Copy overlapping and multi-part designs
When to use this goal
For students who copy single shapes well but distort designs made of two or more parts: overlapping circles, a square with a diagonal, or a shape inside another. Base the choice on work samples from a design-copying probe; this skill supports diagrams, maps, and math drawings.
- Baseline
- Give six designs on two days and score each as correct or not using a written rule (all parts present, position and overlap correct, no rotation). Note the error type; missing parts point to visual analysis, misplaced parts point to spatial relations, and rotated parts point to orientation.
- Tips
- Science diagrams, math drawings, and map work are the classroom payoff; once the probe is steady, add the diagram condition. Teach a strategy (big shape first, then the parts, then check) and record whether the student uses it.
- Limits
- Design difficulty varies widely; keep the same designs or equivalent sets. Drawing from the board adds distance copying; use the near-point condition first. Does not measure drawing quality beyond part placement.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-002.
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Goal
By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.
Baseline: 20% 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
- 20% accuracy.
- Annual goal474 characters
- By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil
- Behavior
- The student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently
- Criteria
- With at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during OT or a drawing task
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 designs copied with all parts correctly placed
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly during OT or a drawing task
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.
| 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.