Carry out a written lab procedure
When to use this goal
For middle and high school students who start labs before reading the procedure, skip steps, or depend on a partner to tell them what to do. Present levels in reading the procedure, or access to text-to-speech, decide fit.
- Baseline
- Observe two or three labs and mark each routine step independent or prompted. The middle step (in order) covers many lab steps; record the number of procedure steps skipped as a note.
- Tips
- The checklist describes the student's routine, not the lab content, so it works across every lab. Asking about an unclear word is a planned step; score it done if nothing was unclear and the student read the whole procedure.
- Limits
- Labs vary in length and difficulty, so a long lab may lower the score. The checklist does not show whether the data the student records are accurate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-024.
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Goal
By the annual IEP review date, during a science lab with a numbered written procedure and a check-off column, the student will carry out the lab by reading each numbered step, doing it and checking it off before moving on, performing at least 7 of 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
Baseline: 3 of 8 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 Science 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
- Science, Social Studies & Digital Literacy - Science Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal361 characters
- By the annual IEP review date, during a science lab with a numbered written procedure and a check-off column, the student will carry out the lab by reading each numbered step, doing it and checking it off before moving on, performing at least 7 of 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
- Timeframe
- By the annual IEP review date
- Condition
- During a science lab with a numbered written procedure and a check-off column
- Behavior
- The student will carry out the lab by reading each numbered step, doing it and checking it off before moving on
- Criteria
- Performing at least 7 of 8 steps independently, across 3 consecutive labs
- Evaluation method
- A task-analysis checklist
- Schedule
- At each lab
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 at least 7 of 8 steps independently
- Mastery rule:
- across 3 consecutive labs
- Collection schedule:
- at each lab
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a science lab with a numbered written procedure and a check-off column, the student will carry out the lab by reading each numbered step, doing it and checking it off before moving on, performing at least 7 of 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
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 whole procedure before starting | ||||||||
| 2. Gather the listed materials | ||||||||
| 3. Ask about any step or word that is unclear | ||||||||
| 4. Do each step in the order written | ||||||||
| 5. Check off each step when it is done | ||||||||
| 6. Record data where the procedure says to | ||||||||
| 7. Clean up as the last step directs | ||||||||
| 8. Turn in or save the lab sheet | ||||||||
| 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 8).
- 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.