Sort objects by shape, size, or color
When to use this goal
For young students who cannot group objects by a single visual feature when asked, or who switch features mid-sort, which affects math readiness and classroom clean-up (putting materials in the right bins). Base the choice on a sorting probe with one feature at a time.
- Baseline
- Run one sort per feature on two days and count correct placements. Record whether errors are random or whether the student switched features partway through (started by color, ended by shape); switching points to attention or flexibility, not perception. Check color vision if color sorts are much worse than shape sorts.
- Tips
- Clean-up time (blocks in one bin, cars in another) and math centers give natural data. Name one feature per trial; sorting by two features at once is a later math skill. Picture labels on bins are a good lasting support.
- Limits
- Sorting involves concept knowledge of the feature as much as perception. Does not measure naming the feature. Objects should differ in only the named feature during baseline so the task is fair.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-024.
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Goal
By the annual IEP review date, given 12 objects in two colors and two containers, with a direction to sort by color, the student will place each object in the container that matches the named feature independently with at least 95% accuracy on objects sorted correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.
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. Opportunity (trial) recording 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 goal407 characters
- By the annual IEP review date, given 12 objects in two colors and two containers, with a direction to sort by color, the student will place each object in the container that matches the named feature independently with at least 95% accuracy on objects sorted correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 objects in two colors and two containers, with a direction to sort by color
- Behavior
- The student will place each object in the container that matches the named feature independently
- Criteria
- With at least 95% accuracy on objects sorted correctly, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during a math center or OT session
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 objects sorted correctly
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during a math center or OT session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 12 objects in two colors and two containers, with a direction to sort by color, the student will place each object in the container that matches the named feature independently with at least 95% accuracy on objects sorted correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.
| 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.