Color a shape staying inside the lines
When to use this goal
For students whose coloring is scribbled across the page, leaves most of the shape blank, or crosses the outline repeatedly. Coloring control is a pre-writing skill; work samples from classroom coloring decide the starting shape size.
- Baseline
- Keep five colored shapes and score each as meeting both parts of the criterion (coverage and no more than two strays) or not. Watch once to see whether the student slows at edges or colors at one speed; this tells you whether to teach a strategy or build control first.
- Tips
- Count strays consistently: any mark crossing the outline by more than an eighth of an inch. Coloring pages with tiny details are not fair probes; use shapes of the size named in the condition.
- Limits
- Coloring is a proxy for pencil control and not a goal in itself for older students; by second grade, move to tracing and handwriting measures. Students who dislike coloring may rush and score poorly for reasons unrelated to motor control.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-017.
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Goal
By the annual IEP review date, given a 3-inch simple shape with a bold outline and a crayon, the student will color the shape, covering at least three quarters of the area with no more than two marks outside the outline independently with at least 80% accuracy on shapes colored within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom coloring work.
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 goal421 characters
- By the annual IEP review date, given a 3-inch simple shape with a bold outline and a crayon, the student will color the shape, covering at least three quarters of the area with no more than two marks outside the outline independently with at least 80% accuracy on shapes colored within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom coloring work.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 3-inch simple shape with a bold outline and a crayon
- Behavior
- The student will color the shape, covering at least three quarters of the area with no more than two marks outside the outline independently
- Criteria
- With at least 80% accuracy on shapes colored within the criterion, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from classroom coloring work
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 colored within the criterion
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from classroom coloring work
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a 3-inch simple shape with a bold outline and a crayon, the student will color the shape, covering at least three quarters of the area with no more than two marks outside the outline independently with at least 80% accuracy on shapes colored within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom coloring work.
| 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.