Read assembly instructions and build the item
When to use this goal
For high school students who build things by trial and error and give up when instructions are written. Following written and diagram instructions is a key adult and job skill. Present levels decide the complexity.
- Baseline
- Use items with similar step counts. Mark each routine step independent, prompted, or not done. Tools and motor skills affect the result; note them.
- Tips
- Coordinate with vocational or CTE staff. Safe tools only, with supervision.
- Limits
- Motor and spatial skills are part of the task; separate reading errors in notes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-087.
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Goal
By the annual IEP review date, given written instructions with diagrams for assembling a small item (a shelf, a storage box, a fan) and its parts, the student will read the instructions and complete the 7-step assembly routine, performing all 7 steps independently, across 3 consecutive assembly tasks, as measured by a task-analysis checklist collected every two weeks.
Baseline: 2 of 7 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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 2 of 7 steps independently.
- Annual goal370 characters
- By the annual IEP review date, given written instructions with diagrams for assembling a small item (a shelf, a storage box, a fan) and its parts, the student will read the instructions and complete the 7-step assembly routine, performing all 7 steps independently, across 3 consecutive assembly tasks, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given written instructions with diagrams for assembling a small item (a shelf, a storage box, a fan) and its parts
- Behavior
- The student will read the instructions and complete the 7-step assembly routine
- Criteria
- Performing all 7 steps independently, across 3 consecutive assembly tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 all 7 steps independently
- Mastery rule:
- across 3 consecutive assembly tasks
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given written instructions with diagrams for assembling a small item (a shelf, a storage box, a fan) and its parts, the student will read the instructions and complete the 7-step assembly routine, performing all 7 steps independently, across 3 consecutive assembly tasks, as measured by a task-analysis checklist collected every two weeks.
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. Read the parts list and check all parts are there | ||||||||
| 2. Read step 1 and match the diagram to the parts | ||||||||
| 3. Complete step 1 as shown | ||||||||
| 4. Read and complete each following step in order | ||||||||
| 5. Check the diagram after each step | ||||||||
| 6. Fix a step that does not match the diagram | ||||||||
| 7. Compare the finished item to the final picture | ||||||||
| 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 7).
- 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.