Drop coins through a narrow slot
When to use this goal
For students who can pick up a coin but cannot orient it to fit a slot (a coin bank, vending machine, parking meter or class store box) and end up pushing it with the palm or asking an adult. Present levels in grasp and wrist turning, not grade, decide fit.
- Baseline
- Offer 10 coins on two days and score each as in on the first try, in after a retry, or adult help. Note whether trouble is picking the coin up off the table, turning it, or lining it up; each points to a different teaching step. Dimes are hardest because they are thin and small.
- Tips
- Coins link fine motor to money skills and community use. Practice where the student will use it: lunch line machines, a class store, a bus fare box. A slant board brings the slot into a better angle for students with limited wrist turning.
- Limits
- Scores the motor act only, not counting money. Students who use cards or phones for payment may not need coin handling; check with the family and transition plan. Small coins are a choking risk for some students; supervise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-059.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 mixed coins on a table and a coin bank with a narrow slot, the student will pick up each coin with the fingertips, turn it to line up with the slot and drop it in independently with at least 80% accuracy on coins placed through the slot on the first try, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly in OT or during class store.
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. Opportunity (trial) recording 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 goal424 characters
- By the annual IEP review date, given 10 mixed coins on a table and a coin bank with a narrow slot, the student will pick up each coin with the fingertips, turn it to line up with the slot and drop it in independently with at least 80% accuracy on coins placed through the slot on the first try, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly in OT or during class store.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 mixed coins on a table and a coin bank with a narrow slot
- Behavior
- The student will pick up each coin with the fingertips, turn it to line up with the slot and drop it in independently
- Criteria
- With at least 80% accuracy on coins placed through the slot on the first try, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly in OT or during class store
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 coins placed through the slot on the first try
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly in OT or during class store
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 mixed coins on a table and a coin bank with a narrow slot, the student will pick up each coin with the fingertips, turn it to line up with the slot and drop it in independently with at least 80% accuracy on coins placed through the slot on the first try, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly in OT or during class store.
| 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.