Apply glue and attach pieces in the right place
When to use this goal
For students who squeeze out large pools of glue, glue the wrong side, or attach pieces far from the intended spot, so craft and cut-and-paste tasks need an adult to finish them. Base the choice on observation of two or three craft tasks.
- Baseline
- Keep three finished craft products and score each piece as correct (glue on the back, placed on its spot, not excessive glue) or not. Watch the process once to see whether the problem is glue amount, orientation, or placement; the progression should start at the weakest part.
- Tips
- Most primary classrooms have daily cut-and-paste tasks, so the data can come from regular work. Use the glue bottle condition only after the glue stick is steady, since bottle squeezing adds a strength demand.
- Limits
- Cut-and-paste worksheets mix cutting, gluing, and the academic content; score only the gluing part for this goal. A student who places pieces wrong because of the academic content, not placement, needs a different goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-015.
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Goal
By the annual IEP review date, given a glue stick and three cut-out pieces to attach to marked spots on a page, the student will apply glue to the back of each piece and press it onto its marked spot independently with at least 85% accuracy on pieces glued on the back and placed on their marked spot, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or worksheet task.
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 goal424 characters
- By the annual IEP review date, given a glue stick and three cut-out pieces to attach to marked spots on a page, the student will apply glue to the back of each piece and press it onto its marked spot independently with at least 85% accuracy on pieces glued on the back and placed on their marked spot, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or worksheet task.
- Timeframe
- By the annual IEP review date
- Condition
- Given a glue stick and three cut-out pieces to attach to marked spots on a page
- Behavior
- The student will apply glue to the back of each piece and press it onto its marked spot independently
- Criteria
- With at least 85% accuracy on pieces glued on the back and placed on their marked spot, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from a craft or worksheet task
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 pieces glued on the back and placed on their marked spot
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from a craft or worksheet task
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a glue stick and three cut-out pieces to attach to marked spots on a page, the student will apply glue to the back of each piece and press it onto its marked spot independently with at least 85% accuracy on pieces glued on the back and placed on their marked spot, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or worksheet task.
| 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.