Choose a box that fits the items
When to use this goal
For students who need to choose a container (a shipping box, a storage bin, a moving box) and pick by guess. Present levels in measuring length and in volume of rectangular prisms decide readiness.
- Baseline
- Include a box with enough volume but one dimension too short. Record choosing by volume alone.
- Tips
- Pairs with packing items (ma-geo-040) and volume (ma-geo-020).
- Limits
- Odd-shaped items need estimation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-042.
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Goal
By the annual IEP review date, given 6 tasks, each with items and their measurements and three boxes with listed dimensions, the student will compare the dimensions and volume of the items and boxes and choose the smallest box that fits independently with at least 85% accuracy on box choices, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 goal386 characters
- By the annual IEP review date, given 6 tasks, each with items and their measurements and three boxes with listed dimensions, the student will compare the dimensions and volume of the items and boxes and choose the smallest box that fits independently with at least 85% accuracy on box choices, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 6 tasks, each with items and their measurements and three boxes with listed dimensions
- Behavior
- The student will compare the dimensions and volume of the items and boxes and choose the smallest box that fits independently
- Criteria
- With at least 85% accuracy on box choices, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 box choices
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 6 tasks, each with items and their measurements and three boxes with listed dimensions, the student will compare the dimensions and volume of the items and boxes and choose the smallest box that fits independently with at least 85% accuracy on box choices, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.