Complete an assembly or sorting work task at a steady rate
When to use this goal
Fits secondary students in vocational or work-readiness programs who can do a repetitive fine motor task but at a rate far below what a job site expects, or who lose accuracy as they speed up. Use a timed baseline on the actual task to decide the starting rate.
- Baseline
- Time three 5-minute sessions on the same task and count correct units, then divide by 5 for the rate. Record errors separately; a rising rate with rising errors is not progress. If possible, time a peer or staff member on the same task so the team knows what a realistic rate looks like.
- Tips
- Choose a task that matches a real work experience the student is heading toward. Keep the task identical for data; when the task changes, start a new baseline. Share rate data with the job coach or work-based learning coordinator.
- Limits
- Rate on one task does not transfer automatically to another. Does not measure work behaviors like staying at the station or asking for more materials, which belong in vocational skills goals. Fatigue over a full shift is not captured by a 5-minute timing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-022.
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Goal
By the annual IEP review date, given a 5-minute timing on a packaging task (placing three items in a bag and sealing it) (total divided by 5 for the per-minute rate), the student will complete units of the task correctly independently at a rate of at least 5 correct responses per minute, in 3 of 4 consecutive weekly timings, as measured by timed probes collected weekly during the work-skills block.
Baseline: 2 correct responses 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 Fine Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 2 correct responses per minute.
- Annual goal401 characters
- By the annual IEP review date, given a 5-minute timing on a packaging task (placing three items in a bag and sealing it) (total divided by 5 for the per-minute rate), the student will complete units of the task correctly independently at a rate of at least 5 correct responses per minute, in 3 of 4 consecutive weekly timings, as measured by timed probes collected weekly during the work-skills block.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 5-minute timing on a packaging task (placing three items in a bag and sealing it) (total divided by 5 for the per-minute rate)
- Behavior
- The student will complete units of the task correctly independently
- Criteria
- At a rate of at least 5 correct responses per minute, in 3 of 4 consecutive weekly timings
- Evaluation method
- Timed probes
- Schedule
- Weekly during the work-skills block
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 5 correct responses per minute
- Mastery rule:
- in 3 of 4 consecutive weekly timings
- Collection schedule:
- weekly during the work-skills block
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a 5-minute timing on a packaging task (placing three items in a bag and sealing it) (total divided by 5 for the per-minute rate), the student will complete units of the task correctly independently at a rate of at least 5 correct responses per minute, in 3 of 4 consecutive weekly timings, as measured by timed probes collected weekly during the work-skills block.
| 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 responses per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.