Identify shapes by touch
When to use this goal
For students with visual impairment, or students who learn well through touch, who need to identify and describe shapes without seeing them. Present levels in naming shapes and in tactile exploration decide readiness.
- Baseline
- Record whether the student uses a systematic trace from one corner around the shape. Random touching leads to errors.
- Tips
- Coordinate with the teacher of students with visual impairments. Raised-line drawing kits and wax sticks let students make their own shapes.
- Limits
- Tactile shapes vary in quality; use clear raised edges.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-030.
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Goal
By the annual IEP review date, given one shape at a time from a set of raised-line or cut-out shapes, without looking, the student will explore the shape with both hands, count the sides and corners, and name the shape independently with at least 90% accuracy on shapes identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% 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 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
- 40% accuracy.
- Annual goal383 characters
- By the annual IEP review date, given one shape at a time from a set of raised-line or cut-out shapes, without looking, the student will explore the shape with both hands, count the sides and corners, and name the shape independently with at least 90% accuracy on shapes identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given one shape at a time from a set of raised-line or cut-out shapes, without looking
- Behavior
- The student will explore the shape with both hands, count the sides and corners, and name the shape independently
- Criteria
- With at least 90% accuracy on shapes identified, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 90% accuracy on shapes identified
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given one shape at a time from a set of raised-line or cut-out shapes, without looking, the student will explore the shape with both hands, count the sides and corners, and name the shape independently with at least 90% accuracy on shapes identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.