Match part numbers to a work order
When to use this goal
For transition-age students in assembly, inventory, or office work whose errors come from mixing up similar codes (transposed digits, a 6 for an 8). Fit depends on job-site samples, not grade.
- Baseline
- Score two sets of 10 codes, including some planted near-matches, and note error types (transposed, wrong digit). Employers usually expect very high accuracy here.
- Tips
- Teach checking in chunks (first three, last three). A card under the line helps. These checks are what real jobs require.
- Limits
- Measures accuracy, not speed; add a rate goal once accuracy is high. Reading the codes aloud may mask a visual problem.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-032.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a work order with 10 part numbers of 5 to 7 characters and bins of parts, the student will match each code on the work order to the same code on a bin or label, character by character independently with at least 98% accuracy on codes matched correctly, across 3 consecutive work sessions, as measured by work-sample analysis collected each work session.
Baseline: 70% 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 Visual-Motor & Visual-Perceptual 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) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 70% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a work order with 10 part numbers of 5 to 7 characters and bins of parts, the student will match each code on the work order to the same code on a bin or label, character by character independently with at least 98% accuracy on codes matched correctly, across 3 consecutive work sessions, as measured by work-sample analysis collected each work session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a work order with 10 part numbers of 5 to 7 characters and bins of parts
- Behavior
- The student will match each code on the work order to the same code on a bin or label, character by character independently
- Criteria
- With at least 98% accuracy on codes matched correctly, across 3 consecutive work sessions
- Evaluation method
- Work-sample analysis
- Schedule
- Each work session
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 98% accuracy on codes matched correctly
- Mastery rule:
- across 3 consecutive work sessions
- Collection schedule:
- each work session
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a work order with 10 part numbers of 5 to 7 characters and bins of parts, the student will match each code on the work order to the same code on a bin or label, character by character independently with at least 98% accuracy on codes matched correctly, across 3 consecutive work sessions, as measured by work-sample analysis collected each work session.
| 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.