Record verbal task assignments at a job site
When to use this goal
For transition-age students whose present levels show tasks assigned verbally at a job site are forgotten after the first one. For students with a phone, notebook, or pocket card at work.
- Baseline
- Have the job coach record, for several shifts, how many tasks were assigned verbally, whether the student recorded them, and how many were finished. Ask the supervisor whether assigning tasks in writing is possible as an accommodation.
- Tips
- Each shift with multiple verbal task assignments is one opportunity. Met means all tasks are recorded before starting and all are completed by the end of the shift. The recording tool should be one the workplace accepts (phones are not allowed everywhere).
- Limits
- Task counts vary by shift. If the supervisor assigns tasks one at a time, there is no memory demand and no opportunity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-016.
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Goal
By the annual IEP review date, when a supervisor assigns two or more tasks verbally at the start of a shift, the student will write or enter each assigned task before starting the first one and complete all assigned tasks independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
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. Opportunity (trial) recording 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 1 of 5 opportunities.
- Annual goal398 characters
- By the annual IEP review date, when a supervisor assigns two or more tasks verbally at the start of a shift, the student will write or enter each assigned task before starting the first one and complete all assigned tasks independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a supervisor assigns two or more tasks verbally at the start of a shift
- Behavior
- The student will write or enter each assigned task before starting the first one and complete all assigned tasks independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of shifts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each shift and 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 at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of shifts
- Collection schedule:
- each shift and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a supervisor assigns two or more tasks verbally at the start of a shift, the student will write or enter each assigned task before starting the first one and complete all assigned tasks independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and 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 | 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.