Complete a practice voter registration form
When to use this goal
For high school and transition-age students approaching voting age who have not yet filled out a registration form. Present levels in completing forms with personal information decide fit. Use a practice copy, never the real submission, during instruction.
- Baseline
- Use a practice form with a made-up ID number or the student's information card kept by the family. Mark each step; note fields that need reading support.
- Tips
- Party choice is the student's own; teach that it is optional and private. Link to self-determination and transition goals. When the student is eligible, families decide whether and how to register for real.
- Limits
- Practice forms differ from online systems; teach the version the student will use. Requirements vary by state; check the current state form.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-031.
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Goal
By the annual IEP review date, given a practice copy of the state voter registration form and the student's own information card, the student will complete the practice voter registration form and check it before handing it in, performing all 8 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
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 Social Studies 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 - Social Studies Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal373 characters
- By the annual IEP review date, given a practice copy of the state voter registration form and the student's own information card, the student will complete the practice voter registration form and check it before handing it in, performing all 8 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a practice copy of the state voter registration form and the student's own information card
- Behavior
- The student will complete the practice voter registration form and check it before handing it in
- Criteria
- Performing all 8 steps independently, across 3 consecutive practice sessions
- 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 8 steps independently
- Mastery rule:
- across 3 consecutive practice sessions
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a practice copy of the state voter registration form and the student's own information card, the student will complete the practice voter registration form and check it before handing it in, performing all 8 steps independently, across 3 consecutive practice sessions, 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 eligibility questions and answer them | ||||||||
| 2. Write full legal name in the correct order | ||||||||
| 3. Write home address and mailing address if different | ||||||||
| 4. Write date of birth in the format asked | ||||||||
| 5. Write the ID number the form asks for from the information card | ||||||||
| 6. Choose a party or no party, or leave it blank if the form allows | ||||||||
| 7. Sign and date the form | ||||||||
| 8. Check every required field before handing it in | ||||||||
| 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: 8 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.