Track job output against a goal at checks
When to use this goal
For older students and young adults in vocational training whose pace on a familiar job task drops without an adult nearby. The task must already be learned to accuracy; present levels decide the hourly goal and how the count is kept.
- Baseline
- During two shifts, set the timer and card and record what the student does at each check without coaching. Count actual units too, so the team can see whether self-checking and output move together.
- Tips
- Each timer check is one opportunity; met means an accurate count (within one unit of the coach's), a correct at or below mark, and a change named when below. Choose tasks with countable units (folded towels, stocked items, sorted mail).
- Limits
- Pace goals must not push past safe or accurate work; keep quality checks in place. Measures self-monitoring of pace, not stamina or job choice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-045.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 60-minute work-based learning shift with a timer set for checks every 15 minutes and a count card showing the goal line, the student will count the units finished at each timer check, mark the count as at or below the goal line, and name one change for any count below it independently in 4 of 4 opportunities, across 3 consecutive weeks at the work site, as measured by direct observation collected each shift, summarized weekly.
Baseline: 1 of 4 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 Self-Monitoring.
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 - Self-Monitoring
- Baseline
- 1 of 4 opportunities.
- Annual goal470 characters
- By the annual IEP review date, during a 60-minute work-based learning shift with a timer set for checks every 15 minutes and a count card showing the goal line, the student will count the units finished at each timer check, mark the count as at or below the goal line, and name one change for any count below it independently in 4 of 4 opportunities, across 3 consecutive weeks at the work site, as measured by direct observation collected each shift, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 60-minute work-based learning shift with a timer set for checks every 15 minutes and a count card showing the goal line
- Behavior
- The student will count the units finished at each timer check, mark the count as at or below the goal line, and name one change for any count below it independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive weeks at the work site
- Evaluation method
- Direct observation
- Schedule
- Each shift, summarized weekly
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 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks at the work site
- Collection schedule:
- each shift, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 60-minute work-based learning shift with a timer set for checks every 15 minutes and a count card showing the goal line, the student will count the units finished at each timer check, mark the count as at or below the goal line, and name one change for any count below it independently in 4 of 4 opportunities, across 3 consecutive weeks at the work site, as measured by direct observation collected each shift, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.