Drive and remove screws with a screwdriver
When to use this goal
For secondary students in a technology, shop, robotics, or vocational class who cannot keep a screwdriver seated in the screw head or turn it with control. Fit depends on a trial in the class setting, not grade. The class teacher's safety rules come first.
- Baseline
- Use five screws of the same size on a practice board and score each: snug with no slip, slipped out, or needed help. Note the screwdriver; a magnetic tip helps with dropped screws.
- Tips
- Battery covers are a realistic daily use (calculators, remotes). Larger handles help weak grip. Coordinate with the shop teacher for safe practice time.
- Limits
- Power tools are outside this goal. Does not measure following assembly instructions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-051.
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Goal
By the annual IEP review date, given a screwdriver and a practice board with 5 pre-started screws during a shop or technology class, the student will seat the screwdriver tip in the screw head, keep it straight, and turn until the screw is snug independently on 5 of 5 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during shop, technology, or vocational class.
Baseline: 2 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
- 2 of 5 opportunities.
- Annual goal423 characters
- By the annual IEP review date, given a screwdriver and a practice board with 5 pre-started screws during a shop or technology class, the student will seat the screwdriver tip in the screw head, keep it straight, and turn until the screw is snug independently on 5 of 5 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during shop, technology, or vocational class.
- Timeframe
- By the annual IEP review date
- Condition
- Given a screwdriver and a practice board with 5 pre-started screws during a shop or technology class
- Behavior
- The student will seat the screwdriver tip in the screw head, keep it straight, and turn until the screw is snug independently
- Criteria
- On 5 of 5 items, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during shop, technology, or vocational class
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:
- on 5 of 5 items
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during shop, technology, or vocational class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a screwdriver and a practice board with 5 pre-started screws during a shop or technology class, the student will seat the screwdriver tip in the screw head, keep it straight, and turn until the screw is snug independently on 5 of 5 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during shop, technology, or vocational class.
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.