Sort items by category for a work task
When to use this goal
For students doing sorting jobs (mail by room, recycling by material, inventory by size) who sort by one feature but not another, or who stop partway. Present levels in matching and category knowledge decide the number of categories.
- Baseline
- Check the bins after the session and count correct placements out of 30. Note whether errors cluster in one category (two similar labels) or spread across all (not reading labels at all).
- Tips
- Real sorting jobs (mail by room number, recycling, library returns) give daily data. Sample items taped to bins remove the reading demand at first and can be faded. Add a time measure if the job has a deadline.
- Limits
- Categories that overlap (plastic vs. mixed recycling) are hard for everyone; set clear rules. Accuracy does not capture pace or handling items carefully.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-004.
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Goal
By the annual IEP review date, given 30 mixed items and 3 labeled bins for a school job (recycling, mail, or supply sorting), the student will sort all items into the correct bins independently with at least 95% accuracy on items sorted, on 3 consecutive work sessions, as measured by work-sample analysis collected at each work session (at least twice weekly).
Baseline: 60% 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
- 60% accuracy.
- Annual goal361 characters
- By the annual IEP review date, given 30 mixed items and 3 labeled bins for a school job (recycling, mail, or supply sorting), the student will sort all items into the correct bins independently with at least 95% accuracy on items sorted, 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 30 mixed items and 3 labeled bins for a school job (recycling, mail, or supply sorting)
- Behavior
- The student will sort all items into the correct bins independently
- Criteria
- With at least 95% accuracy on items sorted, 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 items sorted
- 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 30 mixed items and 3 labeled bins for a school job (recycling, mail, or supply sorting), the student will sort all items into the correct bins independently with at least 95% accuracy on items sorted, 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.