Assemble packets or kits that match a model
When to use this goal
For students doing assembly, packaging, or collating tasks who leave out items or put them in the wrong order. Present levels in matching and counting decide the number of parts; a two-part kit is a reasonable start.
- Baseline
- Check all 10 packets after the session. A packet is correct only when every item is present and in order. Record the error type (missing item, extra item, wrong order); each points to a different fix, such as a jig or a check step.
- Tips
- Use real work when possible (school mailings, event bags, class kits) so quality matters. A jig fades to a model and then to a list. Pair with fn-voc-022 for self-checking before submitting.
- Limits
- Accuracy alone ignores speed; add fn-voc-008 if production rate matters. Tasks with fragile or small parts may need OT input on grasp.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-003.
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Goal
By the annual IEP review date, given a model packet with 5 items and the materials to make 10 packets at a work station, the student will assemble the packets to match the model independently with at least 95% accuracy on packets assembled correctly, on 3 consecutive work sessions, as measured by work-sample analysis collected at each work session (at least twice weekly).
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 50% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given a model packet with 5 items and the materials to make 10 packets at a work station, the student will assemble the packets to match the model independently with at least 95% accuracy on packets assembled correctly, on 3 consecutive work sessions, as measured by work-sample analysis collected at each work session (at least twice weekly).
- Timeframe
- By the annual IEP review date
- Condition
- Given a model packet with 5 items and the materials to make 10 packets at a work station
- Behavior
- The student will assemble the packets to match the model independently
- Criteria
- With at least 95% accuracy on packets assembled correctly, on 3 consecutive work sessions
- Evaluation method
- Work-sample analysis
- Schedule
- At each work session (at least twice weekly)
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 95% accuracy on packets assembled correctly
- Mastery rule:
- on 3 consecutive work sessions
- Collection schedule:
- at each work session (at least twice weekly)
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a model packet with 5 items and the materials to make 10 packets at a work station, the student will assemble the packets to match the model independently with at least 95% accuracy on packets assembled correctly, on 3 consecutive work sessions, as measured by work-sample analysis collected at each work session (at least twice weekly).
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- 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.