Copy basic shapes from a printed model
When to use this goal
For students who produce shapes that are open, have the wrong number of sides, or are not recognizable when asked to copy a circle, square, or triangle. The shapes a student can copy during a short probe decide the starting point; copying a circle usually comes first, then a cross and square, then a triangle and diamond.
- Baseline
- Give eight shapes (two of each) on two days and score each as correct using written rules (closed, correct number of sides, corners present, no more than a quarter-inch gap). Run an imitation condition too (adult draws first); if imitation is much better than copying, visual memory or planning is the barrier rather than motor control.
- Tips
- Shape copying is a foundation for letter formation; most letters are built from the same strokes. Use the same shape set each week and keep the samples. Dots at corners are a support to fade, not part of the annual goal.
- Limits
- Correctness is a judgment; write the scoring rules down before baseline. Students with low vision need high-contrast or raised models. Copying shapes does not guarantee letter formation, which has its own templates in handwriting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-001.
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Goal
By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.
Baseline: 25% 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 Visual-Motor & Visual-Perceptual 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) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 25% accuracy.
- Annual goal438 characters
- By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed model of a circle, square, triangle, and cross and a pencil
- Behavior
- The student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model
- Criteria
- With at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during a writing center or OT session
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 85% accuracy on shapes copied correctly
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly during a writing center or OT session
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.
| 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.