Locate the right problem, box, or line on a worksheet
When to use this goal
For students who answer the wrong problem, write in the wrong box, or cannot find where to start on a crowded worksheet, so their scores understate what they know. Base the choice on observation on three class worksheets.
- Baseline
- Ask the student to find 10 named items across three worksheets and count correct finds within 10 seconds. Note whether errors are near misses (the next item) or random; near misses respond to a window card, random errors need a scanning strategy. Check whether the student knows the numbering convention (across versus down).
- Tips
- Collect during regular class work by asking 'show me number 6' a few times a week. Enlarged and spaced worksheets are a common accommodation; the goal is to need less of it. Pair with the bubble-sheet template for test access.
- Limits
- Worksheet layouts vary; count only on similar layouts. Students who can find the item but answer wrong have an academic issue, not a perceptual one. Response time is approximate unless timed with a stopwatch.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-008.
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Goal
By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.
Baseline: 3 of 10 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
- 3 of 10 opportunities.
- Annual goal363 characters
- By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worksheet with 10 or more numbered items and a direction to find a named item
- Behavior
- The student will point to or put a finger on the named item within 10 seconds independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during class work
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 9 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly during class work
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.