Draw basic shapes from a model or by name
When to use this goal
For students who name shapes but cannot produce them, which affects math diagrams, handwriting and art. Separate the motor need from the concept need in present levels; a student who can build a shape with sticks but not draw it has a motor need and may be better served by a fine motor goal.
- Baseline
- Decide the scoring rule before baseline (for example, correct number of straight sides, corners closed within a small gap) so two adults agree. Circles are usually first, then squares and rectangles; triangles are last for most students.
- Tips
- Coordinate with the occupational therapist if pencil grasp or line formation is a broader need. Drawing on a vertical surface or with a thick marker helps some students.
- Limits
- Drawing is heavily motor; scores may reflect hand control more than shape knowledge. Does not measure naming or sorting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-008.
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Goal
By the annual IEP review date, given a model of a circle, square, triangle or rectangle and paper, the student will draw a shape that has the correct number of sides and closed corners independently with at least 85% accuracy on drawn shapes, on 3 of 4 consecutive probes, as measured by work-sample analysis 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. Work-sample analysis 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 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
- 30% accuracy.
- Annual goal326 characters
- By the annual IEP review date, given a model of a circle, square, triangle or rectangle and paper, the student will draw a shape that has the correct number of sides and closed corners independently with at least 85% accuracy on drawn shapes, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a model of a circle, square, triangle or rectangle and paper
- Behavior
- The student will draw a shape that has the correct number of sides and closed corners independently
- Criteria
- With at least 85% accuracy on drawn shapes, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- 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 85% accuracy on drawn shapes
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a model of a circle, square, triangle or rectangle and paper, the student will draw a shape that has the correct number of sides and closed corners independently with at least 85% accuracy on drawn shapes, on 3 of 4 consecutive probes, as measured by work-sample analysis 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.