Cut out curved lines and simple shapes
When to use this goal
For students who cut straight lines reliably but cannot turn the paper for curves and corners, producing shapes with flattened curves or cut-off corners. Base the choice on work samples from class cutting tasks.
- Baseline
- Collect at least six shapes (two of each type) and score each as within or outside a quarter inch at the widest deviation. Note which shape type fails most; circles usually show paper-turning problems and triangles show corner problems, and the progression should start where the student fails.
- Tips
- Use real class projects (cutting out a shape for a bulletin board) as the probe when possible. Name the shape size in the condition; small shapes are harder and the percentage drops if the size changes between probes.
- Limits
- Complex shapes with interior cuts or very thin parts are beyond this goal. Students who fatigue quickly may score well on the first shape and poorly on the third, so keep the number of shapes per probe constant.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-005.
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Goal
By the annual IEP review date, given scissors and a 3-inch circle, square, and triangle printed on card stock, the student will cut out each shape staying within a quarter inch of the outline, turning the paper with the helper hand independently with at least 80% accuracy on shapes cut within a quarter inch of the outline, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from craft or worksheet cutting tasks.
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 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
- 30% accuracy.
- Annual goal454 characters
- By the annual IEP review date, given scissors and a 3-inch circle, square, and triangle printed on card stock, the student will cut out each shape staying within a quarter inch of the outline, turning the paper with the helper hand independently with at least 80% accuracy on shapes cut within a quarter inch of the outline, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from craft or worksheet cutting tasks.
- Timeframe
- By the annual IEP review date
- Condition
- Given scissors and a 3-inch circle, square, and triangle printed on card stock
- Behavior
- The student will cut out each shape staying within a quarter inch of the outline, turning the paper with the helper hand independently
- Criteria
- With at least 80% accuracy on shapes cut within a quarter inch of the outline, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from craft or worksheet 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 shapes cut within a quarter inch of the outline
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from craft or worksheet cutting tasks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given scissors and a 3-inch circle, square, and triangle printed on card stock, the student will cut out each shape staying within a quarter inch of the outline, turning the paper with the helper hand independently with at least 80% accuracy on shapes cut within a quarter inch of the outline, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from craft or worksheet 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.