Reach the unit count on a vocational task
When to use this goal
For transition-age students doing classroom vocational tasks (folding, packaging, sorting) who stop before the assigned count. Present levels, not grade, decide the count.
- Baseline
- Count units finished to standard for five work periods with the usual order size, and note when the student stops (a set time, a distraction, a supply running out).
- Tips
- Counting jigs or trays with a slot for each unit show progress at a glance and make counting free. Use real orders from a school enterprise when possible so the work has purpose. Record units that fail the quality check separately.
- Limits
- Quality checks matter as much as counts; a unit that fails the standard does not count. Supply shortages or a changed task can stop work for reasons outside the student's control.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-034.
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Goal
By the annual IEP review date, during a vocational work period with a set number of units to assemble or package, the student will finish the assigned number of units to standard independently, completing at least 90% of assigned units, across 3 consecutive weeks, as measured by direct observation collected each work period.
Baseline: 50% of assigned work.
- 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. Work completion 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 work completion 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 Assignment Completion.
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
- Executive Function - Assignment Completion
- Baseline
- 50% of assigned work.
- Annual goal326 characters
- By the annual IEP review date, during a vocational work period with a set number of units to assemble or package, the student will finish the assigned number of units to standard independently, completing at least 90% of assigned units, across 3 consecutive weeks, as measured by direct observation collected each work period.
- Timeframe
- By the annual IEP review date
- Condition
- During a vocational work period with a set number of units to assemble or package
- Behavior
- The student will finish the assigned number of units to standard independently
- Criteria
- Completing at least 90% of assigned units, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Each work period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 90% of assigned units
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- each work period
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a vocational work period with a set number of units to assemble or package, the student will finish the assigned number of units to standard independently, completing at least 90% of assigned units, across 3 consecutive weeks, as measured by direct observation collected each work period.
| Date | Task / materials | # units completed | # units assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- 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.