Complete an interlocking puzzle by matching shapes and pictures
When to use this goal
For students who force pieces, try each piece in every spot, or cannot turn a piece to fit, even on puzzles their peers finish quickly. The puzzle size (number of pieces) the student can complete during a probe decides the starting condition; inset puzzles come before interlocking ones.
- Baseline
- Present puzzles of three sizes and record which are completed without help and roughly how long each takes. Watch the strategy: trial and error with every piece versus looking at the shape and the picture. A strategy can be taught directly and usually produces faster gains than more puzzle time.
- Tips
- Puzzle centers give natural practice; use a fixed set of puzzles for data since pictures and cuts vary in difficulty. This skill supports later part-whole thinking in math and reading maps; name that in present levels.
- Limits
- Completion does not capture time; add a duration measure if speed is the concern. Students with hand weakness may struggle to press pieces in; use puzzles with loose fits. A puzzle the student has memorized is no longer a fair probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-012.
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Goal
By the annual IEP review date, given a 12-piece interlocking puzzle with the picture on the box as a model, the student will complete the puzzle by turning and placing each piece using the shape and picture as cues independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a center activity 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 goal390 characters
- By the annual IEP review date, given a 12-piece interlocking puzzle with the picture on the box as a model, the student will complete the puzzle by turning and placing each piece using the shape and picture as cues independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a center activity or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 12-piece interlocking puzzle with the picture on the box as a model
- Behavior
- The student will complete the puzzle by turning and placing each piece using the shape and picture as cues independently
- Criteria
- In at least 4 of 5 trials, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during a center activity 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 center activity or OT session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a 12-piece interlocking puzzle with the picture on the box as a model, the student will complete the puzzle by turning and placing each piece using the shape and picture as cues independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a center activity 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.