measure of flexible thinking and connects to cognitive flexibility goals.
- Limits
- Sorting does not require naming shapes; a student can sort without the words. With few opportunities per session, use the trend over several sessions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-005.
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Goal
By the annual IEP review date, given a set of 12 shapes that vary in shape, color and size and the direction to sort by a stated attribute, the student will sort every shape into the correct group for the stated attribute independently in at least 4 of 5 opportunities, across 3 consecutive data collection 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 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
- 1 of 5 opportunities.
- Annual goal387 characters
- By the annual IEP review date, given a set of 12 shapes that vary in shape, color and size and the direction to sort by a stated attribute, the student will sort every shape into the correct group for the stated attribute independently in at least 4 of 5 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 set of 12 shapes that vary in shape, color and size and the direction to sort by a stated attribute
- Behavior
- The student will sort every shape into the correct group for the stated attribute independently
- Criteria
- In at least 4 of 5 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 4 of 5 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 set of 12 shapes that vary in shape, color and size and the direction to sort by a stated attribute, the student will sort every shape into the correct group for the stated attribute independently in at least 4 of 5 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 | # + (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.