Copy and collate packets for an office
When to use this goal
For students in school office or community office placements who can run a copier but mix up page order or counts. Present levels in following written requests and counting decide whether a request form with a sample packet is used.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice.
- Tips
- School offices offer many real requests. Teach the student to report a jam rather than open the machine unless trained. Keep confidential papers out of practice jobs.
- Limits
- Copier models differ; rewrite the guide for each machine. Does not measure speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-040.
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Goal
By the annual IEP review date, given a copy request form, the original pages and the office copier, the student will make the requested copies, collate and staple each packet and deliver them with the originals, performing at least 7 of 8 steps independently, on 3 consecutive copy requests, as measured by a task-analysis checklist collected at each copy request, at least weekly.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 8 steps independently.
- Annual goal381 characters
- By the annual IEP review date, given a copy request form, the original pages and the office copier, the student will make the requested copies, collate and staple each packet and deliver them with the originals, performing at least 7 of 8 steps independently, on 3 consecutive copy requests, as measured by a task-analysis checklist collected at each copy request, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a copy request form, the original pages and the office copier
- Behavior
- The student will make the requested copies, collate and staple each packet and deliver them with the originals
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive copy requests
- Evaluation method
- A task-analysis checklist
- Schedule
- At each copy request, at least weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive copy requests
- Collection schedule:
- at each copy request, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a copy request form, the original pages and the office copier, the student will make the requested copies, collate and staple each packet and deliver them with the originals, performing at least 7 of 8 steps independently, on 3 consecutive copy requests, as measured by a task-analysis checklist collected at each copy request, at least weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Reads the request: number of copies, sides, stapling and due time | ||||||||
| 2. Places the originals in the feeder in order | ||||||||
| 3. Sets the number of copies and options | ||||||||
| 4. Starts the job and watches for jams or low paper | ||||||||
| 5. Checks one packet against the originals | ||||||||
| 6. Staples or clips each packet | ||||||||
| 7. Returns the originals with the copies | ||||||||
| 8. Delivers the job to the requester by the due time | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.