Start at the top left and work left to right across the page
When to use this goal
For students who begin worksheets in the middle, answer items in random order, or write answers drifting across the page, so work is incomplete or unscorable. Base the choice on observation on three worksheets; this is about spatial organization, not attention alone.
- Baseline
- Watch the student start five worksheets and record where they begin and whether they proceed in order. A green start dot during baseline tells you whether the student needs a cue or a strategy. Also check completed work for skipped items, which is a symptom of disorganized scanning.
- Tips
- Teachers can observe this at the start of any worksheet. The green dot and arrows fade over time; change the support option as the student stops needing them. This habit also supports reading left to right and copying in order.
- Limits
- Measures where the student starts and the order followed, not accuracy of the work. Worksheets with unusual layouts (circular, scattered items) do not fit this goal. Students who skip items because they cannot do them have an academic issue.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-025.
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Goal
By the annual IEP review date, given a worksheet with items arranged in rows, the student will start at the top left item and complete the items in order, left to right and top to bottom independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by direct observation collected weekly, observing five worksheets.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal350 characters
- By the annual IEP review date, given a worksheet with items arranged in rows, the student will start at the top left item and complete the items in order, left to right and top to bottom independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by direct observation collected weekly, observing five worksheets.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worksheet with items arranged in rows
- Behavior
- The student will start at the top left item and complete the items in order, left to right and top to bottom independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly reviews
- Evaluation method
- Direct observation
- Schedule
- Weekly, observing five worksheets
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly reviews
- Collection schedule:
- weekly, observing five worksheets
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a worksheet with items arranged in rows, the student will start at the top left item and complete the items in order, left to right and top to bottom independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by direct observation collected weekly, observing five worksheets.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.