Complete a multi-step craft project from a model
When to use this goal
For students who can do single fine motor steps (cut, glue, fold) but cannot chain them into a finished project without an adult doing part of it. Base the choice on observation during two class craft projects; the step list should be built from the kinds of projects the classroom does.
- Baseline
- Observe two projects and record each step as independent, prompted, or adult-completed. Separate the motor failures (cannot cut it) from the sequencing failures (skipped the fold); the first calls for a skill goal, the second for a picture sequence.
- Tips
- Use the classroom's real projects and adjust the step list to each one, keeping the number of steps the same. Craft tasks combine several fine motor skills, so this goal works well as the final goal after component skills are built.
- Limits
- Steps vary between projects, so compare data only across projects with the same step count and similar demands. Does not score the quality of each step; add a work-sample measure if the product quality matters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-025.
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Goal
By the annual IEP review date, given a finished model, the materials, and a picture sequence for a six-step craft, the student will complete the steps of the project to match the model using the picture sequence, performing at least 5 of 6 steps independently, on 3 consecutive projects, as measured by a task-analysis checklist collected each class craft project, at least twice a month.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal388 characters
- By the annual IEP review date, given a finished model, the materials, and a picture sequence for a six-step craft, the student will complete the steps of the project to match the model using the picture sequence, performing at least 5 of 6 steps independently, on 3 consecutive projects, as measured by a task-analysis checklist collected each class craft project, at least twice a month.
- Timeframe
- By the annual IEP review date
- Condition
- Given a finished model, the materials, and a picture sequence for a six-step craft
- Behavior
- The student will complete the steps of the project to match the model using the picture sequence
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive projects
- Evaluation method
- A task-analysis checklist
- Schedule
- Each class craft project, at least twice a month
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive projects
- Collection schedule:
- each class craft project, at least twice a month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a finished model, the materials, and a picture sequence for a six-step craft, the student will complete the steps of the project to match the model using the picture sequence, performing at least 5 of 6 steps independently, on 3 consecutive projects, as measured by a task-analysis checklist collected each class craft project, at least twice a month.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Cuts out the shapes on the lines | ||||||||
| 2. Folds the piece on the marked line | ||||||||
| 3. Applies glue to the marked spots | ||||||||
| 4. Attaches each piece in the position shown on the model | ||||||||
| 5. Adds the details (draws the face, attaches the small pieces) | ||||||||
| 6. Puts materials away and places the finished project in the tray | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.