Complete homework using a home checklist
When to use this goal
For students whose present levels show homework attempted but abandoned halfway, and whose family can follow a short checklist. Homework must be at the independent level.
- Baseline
- Have the family mark the checklist for one week without coaching. Note which steps are skipped; step 1 skipped means the planner is the problem, step 5 skipped means the turn-in step is the problem.
- Tips
- Keep the checklist on one card in the folder. A step is independent if done without a caregiver naming it. Review the week's checklists at a Monday check-in and compare with what was turned in.
- Limits
- Home data are self-reported by the family and vary with their time. Students who split time between homes need the checklist in both. Does not measure accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on school days with assigned homework, during the homework block at home, the student will complete the homework following the home homework checklist using the homework checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework days, as measured by a task-analysis checklist collected daily on the home checklist and reviewed weekly at school.
Baseline: 2 of 6 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 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
- 2 of 6 steps independently.
- Annual goal406 characters
- By the annual IEP review date, on school days with assigned homework, during the homework block at home, the student will complete the homework following the home homework checklist using the homework checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework days, as measured by a task-analysis checklist collected daily on the home checklist and reviewed weekly at school.
- Timeframe
- By the annual IEP review date
- Condition
- On school days with assigned homework, during the homework block at home
- Behavior
- The student will complete the homework following the home homework checklist using the homework checklist
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily on the home checklist and reviewed weekly at school
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive homework days
- Collection schedule:
- daily on the home checklist and reviewed weekly at school
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on school days with assigned homework, during the homework block at home, the student will complete the homework following the home homework checklist using the homework checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive homework days, as measured by a task-analysis checklist collected daily on the home checklist and reviewed weekly at school.
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. Reads the planner and lists what is due | ||||||||
| 2. Takes out the materials for the first assignment | ||||||||
| 3. Works on one assignment until every item has a response | ||||||||
| 4. Checks the work against the directions | ||||||||
| 5. Puts the finished work in the turn-in pocket of the folder | ||||||||
| 6. Repeats for the next assignment or marks the list done | ||||||||
| 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. Sheets print blank; no student data is stored.