Copy a pegboard or pattern-block pattern from a model
When to use this goal
For students who cannot reproduce a two-dimensional pattern (pegs, pattern blocks, colored tiles) from a model, placing pieces in the wrong position, color, or orientation. The pattern size the student can reproduce during a probe decides the starting condition; this supports math patterning and graphing.
- Baseline
- Present three patterns of the same size and count pieces placed correctly out of the total. Note whether errors are random or systematic (every piece shifted one row, colors swapped), because systematic errors point to a strategy problem that can be taught directly.
- Tips
- Math centers with pattern blocks and tiles give daily practice. Teach a scanning strategy (top left, row by row) and name it in supports until it fades. The same skill shows up in copying a graph or a hundreds chart; add that condition when the basic pattern is steady.
- Limits
- Pattern complexity depends on more than piece count; keep a fixed set of patterns. Color discrimination problems will lower scores for reasons unrelated to spatial skill; check color vision if color errors dominate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-004.
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Goal
By the annual IEP review date, given a pegboard, colored pegs, and a printed model of an 8-peg pattern, the student will place each piece so that the pattern matches the model in position, color, and orientation independently with at least 90% accuracy on pieces placed correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.
Baseline: 40% 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 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
- 40% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given a pegboard, colored pegs, and a printed model of an 8-peg pattern, the student will place each piece so that the pattern matches the model in position, color, and orientation independently with at least 90% accuracy on pieces placed correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a pegboard, colored pegs, and a printed model of an 8-peg pattern
- Behavior
- The student will place each piece so that the pattern matches the model in position, color, and orientation independently
- Criteria
- With at least 90% accuracy on pieces placed correctly, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during a math 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 90% accuracy on pieces placed correctly
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during a math center or OT session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a pegboard, colored pegs, and a printed model of an 8-peg pattern, the student will place each piece so that the pattern matches the model in position, color, and orientation independently with at least 90% accuracy on pieces placed correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math 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.