Draw the missing half of a picture or design
When to use this goal
For students who cannot complete the other half of a simple symmetrical picture (a face, a butterfly, a house) so that it matches, drawing parts in the wrong place or at the wrong size. Base the choice on a probe with grid-backed and plain designs.
- Baseline
- Give six half-designs (three on grid, three plain) and score each as correct using a written rule (each part present, mirrored position within one grid square, size within a quarter inch). Grid-backed designs are easier and show whether counting squares is a usable strategy.
- Tips
- Symmetry is part of early geometry, so this links to math. Art class and math centers provide practice. Keep the designs in a fixed series and name grid versus plain paper in the condition.
- Limits
- Scoring mirrored position requires a rule; write it before baseline. Does not measure drawing quality or creativity. Students who do not yet copy simple shapes should start with the shape-copying template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-013.
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Goal
By the annual IEP review date, given half of a simple symmetrical design on grid paper and a pencil, the student will draw the missing half so that each part mirrors the given half in position and size independently with at least 80% accuracy on designs completed with all parts mirrored correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a math center.
Baseline: 25% 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. Work-sample analysis 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
- 25% accuracy.
- Annual goal411 characters
- By the annual IEP review date, given half of a simple symmetrical design on grid paper and a pencil, the student will draw the missing half so that each part mirrors the given half in position and size independently with at least 80% accuracy on designs completed with all parts mirrored correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a math center.
- Timeframe
- By the annual IEP review date
- Condition
- Given half of a simple symmetrical design on grid paper and a pencil
- Behavior
- The student will draw the missing half so that each part mirrors the given half in position and size independently
- Criteria
- With at least 80% accuracy on designs completed with all parts mirrored correctly, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during OT or a math center
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 designs completed with all parts mirrored correctly
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly during OT or a math center
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given half of a simple symmetrical design on grid paper and a pencil, the student will draw the missing half so that each part mirrors the given half in position and size independently with at least 80% accuracy on designs completed with all parts mirrored correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a math center.
| 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.