Build with blocks or construction materials
When to use this goal
For preschoolers who knock down, scatter, or briefly handle building materials without making anything. Constructive play is a base for later shared building with peers. Base the choice on a play assessment and fine motor skills; choose materials the student can grasp (large blocks, magnetic tiles, big interlocking bricks).
- Baseline
- Time 3 block-center visits, counting minutes the student is stacking, joining, or arranging pieces. Note which materials they prefer and any motor barriers. Knocking down a tower they built is part of play; note it but do not stop the timer.
- Tips
- Time while the student is building; pauses under 15 seconds do not stop the timer. Knocking down and rebuilding counts. Use the student's interests (letters, vehicles, animals) to add figures to builds. Later, build next to a peer (see parallel and cooperative play goals).
- Limits
- Fine motor needs can limit building; work with the OT. Duration depends on materials; keep the set steady. The goal does not measure building with peers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-028.
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Goal
By the annual IEP review date, during centers at the block or building area with large blocks, magnetic tiles, or interlocking bricks, the student will build something with the materials (such as stacking, joining, or lining pieces into a tower, road, or house) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
Baseline: 1 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Duration measures how long something lasts. The behavior should describe an ongoing activity.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Play & Social Participation.
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
- Social-Emotional & Communication - Play & Social Participation
- Baseline
- 1 minutes.
- Annual goal423 characters
- By the annual IEP review date, during centers at the block or building area with large blocks, magnetic tiles, or interlocking bricks, the student will build something with the materials (such as stacking, joining, or lining pieces into a tower, road, or house) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
- Timeframe
- By the annual IEP review date
- Condition
- During centers at the block or building area with large blocks, magnetic tiles, or interlocking bricks
- Behavior
- The student will build something with the materials (such as stacking, joining, or lining pieces into a tower, road, or house) independently
- Criteria
- For at least 5 minutes, across 3 consecutive data collection days
- Evaluation method
- Duration recording
- Schedule
- Three times per week during centers
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 5 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- three times per week during centers
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during centers at the block or building area with large blocks, magnetic tiles, or interlocking bricks, the student will build something with the materials (such as stacking, joining, or lining pieces into a tower, road, or house) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (5 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.