Cut along a straight line within a quarter inch
When to use this goal
For students who can snip and make continuous cuts but wander off a line, tear the paper, or stop and restart frequently. Use the width of the student's current deviations from a line, measured from work samples to decide the starting target.
- Baseline
- Collect five cut lines across two days, keep the work samples, and measure the widest deviation on each with a ruler. Score each line as within or outside a quarter inch. Record the paper weight; card stock is easier to control than copy paper and the condition should name what was used.
- Tips
- Worksheets that require cutting out answer strips give authentic samples without a separate probe. Keep the line length and paper type stable across probes so the percentage is comparable.
- Limits
- Measures accuracy, not speed; a student who cuts accurately but takes five minutes on one line may need a duration measure too. Curves and corners are not covered here and need the shape-cutting goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-004.
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Goal
By the annual IEP review date, given child-sized scissors and a 6-inch straight line printed on card stock, the student will cut along the line from one end to the other, staying within a quarter inch of the line independently, holding the paper with the helper hand with at least 80% accuracy on lines cut within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom cutting tasks.
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. 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 Fine Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 40% accuracy.
- Annual goal450 characters
- By the annual IEP review date, given child-sized scissors and a 6-inch straight line printed on card stock, the student will cut along the line from one end to the other, staying within a quarter inch of the line independently, holding the paper with the helper hand with at least 80% accuracy on lines cut within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom cutting tasks.
- Timeframe
- By the annual IEP review date
- Condition
- Given child-sized scissors and a 6-inch straight line printed on card stock
- Behavior
- The student will cut along the line from one end to the other, staying within a quarter inch of the line independently, holding the paper with the helper hand
- Criteria
- With at least 80% accuracy on lines cut within a quarter inch, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from classroom cutting tasks
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 80% accuracy on lines cut within a quarter inch
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from classroom cutting tasks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given child-sized scissors and a 6-inch straight line printed on card stock, the student will cut along the line from one end to the other, staying within a quarter inch of the line independently, holding the paper with the helper hand with at least 80% accuracy on lines cut within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom cutting tasks.
| 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.