Copy a diagram or graphic organizer from the board
When to use this goal
Fits secondary students who copy text from the board but cannot reproduce a diagram, chart, or graphic organizer, so their notes miss the structure. Base the choice on a trial copying two class diagrams during baseline, scored for parts and connections.
- Baseline
- Collect two or three diagrams copied during class and score each part, label, and connection as present and correctly placed. Count the parts the model had so the percentage is fair. Note whether the student copied text but skipped the structure, which is the usual pattern.
- Tips
- Printed templates and copies of slides are the usual accommodations; this goal is for teams who want the student to capture structure when a copy is not available. Teach 'boxes first, then lines, then words'.
- Limits
- Diagram complexity varies across classes; compare only similar ones. Does not measure the student's understanding of the content. Many teams decide that providing printed diagrams is the right answer and drop this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-019.
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Goal
By the annual IEP review date, given a graphic organizer with 5 boxes and connecting lines on the board, the student will copy the diagram with all parts, labels, and connections present and in the correct positions independently with at least 90% accuracy on diagram parts and connections copied correctly, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class notes.
Baseline: 40% 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
- 40% accuracy.
- Annual goal416 characters
- By the annual IEP review date, given a graphic organizer with 5 boxes and connecting lines on the board, the student will copy the diagram with all parts, labels, and connections present and in the correct positions independently with at least 90% accuracy on diagram parts and connections copied correctly, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class notes.
- Timeframe
- By the annual IEP review date
- Condition
- Given a graphic organizer with 5 boxes and connecting lines on the board
- Behavior
- The student will copy the diagram with all parts, labels, and connections present and in the correct positions independently
- Criteria
- With at least 90% accuracy on diagram parts and connections copied correctly, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from class notes
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 diagram parts and connections copied correctly
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from class notes
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a graphic organizer with 5 boxes and connecting lines on the board, the student will copy the diagram with all parts, labels, and connections present and in the correct positions independently with at least 90% accuracy on diagram parts and connections copied correctly, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class notes.
| 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.