Raise the production rate on a repetitive task
When to use this goal
For students who do a task accurately but far slower than a job would require. Present levels in accuracy (fn-voc-003, fn-voc-004) must be high before a rate goal; the task and the comparison rate come from the job.
- Baseline
- Time 3 samples on different days and count correct items only. Ask the supervisor what rate the job expects, or time a staff member doing the task, to set a realistic target; a rate goal with no job comparison is arbitrary.
- Tips
- Keep the task identical across samples (same parts, same layout). A visible count is motivating for many students; graph it with the student. Do not push rate until accuracy is stable, or errors will rise.
- Limits
- Rate on one task does not transfer to another. Rate pressure can raise stress; watch for behavior changes and keep the samples short.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a mastered assembly or sorting task and a 5-minute timed work sample (total divided by 5 for the per-minute rate), the student will complete correct items on the task during the timed sample independently at a rate of at least 3 correct items per minute, on 3 consecutive weekly timed samples, as measured by timed probes collected weekly.
Baseline: 1 correct items per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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
- 1 correct items per minute.
- Annual goal376 characters
- By the annual IEP review date, given a mastered assembly or sorting task and a 5-minute timed work sample (total divided by 5 for the per-minute rate), the student will complete correct items on the task during the timed sample independently at a rate of at least 3 correct items per minute, on 3 consecutive weekly timed samples, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a mastered assembly or sorting task and a 5-minute timed work sample (total divided by 5 for the per-minute rate)
- Behavior
- The student will complete correct items on the task during the timed sample independently
- Criteria
- At a rate of at least 3 correct items per minute, on 3 consecutive weekly timed samples
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 3 correct items per minute
- Mastery rule:
- on 3 consecutive weekly timed samples
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a mastered assembly or sorting task and a 5-minute timed work sample (total divided by 5 for the per-minute rate), the student will complete correct items on the task during the timed sample independently at a rate of at least 3 correct items per minute, on 3 consecutive weekly timed samples, as measured by timed probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct items per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.