Draw through a maze staying inside the path
When to use this goal
For students whose pencil crosses the walls of a maze repeatedly, who turn the paper constantly, or who cannot plan a route and hit dead ends. Base the choice on a probe with simple and curved mazes; this skill supports pencil control for letters and for drawing lines on worksheets.
- Baseline
- Give five mazes of the same path width and count those completed within the criterion. Watch whether crossings happen at curves (motor control) or at junctions (planning); the finger-trace strategy helps the second, and a wider path helps the first.
- Tips
- Mazes are a practice task; the classroom payoffs are drawing matching lines, following a path on a worksheet, and controlling the pencil on curves in letters. Name a real task in present levels and probe with mazes of fixed width.
- Limits
- Maze difficulty is hard to equate; use a fixed set or the same generator settings. Does not measure letter formation. Students who dislike mazes may rush and score poorly for reasons unrelated to skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-005.
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Goal
By the annual IEP review date, given a simple maze with half-inch-wide paths and two turns, the student will independently draw a line from start to finish without crossing the walls more than twice and without turning the paper in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a fine motor 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 goal406 characters
- By the annual IEP review date, given a simple maze with half-inch-wide paths and two turns, the student will independently draw a line from start to finish without crossing the walls more than twice and without turning the paper in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a fine motor center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a simple maze with half-inch-wide paths and two turns
- Behavior
- The student will independently draw a line from start to finish without crossing the walls more than twice and without turning the paper
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during a fine motor 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 opportunities
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during a fine motor center or OT session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a simple maze with half-inch-wide paths and two turns, the student will independently draw a line from start to finish without crossing the walls more than twice and without turning the paper in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a fine motor 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.