Keep crayon marks inside a large shape
When to use this goal
For young children who hold a crayon and make marks but color across the whole page with no regard for an outline. This is an early step before the coverage-and-strays criterion of the standard coloring template; observed coloring at the table, not age, decides which one fits.
- Baseline
- Offer five large shapes across a week and score each as mostly inside the outline or mostly outside. Watch whether the child looks at the outline at all; a child who never looks needs a raised or textured edge first, while a child who looks but overshoots needs slower strokes near the edge.
- Tips
- Use the same shape size and crayon for data. Raised outlines (glue, wax sticks, a cut-out stencil) give the child a physical stop, which is a support you fade. Count the activity as a success when nearly all marks stay inside, even if the shape is only partly colored; coverage comes later.
- Limits
- Measures boundary awareness, not coverage or stroke quality. Children who choose not to color at all give no data; offer a preferred color, marker or paint stick. Not meant for students past the early grades, where tracing and handwriting measures fit better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-056.
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Goal
By the annual IEP review date, during a table activity, given a 5-inch shape with a thick bold outline and a chunky crayon, the student will color inside the shape, keeping all but a few crayon marks within the outline independently in at least 4 of 5 opportunities, on 3 of 4 weekly observations, as measured by direct observation collected weekly during table or art activities.
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. Direct observation 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 goal380 characters
- By the annual IEP review date, during a table activity, given a 5-inch shape with a thick bold outline and a chunky crayon, the student will color inside the shape, keeping all but a few crayon marks within the outline independently in at least 4 of 5 opportunities, on 3 of 4 weekly observations, as measured by direct observation collected weekly during table or art activities.
- Timeframe
- By the annual IEP review date
- Condition
- During a table activity, given a 5-inch shape with a thick bold outline and a chunky crayon
- Behavior
- The student will color inside the shape, keeping all but a few crayon marks within the outline independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during table or art activities
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 opportunities
- Mastery rule:
- on 3 of 4 weekly observations
- Collection schedule:
- weekly during table or art activities
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a table activity, given a 5-inch shape with a thick bold outline and a chunky crayon, the student will color inside the shape, keeping all but a few crayon marks within the outline independently in at least 4 of 5 opportunities, on 3 of 4 weekly observations, as measured by direct observation collected weekly during table or art activities.
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.