Turn in completed work using the class routine
When to use this goal
For students who finish work but leave it in the desk, hand it in without a name, or put it in the wrong place. Scores the turn-in routine as steps. Base the choice on checking the turn-in tray over several days. Completing the work is assignment-completion.
- Baseline
- Check the turn-in tray and the student's desk at the end of 5 days. Count assignments completed, assignments turned in, and papers without a name. The gap between completed and turned in is the baseline.
- Tips
- Put the tray in one place and keep it there. A name stamp or pre-labeled papers remove the first step for students who cannot yet write their name quickly. For secondary students, replace the tray with the digital submission steps.
- Limits
- Only completed work can be turned in; a low score may reflect unfinished work rather than the routine. Digital submissions need their own step list.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-014.
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Goal
By the annual IEP review date, when the student finishes an assignment during class with the turn-in tray or folder available, the student will complete the turn-in routine steps for the finished assignment, performing all 4 steps independently, on 8 of 10 consecutive scored assignments, as measured by a task-analysis checklist collected daily, each completed assignment.
Baseline: 1 of 4 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 1 of 4 steps independently.
- Annual goal373 characters
- By the annual IEP review date, when the student finishes an assignment during class with the turn-in tray or folder available, the student will complete the turn-in routine steps for the finished assignment, performing all 4 steps independently, on 8 of 10 consecutive scored assignments, as measured by a task-analysis checklist collected daily, each completed assignment.
- Timeframe
- By the annual IEP review date
- Condition
- When the student finishes an assignment during class with the turn-in tray or folder available
- Behavior
- The student will complete the turn-in routine steps for the finished assignment
- Criteria
- Performing all 4 steps independently, on 8 of 10 consecutive scored assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, each completed assignment
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 4 steps independently
- Mastery rule:
- on 8 of 10 consecutive scored assignments
- Collection schedule:
- daily, each completed assignment
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student finishes an assignment during class with the turn-in tray or folder available, the student will complete the turn-in routine steps for the finished assignment, performing all 4 steps independently, on 8 of 10 consecutive scored assignments, as measured by a task-analysis checklist collected daily, each completed assignment.
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. Writes name and date on the paper | ||||||||
| 2. Checks that every page is included | ||||||||
| 3. Places the work in the turn-in tray or folder (not the desk or backpack) | ||||||||
| 4. Returns to the seat and starts the next task or free-choice activity | ||||||||
| 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: 4 of 4).
- 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.