Complete a before-you-submit check on assignments
Live goal preview
By the annual IEP review date, before turning in any written assignment, the student will complete a work-completion check using a before-you-submit checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed submissions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Assignment Completion.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show work turned in with skipped items, missing names, or unfinished parts. Simplify the checklist when present levels call for it; grade does not decide fit.
- Baseline considerations
- Observe several submissions and score each step, then compare with the turned-in work. Collect a sample of recent assignments to count how often items or parts are missing.
- Usage notes
- Use when the student finishes most work but loses credit for skipped parts. Score a step independent only when it is performed without adult cues. Fade the printed checklist toward a short mnemonic once steps are consistent.
- Known limitations
- Checks completeness, not accuracy; pair with a self-monitoring goal for error checking. Observers must watch the submission, which can be hard to schedule.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-ac-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed submissions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before turning in any written assignment, the student will complete a work-completion check using a before-you-submit checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed submissions, as measured by a task-analysis checklist collected twice weekly.
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. Checks that name and date are on the work | ||||||||
| 2. Rereads the directions | ||||||||
| 3. Confirms every item or part has a response | ||||||||
| 4. Completes skipped items or marks them as questions to ask | ||||||||
| 5. Checks that work is shown where the directions require it | ||||||||
| 6. Places the work in the correct tray or submits it digitally | ||||||||
| 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: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.