String beads or lace a card at a steady pace
When to use this goal
For students who can pick up beads but cannot coordinate pushing the string through and pulling it out the other side, or who complete the task so slowly that they finish one bead while peers finish ten. A timed count during baseline decides whether the problem is accuracy, speed, or both.
- Baseline
- Run two 2-minute timings with the same bead size and count beads fully strung. Watch whether the student lets go of the string tip before the bead is on, or drops the bead while reaching for the tip; each points to a different teaching step. Record the bead size used.
- Tips
- Count is the measure, so keep the timing length and bead size identical each probe. Stringing is a practice task; the classroom payoffs are threading a lace, closing a drawstring bag, or putting a strap through a buckle, so name one of those in present levels.
- Limits
- Counts per 2 minutes reward speed and can mask a sloppy grasp. If quality matters more, switch to an opportunities measure on a fixed number of beads. Students with vision needs may need high-contrast beads and a larger lace tip.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-012.
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Goal
By the annual IEP review date, given 1-inch beads and a lace with a stiff tip, during a 2-minute timing, the student will string beads onto the lace, pulling each one to the end independently at least 10 times per 2-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.
Baseline: 3 times per 2-minute timing.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 3 times per 2-minute timing.
- Annual goal362 characters
- By the annual IEP review date, given 1-inch beads and a lace with a stiff tip, during a 2-minute timing, the student will string beads onto the lace, pulling each one to the end independently at least 10 times per 2-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 1-inch beads and a lace with a stiff tip, during a 2-minute timing
- Behavior
- The student will string beads onto the lace, pulling each one to the end independently
- Criteria
- At least 10 times per 2-minute timing, in 3 of 4 consecutive weekly timings
- Evaluation method
- Frequency recording
- Schedule
- Weekly during a fine motor center or OT session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 10 times per 2-minute timing
- Mastery rule:
- in 3 of 4 consecutive weekly timings
- Collection schedule:
- weekly during a fine motor center or OT session
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, given 1-inch beads and a lace with a stiff tip, during a 2-minute timing, the student will string beads onto the lace, pulling each one to the end independently at least 10 times per 2-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 2-minute timing.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.