Rank tasks on a to-do list by due date and importance
When to use this goal
For students who work on whatever is on top, finishing low-value tasks while high-value ones go missing. For students who keep a planner or task list.
- Baseline
- Give the student their real task list on three occasions and ask them to number the order. Score whether the order follows due dates and weight. Ask why they chose the order; some students know the rule but prefer easy tasks first.
- Tips
- Each ranking is one opportunity. Met means no task due sooner is ranked after one due later, except where a heavily weighted task is moved up, which should be explained. Then have the student start task 1; ranking is only useful when followed.
- Limits
- Reasonable people can rank differently; score the rule, not agreement with the adult. Lists with few tasks give trivial opportunities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-010.
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Goal
By the annual IEP review date, given a list of four or more pending assignments with due dates during a support period, the student will number the tasks in the order they will be done, with the earliest due and highest weighted first independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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. Opportunity (trial) recording 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 Planning.
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 - Planning
- Baseline
- 1 of 5 opportunities.
- Annual goal383 characters
- By the annual IEP review date, given a list of four or more pending assignments with due dates during a support period, the student will number the tasks in the order they will be done, with the earliest due and highest weighted first independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a list of four or more pending assignments with due dates during a support period
- Behavior
- The student will number the tasks in the order they will be done, with the earliest due and highest weighted first independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a list of four or more pending assignments with due dates during a support period, the student will number the tasks in the order they will be done, with the earliest due and highest weighted first independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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.