Roll, pinch, and flatten dough into shapes
When to use this goal
For young students who poke or squeeze dough without shaping it, which limits art and sensory table play and shows weak hand arches and finger control. Fit depends on a short dough trial in present levels, not age.
- Baseline
- Ask for each of the four shapes once or twice and record which ones the student makes and how. Rolling a snake on the table is usually easiest; a ball between the palms and a pinch pot are harder.
- Tips
- Dough play is a natural warm-up before writing. Hiding beads in dough to find adds finger work. Count a shape as made when an observer would name it without being told.
- Limits
- Soft and firm dough feel different; keep the type the same across probes. A student who avoids the texture needs a choice of materials; this goal is not about getting used to textures.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-027.
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Goal
By the annual IEP review date, given a golf-ball-sized piece of soft dough during art or center time, the student will make the named dough shape (a ball rolled between the palms, a snake rolled on the table, a flat pancake, or a pinch pot) independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during centers 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 goal405 characters
- By the annual IEP review date, given a golf-ball-sized piece of soft dough during art or center time, the student will make the named dough shape (a ball rolled between the palms, a snake rolled on the table, a flat pancake, or a pinch pot) independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during centers or OT.
- Timeframe
- By the annual IEP review date
- Condition
- Given a golf-ball-sized piece of soft dough during art or center time
- Behavior
- The student will make the named dough shape (a ball rolled between the palms, a snake rolled on the table, a flat pancake, or a pinch pot) independently
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during centers 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 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during centers or OT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a golf-ball-sized piece of soft dough during art or center time, the student will make the named dough shape (a ball rolled between the palms, a snake rolled on the table, a flat pancake, or a pinch pot) independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during centers 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.