Work through an online module in order
When to use this goal
For students who click to the quiz without the lesson, skip parts, or leave modules at 80% without noticing. Present levels, not grade, decide which steps need supports.
- Baseline
- Watch the student do one module and score the steps. Platform logs show skipped parts and time spent on each.
- Tips
- Step 6 catches the common gap of modules left unfinished. The checklist can be a pinned note on screen. Platform logs make data easy.
- Limits
- Modules differ in structure across courses and platforms; rename or drop steps to match. Does not measure quiz scores or learning, only that each part of the module was done in order.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-023.
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Goal
By the annual IEP review date, when opening a new module in an online course, the student will work through the module routine from opening to the completion mark, performing at least 5 of 6 steps independently, on 4 of 5 consecutive modules, as measured by a task-analysis checklist collected twice weekly.
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 goal307 characters
- By the annual IEP review date, when opening a new module in an online course, the student will work through the module routine from opening to the completion mark, performing at least 5 of 6 steps independently, on 4 of 5 consecutive modules, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When opening a new module in an online course
- Behavior
- The student will work through the module routine from opening to the completion mark
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive modules
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 modules
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when opening a new module in an online course, the student will work through the module routine from opening to the completion mark, performing at least 5 of 6 steps independently, on 4 of 5 consecutive modules, 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. Opens the module and reads the list of parts | ||||||||
| 2. Watches or reads the lesson with captions or text-to-speech as needed | ||||||||
| 3. Writes notes or answers the guided questions | ||||||||
| 4. Does the practice section | ||||||||
| 5. Takes the quiz | ||||||||
| 6. Checks that the module shows as complete and returns to any part marked unfinished | ||||||||
| 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.