Use a stapler, hole punch, and tape dispenser
When to use this goal
For students who avoid or hand off common classroom tools because they cannot generate enough force, cannot line up the paper, or cannot coordinate two hands on the tool. A quick trial with each tool during baseline decides which tools belong in the goal.
- Baseline
- Present each tool twice and record whether the task was completed, which hand did what, and whether force or alignment was the barrier. Adapted tools (easy-press staplers, lever punches) should be tried during baseline so the support options reflect what works for this student.
- Tips
- Collect data when tools are actually needed (turning in packets, making a booklet) rather than in isolated drills. Hand strength tasks in OT support this goal but the goal measures the classroom task.
- Limits
- Tool models differ by classroom; a student who manages the OT room stapler may fail on a heavy one in the art room. Keep the tool set constant for data and name adapted tools as supports.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-014.
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Goal
By the annual IEP review date, when a class task requires stapling, hole punching, or taping papers, the student will use each tool to complete the task (stapled corner, punched holes on the margin, torn tape piece, sharpened pencil) independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during class or OT.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 5 opportunities.
- Annual goal403 characters
- By the annual IEP review date, when a class task requires stapling, hole punching, or taping papers, the student will use each tool to complete the task (stapled corner, punched holes on the margin, torn tape piece, sharpened pencil) independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during class or OT.
- Timeframe
- By the annual IEP review date
- Condition
- When a class task requires stapling, hole punching, or taping papers
- Behavior
- The student will use each tool to complete the task (stapled corner, punched holes on the margin, torn tape piece, sharpened pencil) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during class or OT
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during class or OT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a class task requires stapling, hole punching, or taping papers, the student will use each tool to complete the task (stapled corner, punched holes on the margin, torn tape piece, sharpened pencil) independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during class or OT.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.