Complete a task list in order during a support period
When to use this goal
For students who bounce between assignments and finish none. Fits support periods where a task list can be set. Present levels decide the number of tasks to start with.
- Baseline
- For a week, give a three-task list each support period and record how many tasks were finished and whether the student switched between them. Keep the tasks of similar length so data are comparable.
- Tips
- A task counts as completed when every item has a response and the task is checked off. Switching to the next task before finishing is not met for that task, but the student can return to it. Report tasks completed over tasks listed.
- Limits
- List length must be realistic for the time; if the list is too long, completion will look poor for the wrong reason. Does not measure accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-008.
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Goal
By the annual IEP review date, during a 30-minute support period with a written list of three tasks, the student will complete the tasks on the list one at a time in the listed order independently, completing at least 80% of assigned listed tasks, across 5 consecutive support periods, as measured by work-sample analysis collected each support period and summarized weekly.
Baseline: 35% of assigned work.
- 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. Work completion fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives work completion 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 Assignment Completion.
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
- Executive Function - Assignment Completion
- Baseline
- 35% of assigned work.
- Annual goal374 characters
- By the annual IEP review date, during a 30-minute support period with a written list of three tasks, the student will complete the tasks on the list one at a time in the listed order independently, completing at least 80% of assigned listed tasks, across 5 consecutive support periods, as measured by work-sample analysis collected each support period and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute support period with a written list of three tasks
- Behavior
- The student will complete the tasks on the list one at a time in the listed order independently
- Criteria
- Completing at least 80% of assigned listed tasks, across 5 consecutive support periods
- Evaluation method
- Work-sample analysis
- Schedule
- Each support period and summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 80% of assigned listed tasks
- Mastery rule:
- across 5 consecutive support periods
- Collection schedule:
- each support period and summarized weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a 30-minute support period with a written list of three tasks, the student will complete the tasks on the list one at a time in the listed order independently, completing at least 80% of assigned listed tasks, across 5 consecutive support periods, as measured by work-sample analysis collected each support period and summarized weekly.
| Date | Task / materials | # listed tasks completed | # listed tasks assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.