Reproduce a sequence of shapes or pictures after viewing it
When to use this goal
For young students who cannot recall which pictures or shapes they just saw, or their order, which affects following picture schedules and remembering a pattern. The sequence length the student can reproduce during a probe decides the starting condition.
- Baseline
- Give 10 sequences of three pictures on two days and score each as fully correct (right cards, right order). Record partial credit separately (right cards, wrong order) because it tells you whether the problem is recognition or sequencing. Check that the student can name or point to each picture first.
- Tips
- Memory games and picture-schedule activities give natural practice. The classroom payoff is remembering a two- or three-step picture direction; probe that once the card task is steady. Keep the pictures familiar so naming is not the barrier.
- Limits
- Attention affects every memory task; run the probe when the student is settled. Does not measure verbal memory. Longer sequences past four items are rarely needed for classroom purposes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-011.
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Goal
By the annual IEP review date, given a row of 3 picture cards shown for 5 seconds, then removed, and a set of 6 cards to choose from, the student will select the cards that were shown and place them in the same order independently with at least 80% accuracy on sequences reproduced in the correct order, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or a center activity.
Baseline: 30% 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
- 30% accuracy.
- Annual goal437 characters
- By the annual IEP review date, given a row of 3 picture cards shown for 5 seconds, then removed, and a set of 6 cards to choose from, the student will select the cards that were shown and place them in the same order independently with at least 80% accuracy on sequences reproduced in the correct order, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or a center activity.
- Timeframe
- By the annual IEP review date
- Condition
- Given a row of 3 picture cards shown for 5 seconds, then removed, and a set of 6 cards to choose from
- Behavior
- The student will select the cards that were shown and place them in the same order independently
- Criteria
- With at least 80% accuracy on sequences reproduced in the correct order, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during OT or a center activity
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 sequences reproduced in the correct order
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during OT or a center activity
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a row of 3 picture cards shown for 5 seconds, then removed, and a set of 6 cards to choose from, the student will select the cards that were shown and place them in the same order independently with at least 80% accuracy on sequences reproduced in the correct order, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during OT or a center activity.
| 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.