Draw a person with recognizable body parts
When to use this goal
For young students whose drawing of a person is a scribble or a head with no body, when peers draw a head, body, arms, legs, and face. Base the choice on a draw-a-person sample scored with a checklist; the goal supports body awareness, drawing for writing, and self-portraits in class.
- Baseline
- Collect three drawings on different days without coaching and score each with the checklist; take the median. Ask the student to name the parts afterward, since a part may be present but unrecognizable to an adult. Keep the drawings; they are the clearest progress evidence a family will see.
- Tips
- Self-portraits and journal drawings give natural samples; score them rather than running a separate probe. Teach body parts through mirror and movement activities, then drawing. Monthly scoring is enough; drawing changes slowly.
- Limits
- Drawing a person reflects concept knowledge as much as motor skill. Score only parts present; do not score proportion or neatness. Cultural and personal differences in how people are drawn should not count against the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-014.
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Goal
By the annual IEP review date, given a blank page and a crayon and the direction to draw a person, the student will draw a person that includes the body parts on the checklist independently, earning a score of at least 8 out of 10 on a 10-item draw-a-person checklist (1 point per part present), on 3 consecutive monthly drawings, as measured by a defined scoring rubric collected monthly from a classroom drawing.
Baseline: 3 out of 10 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 10 rubric points.
- Annual goal414 characters
- By the annual IEP review date, given a blank page and a crayon and the direction to draw a person, the student will draw a person that includes the body parts on the checklist independently, earning a score of at least 8 out of 10 on a 10-item draw-a-person checklist (1 point per part present), on 3 consecutive monthly drawings, as measured by a defined scoring rubric collected monthly from a classroom drawing.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blank page and a crayon and the direction to draw a person
- Behavior
- The student will draw a person that includes the body parts on the checklist independently
- Criteria
- Earning a score of at least 8 out of 10 on a 10-item draw-a-person checklist (1 point per part present), on 3 consecutive monthly drawings
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly from a classroom drawing
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 10-item draw-a-person checklist (1 point per part present)
- Mastery rule:
- on 3 consecutive monthly drawings
- Collection schedule:
- monthly from a classroom drawing
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a blank page and a crayon and the direction to draw a person, the student will draw a person that includes the body parts on the checklist independently, earning a score of at least 8 out of 10 on a 10-item draw-a-person checklist (1 point per part present), on 3 consecutive monthly drawings, as measured by a defined scoring rubric collected monthly from a classroom drawing.
| Date | Task / sample | Head | Eyes | Mouth | Nose | Body attached to the head | Two arms attached to the body | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 10-item draw-a-person checklist (1 point per part present). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.