Break a long-term assignment into dated steps
Live goal preview
By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment.
Baseline: 2 of 7 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Planning.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show long-term assignments left to the last minute or not started. Shorten the template when present levels call for it; grade does not decide fit.
- Baseline considerations
- Ask the student to plan one long-term assignment without help and score each step. Review how recent long-term assignments went (started when, turned in when) to confirm planning is the barrier.
- Usage notes
- Use when the student cannot see the parts of a large task. Accept any reasonable set of subtasks; the step is scored on whether it is present and usable, not on matching an adult's plan. Pair with a follow-through goal (meeting interim dates).
- Known limitations
- Long-term assignments may come only a few times per grading period, so data accumulate slowly; practice plans on shorter projects can add data points. A complete plan does not ensure the plan is followed.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-pl-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive long-term assignments
- Collection schedule:
- for each long-term assignment
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment.
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 the final due date at the top of the template | ||||||||
| 2. Lists what the finished product must include, using the task sheet | ||||||||
| 3. Breaks the assignment into at least 3 smaller tasks | ||||||||
| 4. Puts the tasks in a workable order | ||||||||
| 5. Assigns a target date to each task | ||||||||
| 6. Lists the materials or resources needed | ||||||||
| 7. Copies the task dates into the planner or calendar | ||||||||
| 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: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.