Place stickers, stamps, and cut pieces on a target outline
When to use this goal
For young students who put stickers or stamps far from the intended spot, cover the outline unevenly, or cannot match a piece to its outline, so crafts and matching activities need an adult to finish. Base the choice on a probe with outlines of three sizes.
- Baseline
- Keep three finished pages and score each placement with a ruler. Watch whether the student looks at the target or at the sticker while placing; looking at the target can be cued directly. Try larger outlines to find where placement is reliable.
- Tips
- Sticker charts, stamp activities, and matching crafts give daily practice in preschool. This is an early eye-hand coordination skill that leads to gluing pieces on a craft and writing in a box; retire it when the student places pieces reliably.
- Limits
- Peeling a sticker is a separate fine motor skill; pre-peel stickers for data if peeling is the barrier. Does not measure matching by shape or color unless the pieces differ.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-022.
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Goal
By the annual IEP review date, given 10 stickers and a page with 10 matching outlines, the student will place each piece on its outline so that it covers the outline with no more than a quarter inch showing independently with at least 90% accuracy on pieces placed within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or center activity.
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 goal410 characters
- By the annual IEP review date, given 10 stickers and a page with 10 matching outlines, the student will place each piece on its outline so that it covers the outline with no more than a quarter inch showing independently with at least 90% accuracy on pieces placed within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or center activity.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 stickers and a page with 10 matching outlines
- Behavior
- The student will place each piece on its outline so that it covers the outline with no more than a quarter inch showing independently
- Criteria
- With at least 90% accuracy on pieces placed within the criterion, on 3 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly from a craft or center activity
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 pieces placed within the criterion
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly from a craft or center activity
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 stickers and a page with 10 matching outlines, the student will place each piece on its outline so that it covers the outline with no more than a quarter inch showing independently with at least 90% accuracy on pieces placed within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or center activity.
| 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.