Color map regions and diagram parts neatly
When to use this goal
For older students who can color a simple shape but whose coloring of maps, science diagrams and graphs is so uneven that the work cannot be read (colors bleed across borders or regions are left blank). Fits when coloring is part of class assignments; work samples, not grade, decide fit.
- Baseline
- Collect three colored maps or diagrams from class and score each on the rubric. Note the grasp and pressure used, and whether the student outlines regions first. Ask the classroom teacher which assignments use coloring, so the data comes from real work rather than worksheets made for therapy.
- Tips
- Teach the outline-then-fill strategy and short, same-direction strokes. Colored pencils give more control than crayons for small regions. If coloring takes much longer than peers, consider a partly colored copy or a digital map as an accommodation for content-heavy lessons.
- Limits
- The rubric scores the product only, not the time it took. Coloring is a means to show content; if it is not a class expectation, choose a writing or tool-use goal instead. Small regions on photocopied maps can be unfair probes; enlarge them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-057.
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Goal
By the annual IEP review date, given a class map or diagram with at least six regions to color by a key, the student will color each region the key color, filling the region and keeping strokes inside its border independently, earning a score of at least 5 out of 6 on a 6-point coloring control rubric, on 3 of 4 consecutive biweekly work samples, as measured by work-sample analysis collected every two weeks from class map, graph and diagram assignments.
Baseline: 2 out of 6 rubric points.
- 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. Rubric score 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 rubric score 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 out of 6 rubric points.
- Annual goal457 characters
- By the annual IEP review date, given a class map or diagram with at least six regions to color by a key, the student will color each region the key color, filling the region and keeping strokes inside its border independently, earning a score of at least 5 out of 6 on a 6-point coloring control rubric, on 3 of 4 consecutive biweekly work samples, as measured by work-sample analysis collected every two weeks from class map, graph and diagram assignments.
- Timeframe
- By the annual IEP review date
- Condition
- Given a class map or diagram with at least six regions to color by a key
- Behavior
- The student will color each region the key color, filling the region and keeping strokes inside its border independently
- Criteria
- Earning a score of at least 5 out of 6 on a 6-point coloring control rubric, on 3 of 4 consecutive biweekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks from class map, graph and diagram assignments
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 5 out of 6 on a 6-point coloring control rubric
- Mastery rule:
- on 3 of 4 consecutive biweekly work samples
- Collection schedule:
- every two weeks from class map, graph and diagram assignments
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a class map or diagram with at least six regions to color by a key, the student will color each region the key color, filling the region and keeping strokes inside its border independently, earning a score of at least 5 out of 6 on a 6-point coloring control rubric, on 3 of 4 consecutive biweekly work samples, as measured by work-sample analysis collected every two weeks from class map, graph and diagram assignments.
| Date | Task / sample | Coverage: each region is filled with no large blank patches (0 to 2) | Edge control: strokes stay inside each border with only small overlaps (0 to 2) | Readability: colors match the key and borders between regions stay visible (0 to 2) | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-point coloring control rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.