Peel off labels and press them in place
When to use this goal
For young students who cannot lift the edge of a sticker or name label, or who crumple it, so adults do it for them. Peeling uses the fingernail and fingertip control needed for opening packages and handling paper. Fit depends on a short trial, not age.
- Baseline
- Offer five labels of the same size and score each: peeled and placed flat, peeled but crumpled, or needed help to start. Large labels are easier than small dots.
- Tips
- Name labels for cubbies, sticker charts, and math dot activities give natural practice. Pre-bending the backing makes the first peel easy and fades well.
- Limits
- Does not measure how accurately the sticker is placed on a small target; see mt-vm-022 for placement. Long fingernails or very short ones change the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-029.
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Goal
By the annual IEP review date, given a sheet of large stickers or name labels during an art or sorting activity, the student will lift the edge with a fingertip, peel the label off, and press it onto the paper independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during art or centers.
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 goal375 characters
- By the annual IEP review date, given a sheet of large stickers or name labels during an art or sorting activity, the student will lift the edge with a fingertip, peel the label off, and press it onto the paper independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during art or centers.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sheet of large stickers or name labels during an art or sorting activity
- Behavior
- The student will lift the edge with a fingertip, peel the label off, and press it onto the paper independently
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during art or centers
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 art or centers
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a sheet of large stickers or name labels during an art or sorting activity, the student will lift the edge with a fingertip, peel the label off, and press it onto the paper independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during art or centers.
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.