Mark a picture checklist when the timer sounds
When to use this goal
For young students who can meet expectations when an adult is nearby but drift when the adult moves away, and who can match a picture to their own behavior. Fit depends on whether the student meets the expectations sometimes; self-monitoring builds on a skill that exists.
- Baseline
- Teach the checklist first by having the adult and the student rate together. Then record five timer points: did the student mark the checklist, and did their marks match the adult's? Also note how often the student met each expectation; that number should rise as self-monitoring takes hold.
- Tips
- Reward accurate marking, not perfect behavior; a student who honestly marks "no" is using the tool. Once matching is reliable, fade the adult's rating to the end of the period. Use pictures of the student's own classroom.
- Limits
- Matching measures honest self-rating, not behavior change; keep the adult's rating of the expectations as a second line on the graph. Timers can distract some students; try a vibrating one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-043.
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Goal
By the annual IEP review date, during a 20-minute independent work period with a vibrating timer set to go off every 4 minutes, the student will mark yes or no for each picture (working, in my spot, hand up to talk) to match the adult's rating when the timer sounds without a reminder in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during one work period.
Baseline: 2 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 2 of 5 opportunities.
- Annual goal440 characters
- By the annual IEP review date, during a 20-minute independent work period with a vibrating timer set to go off every 4 minutes, the student will mark yes or no for each picture (working, in my spot, hand up to talk) to match the adult's rating when the timer sounds without a reminder in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during one work period.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute independent work period with a vibrating timer set to go off every 4 minutes
- Behavior
- The student will mark yes or no for each picture (working, in my spot, hand up to talk) to match the adult's rating when the timer sounds without a reminder
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during one work period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily during one work period
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute independent work period with a vibrating timer set to go off every 4 minutes, the student will mark yes or no for each picture (working, in my spot, hand up to talk) to match the adult's rating when the timer sounds without a reminder in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during one work period.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.