Assemble an item from picture instructions
When to use this goal
For students who can do hands-on work but guess at assembly, skipping steps or using the wrong parts, when instructions are pictures only. Items can be kits, simple furniture, models, or career-tech projects. Present levels, not grade, decide the number of steps.
- Baseline
- Give a short kit and score the steps without help. Record errors such as wrong part, wrong direction, or skipped step.
- Tips
- Use items that matter to the student or class (a shelf for the room, a robotics kit). Sorting parts first is a strategy worth teaching. Pairs well with OT goals for fine motor parts.
- Limits
- Kits vary in clarity; reuse similar kits for data. Does not measure written or spoken directions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-027.
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Goal
By the annual IEP review date, given a kit with picture-only assembly instructions of 6 to 8 steps, the student will assemble the item by matching parts to each picture step in order, performing at least 6 of 7 steps independently, on 3 consecutive builds, as measured by a task-analysis checklist collected every two weeks.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Following Multi-Step Directions.
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 - Following Multi-Step Directions
- Baseline
- 2 of 7 steps independently.
- Annual goal324 characters
- By the annual IEP review date, given a kit with picture-only assembly instructions of 6 to 8 steps, the student will assemble the item by matching parts to each picture step in order, performing at least 6 of 7 steps independently, on 3 consecutive builds, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a kit with picture-only assembly instructions of 6 to 8 steps
- Behavior
- The student will assemble the item by matching parts to each picture step in order
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive builds
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive builds
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a kit with picture-only assembly instructions of 6 to 8 steps, the student will assemble the item by matching parts to each picture step in order, performing at least 6 of 7 steps independently, on 3 consecutive builds, as measured by a task-analysis checklist collected every two weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Lays out all parts and matches them to the parts list picture | ||||||||
| 2. Finds the first picture step | ||||||||
| 3. Picks the parts shown in that step | ||||||||
| 4. Places parts in the position and direction shown | ||||||||
| 5. Checks the result against the picture before moving on | ||||||||
| 6. Repeats for each remaining step in order | ||||||||
| 7. Compares the finished item to the final picture | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.