Connect numbered dots in order to complete a picture
When to use this goal
For students who connect dots out of order, skip numbers, or draw lines that wander far from a straight path between dots. Base the choice on a dot-to-dot probe scored for order and line control; this combines visual scanning, number order, and pencil control.
- Baseline
- Give three 15-dot pictures and count connections made in order out of the total. Check number recognition and counting to the highest number used first; if the student cannot name the numbers, this is a math goal, not a visual-motor one. Note whether the pencil lifts between dots.
- Tips
- Dot-to-dot pages are common in primary classrooms and give an easy sample. The visual skill is scanning for the next number in a cluttered field; teach the strategy of saying the number, then looking near the last dot first.
- Limits
- Mixes number knowledge with visual scanning; use only numbers the student knows. Not a meaningful goal past second grade. Does not measure the quality of the drawn line unless a second criterion is added.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-015.
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Goal
By the annual IEP review date, given a dot-to-dot picture with 15 numbered dots and a pencil, the student will connect the dots in order with a line from each dot to the next independently with at least 95% accuracy on dots connected in the correct order, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a math or fine motor center.
Baseline: 50% 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
- 50% accuracy.
- Annual goal382 characters
- By the annual IEP review date, given a dot-to-dot picture with 15 numbered dots and a pencil, the student will connect the dots in order with a line from each dot to the next independently with at least 95% accuracy on dots connected in the correct order, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a math or fine motor center.
- Timeframe
- By the annual IEP review date
- Condition
- Given a dot-to-dot picture with 15 numbered dots and a pencil
- Behavior
- The student will connect the dots in order with a line from each dot to the next independently
- Criteria
- With at least 95% accuracy on dots connected in the correct order, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during a math or fine motor 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 95% accuracy on dots connected in the correct order
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly during a math or fine motor center
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a dot-to-dot picture with 15 numbered dots and a pencil, the student will connect the dots in order with a line from each dot to the next independently with at least 95% accuracy on dots connected in the correct order, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a math or fine motor 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.