Sew a running stitch on marked dots
When to use this goal
For students in art, family and consumer science, or a fine motor program who cannot pull a needle through fabric in a steady line. Sewing combines bilateral control, pinch, and visual guidance. Fit depends on a trial, not grade. Use a plastic or blunt yarn needle until safety skills are steady.
- Baseline
- Use a 10-dot line and score each stitch through a dot in the right direction. Note tangles and whether the student holds the fabric still.
- Tips
- A hoop holds the fabric so the student can focus on the needle. Older students can sew a simple project (a bag, a patch) as a real product. Safety rules for needles go with the activity.
- Limits
- Real sharp needles need direct supervision. Does not measure threading the needle; add that as a step if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-046.
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Goal
By the annual IEP review date, given a blunt yarn needle, yarn, and burlap or felt with 10 dots marked in a line, the student will push the needle down through one dot and up through the next, pulling the yarn snug each time independently with at least 80% accuracy on stitches through the marked dots, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during art, FACS, or OT.
Baseline: 30% 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
- 30% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given a blunt yarn needle, yarn, and burlap or felt with 10 dots marked in a line, the student will push the needle down through one dot and up through the next, pulling the yarn snug each time independently with at least 80% accuracy on stitches through the marked dots, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during art, FACS, or OT.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blunt yarn needle, yarn, and burlap or felt with 10 dots marked in a line
- Behavior
- The student will push the needle down through one dot and up through the next, pulling the yarn snug each time independently
- Criteria
- With at least 80% accuracy on stitches through the marked dots, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during art, FACS, 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 stitches through the marked dots
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly during art, FACS, or OT
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a blunt yarn needle, yarn, and burlap or felt with 10 dots marked in a line, the student will push the needle down through one dot and up through the next, pulling the yarn snug each time independently with at least 80% accuracy on stitches through the marked dots, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during art, FACS, 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.