Mark a sample ballot using the instructions
When to use this goal
For transition-age students who will vote soon and have not used a ballot. Present levels in reading short instructions and following a form decide fit. Choices on the practice ballot are the student's own.
- Baseline
- Use real sample ballots from past elections. Score the steps only, never the choices made. Note whether the student knows a race can be skipped.
- Tips
- Teach that voting choices are private and the student's own. Accessible voting options (audio ballots, assistance) are a right; show the student how to ask for them. Pair with the voter guide template (ca-ss-033).
- Limits
- Ballot formats differ by county; use the local format. The checklist does not cover finding the polling place or voting by mail.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-032.
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Goal
By the annual IEP review date, given a sample ballot from a past local election and the instructions printed on it, the student will read the instructions and mark a practice sample ballot following them, performing at least 6 of 7 steps independently, across 3 consecutive practice ballots, as measured by a task-analysis checklist collected monthly.
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 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
- 2 of 7 steps independently.
- Annual goal351 characters
- By the annual IEP review date, given a sample ballot from a past local election and the instructions printed on it, the student will read the instructions and mark a practice sample ballot following them, performing at least 6 of 7 steps independently, across 3 consecutive practice ballots, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sample ballot from a past local election and the instructions printed on it
- Behavior
- The student will read the instructions and mark a practice sample ballot following them
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive practice ballots
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly
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 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive practice ballots
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a sample ballot from a past local election and the instructions printed on it, the student will read the instructions and mark a practice sample ballot following them, performing at least 6 of 7 steps independently, across 3 consecutive practice ballots, as measured by a task-analysis checklist collected monthly.
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 how to mark a choice (fill the oval, connect the arrow) | ||||||||
| 2. Find each race or measure heading | ||||||||
| 3. Read how many choices are allowed for each race | ||||||||
| 4. Mark no more than the allowed number for each race | ||||||||
| 5. Mark yes or no on each measure, or skip it | ||||||||
| 6. Check the back of the ballot | ||||||||
| 7. Review the ballot for stray marks before turning 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: 6 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.