Assemble a multi-page assignment in order before submitting it
When to use this goal
For students whose present levels show packets and essays turned in with pages missing, out of order, or unnamed. Fits assignments with two or more pages. Staples and page numbers may need to be taught first.
- Baseline
- Pull three recent multi-page assignments from teachers and score the end state (named pages, order, completeness, stapled). Then watch the student assemble one and score each step live.
- Tips
- Each multi-page submission is one checklist. Score a step independent only if done without adult direction. For digital work, swap steps for naming the file, checking page order in the preview, and uploading the correct file.
- Limits
- Measures assembly, not the quality or completeness of the content. Teachers who collect page by page remove the opportunity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-org-016.
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Goal
By the annual IEP review date, before submitting an assignment that has two or more pages, the student will assemble the assignment following the submission checklist using the submission checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive multi-page submissions, as measured by a task-analysis checklist collected each multi-page assignment, at least 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 Organization.
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 - Organization
- Baseline
- 2 of 6 steps independently.
- Annual goal388 characters
- By the annual IEP review date, before submitting an assignment that has two or more pages, the student will assemble the assignment following the submission checklist using the submission checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive multi-page submissions, as measured by a task-analysis checklist collected each multi-page assignment, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Before submitting an assignment that has two or more pages
- Behavior
- The student will assemble the assignment following the submission checklist using the submission checklist
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive multi-page submissions
- Evaluation method
- A task-analysis checklist
- Schedule
- Each multi-page assignment, at least 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 multi-page submissions
- Collection schedule:
- each multi-page assignment, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before submitting an assignment that has two or more pages, the student will assemble the assignment following the submission checklist using the submission checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive multi-page submissions, as measured by a task-analysis checklist collected each multi-page assignment, at least 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. Writes name and date on every page | ||||||||
| 2. Numbers the pages or checks printed page numbers | ||||||||
| 3. Puts the pages in order from first to last | ||||||||
| 4. Checks that no page is missing against the packet or rubric | ||||||||
| 5. Staples or clips the pages in the top left corner | ||||||||
| 6. Places the assignment in the turn-in location | ||||||||
| 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.