Use a ruler to draw straight lines and measure
When to use this goal
For students who cannot hold a ruler still while drawing along it, who line up the ruler's end instead of the zero mark, or whose graphs and geometry drawings are unusable because lines are crooked. Base the choice on a probe with lines to draw and segments to measure.
- Baseline
- Give five lines to draw and five to measure and score each; note whether the ruler slips (bilateral control) or the student starts at the end of the ruler (conceptual). A non-slip ruler solves slipping; starting at the zero mark needs teaching. Also observe a graph task from class.
- Tips
- Math and science classes supply the real tasks (graphs, geometry, lab diagrams). Teach 'press, hold, draw toward the body' as the motor sequence. Adapted rulers with handles are a reasonable permanent support for some students.
- Limits
- Mixes measurement concepts with motor control; the measurement-time-money skill covers the concept side. Centimeter rulers have finer marks and are harder; name the unit in the condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-017.
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Goal
By the annual IEP review date, given a ruler and a direction to draw five straight lines of named lengths, the student will draw each line straight along the ruler edge and within a quarter inch of the named length independently with at least 90% accuracy on lines drawn or segments measured correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly from math or science work.
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. 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
- 30% accuracy.
- Annual goal414 characters
- By the annual IEP review date, given a ruler and a direction to draw five straight lines of named lengths, the student will draw each line straight along the ruler edge and within a quarter inch of the named length independently with at least 90% accuracy on lines drawn or segments measured correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly from math or science work.
- Timeframe
- By the annual IEP review date
- Condition
- Given a ruler and a direction to draw five straight lines of named lengths
- Behavior
- The student will draw each line straight along the ruler edge and within a quarter inch of the named length independently
- Criteria
- With at least 90% accuracy on lines drawn or segments measured correctly, on 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from math or science work
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 90% accuracy on lines drawn or segments measured correctly
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly from math or science work
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a ruler and a direction to draw five straight lines of named lengths, the student will draw each line straight along the ruler edge and within a quarter inch of the named length independently with at least 90% accuracy on lines drawn or segments measured correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly from math or science work.
| 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.