Fold paper in half with the edges lined up
When to use this goal
For students who crumple paper when folding, fold off-center by an inch or more, or cannot crease. The skill matters for booklets, foldables, and putting papers in envelopes. Base the choice on work samples from class folding tasks.
- Baseline
- Ask for five folds (long way and short way) and measure the corner offset on each. Note whether the student matches the corners first or starts creasing immediately; most errors come from creasing before aligning. Check for a flat crease, since a soft fold will not hold in a booklet.
- Tips
- Foldables, booklets, and cards give natural practice in most elementary rooms. Teach the sequence 'match the corners, hold, then crease from the middle out' and record whether the student uses it.
- Limits
- Measures a single fold only. Multi-fold origami or thirds are beyond this goal. Paper weight changes creasing difficulty; use copy paper for data unless the condition says otherwise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-016.
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Goal
By the annual IEP review date, given a sheet of copy paper and a direction to fold it in half the long way, the student will fold the paper in half with the corners within a quarter inch of each other and crease the fold flat independently with at least 80% accuracy on folds with corners within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class folding tasks or OT.
Baseline: 20% 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
- 20% accuracy.
- Annual goal434 characters
- By the annual IEP review date, given a sheet of copy paper and a direction to fold it in half the long way, the student will fold the paper in half with the corners within a quarter inch of each other and crease the fold flat independently with at least 80% accuracy on folds with corners within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class folding tasks or OT.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sheet of copy paper and a direction to fold it in half the long way
- Behavior
- The student will fold the paper in half with the corners within a quarter inch of each other and crease the fold flat independently
- Criteria
- With at least 80% accuracy on folds with corners within a quarter inch, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from class folding tasks or OT
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 folds with corners within a quarter inch
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from class folding tasks or OT
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a sheet of copy paper and a direction to fold it in half the long way, the student will fold the paper in half with the corners within a quarter inch of each other and crease the fold flat independently with at least 80% accuracy on folds with corners within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class folding tasks or OT.
| 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.