Build a block structure to match a model
When to use this goal
For students who cannot reproduce a three-dimensional model with blocks, who stack randomly, or who copy the number of blocks but not the arrangement. The size of model (3 blocks, 5 blocks, 8 blocks) a student can reproduce during a probe decides the starting condition.
- Baseline
- Present five models of the same size on two days and score each build as matching or not. Record whether errors are in count, position, or orientation (a block turned the wrong way). Try the picture condition as well; some students copy a real model well but cannot read a two-dimensional picture of one.
- Tips
- Block centers, interlocking-brick kits, and pattern blocks all give natural practice and data. This is a visual-spatial skill that supports later diagram reading and math; name that link in present levels. Keep the block type constant for data.
- Limits
- Models vary in difficulty even at the same block count; use a fixed set. Does not measure speed or creative building. Students with limited hand function may need larger blocks, which changes the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-003.
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Goal
By the annual IEP review date, given a built model of 5 blocks and a matching set of blocks, the student will build a structure that matches the model in the number, position, and orientation of blocks independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a block center or OT session.
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. Opportunity (trial) recording 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 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
- 1 of 5 opportunities.
- Annual goal374 characters
- By the annual IEP review date, given a built model of 5 blocks and a matching set of blocks, the student will build a structure that matches the model in the number, position, and orientation of blocks independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a block center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a built model of 5 blocks and a matching set of blocks
- Behavior
- The student will build a structure that matches the model in the number, position, and orientation of blocks independently
- Criteria
- In at least 4 of 5 trials, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during a block center or OT session
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 trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly during a block center or OT session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a built model of 5 blocks and a matching set of blocks, the student will build a structure that matches the model in the number, position, and orientation of blocks independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a block center or OT session.
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.