Check each answer before saying done
When to use this goal
For primary students who rush through a page and say "done" with skipped or careless answers they can fix. Present levels decide fit. A simple check (point to each answer, tick it) is the strategy.
- Baseline
- Watch 5 or more finishes: whether the student checked, and count skipped items on the page. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Tick marks next to each answer make checking visible. Score each page as met when every item was checked. Accuracy gains are a bonus, not the measure.
- Limits
- Checking does not ensure correct answers when the skill itself is weak.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when finishing an independent math or phonics page, the student will point to and check each answer, fix any they find, and then turn the page in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily on one independent page.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Impulse Control & Inhibition.
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 - Impulse Control & Inhibition
- Baseline
- 1 of 5 opportunities.
- Annual goal324 characters
- By the annual IEP review date, when finishing an independent math or phonics page, the student will point to and check each answer, fix any they find, and then turn the page in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily on one independent page.
- Timeframe
- By the annual IEP review date
- Condition
- When finishing an independent math or phonics page
- Behavior
- The student will point to and check each answer, fix any they find, and then turn the page in independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily on one independent page
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily on one independent page
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when finishing an independent math or phonics page, the student will point to and check each answer, fix any they find, and then turn the page in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily on one independent page.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.