Bag and seal items for a packaging job
When to use this goal
For students in a school-based business or vocational program whose packaging job (bagging supplies, sealing zip bags, counting items in) has many errors from motor problems: missed seals, dropped items, torn bags. Fit depends on job data, not grade.
- Baseline
- Check 10 finished bags from three sessions for count and seal. Separate counting errors from motor errors; a jig fixes counting, a bag holder fixes opening.
- Tips
- Jigs and bag holders are common workplace supports and are fine to keep. Quality checks by the student build a real job habit. Pair with mt-fm-022 if speed is the next goal.
- Limits
- Measures quality, not speed. Different bag types change difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-053.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a school-based packaging job with zip-top bags and a count card, the student will open the bag, place the counted items in, and press the seal closed from end to end independently with at least 90% accuracy on bags with the right count and a full seal, across 3 consecutive work sessions, as measured by work-sample analysis collected each work session, checking 10 finished bags.
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 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
- 50% accuracy.
- Annual goal418 characters
- By the annual IEP review date, during a school-based packaging job with zip-top bags and a count card, the student will open the bag, place the counted items in, and press the seal closed from end to end independently with at least 90% accuracy on bags with the right count and a full seal, across 3 consecutive work sessions, as measured by work-sample analysis collected each work session, checking 10 finished bags.
- Timeframe
- By the annual IEP review date
- Condition
- During a school-based packaging job with zip-top bags and a count card
- Behavior
- The student will open the bag, place the counted items in, and press the seal closed from end to end independently
- Criteria
- With at least 90% accuracy on bags with the right count and a full seal, across 3 consecutive work sessions
- Evaluation method
- Work-sample analysis
- Schedule
- Each work session, checking 10 finished bags
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 90% accuracy on bags with the right count and a full seal
- Mastery rule:
- across 3 consecutive work sessions
- Collection schedule:
- each work session, checking 10 finished bags
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a school-based packaging job with zip-top bags and a count card, the student will open the bag, place the counted items in, and press the seal closed from end to end independently with at least 90% accuracy on bags with the right count and a full seal, across 3 consecutive work sessions, as measured by work-sample analysis collected each work session, checking 10 finished bags.
| 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.