Plan the steps and materials of a lab before starting
When to use this goal
For students who start labs or hands-on tasks without reading the procedure and have to restart. Fits science, art, and career-technical classes.
- Baseline
- Observe the student at the start of two labs and score each planning step as done, prompted, or skipped. Ask the teacher how often the student had to restart or borrow materials mid-activity.
- Tips
- The planning sheet should take under 5 minutes. A step is independent when done without adult or partner direction. Partners can share the sheet, but score only this student's actions.
- Limits
- Labs happen irregularly; add short practice activities if data are too sparse. Does not measure how the activity itself goes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-012.
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Goal
By the annual IEP review date, given a written lab or activity procedure before the activity begins, the student will complete a pre-activity plan using a lab planning sheet, performing at least 4 of 5 steps independently, on 3 consecutive labs or activities, as measured by a task-analysis checklist collected each lab or hands-on activity.
Baseline: 1 of 5 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 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 steps independently.
- Annual goal341 characters
- By the annual IEP review date, given a written lab or activity procedure before the activity begins, the student will complete a pre-activity plan using a lab planning sheet, performing at least 4 of 5 steps independently, on 3 consecutive labs or activities, as measured by a task-analysis checklist collected each lab or hands-on activity.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written lab or activity procedure before the activity begins
- Behavior
- The student will complete a pre-activity plan using a lab planning sheet
- Criteria
- Performing at least 4 of 5 steps independently, on 3 consecutive labs or activities
- Evaluation method
- A task-analysis checklist
- Schedule
- Each lab or hands-on activity
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 4 of 5 steps independently
- Mastery rule:
- on 3 consecutive labs or activities
- Collection schedule:
- each lab or hands-on activity
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a written lab or activity procedure before the activity begins, the student will complete a pre-activity plan using a lab planning sheet, performing at least 4 of 5 steps independently, on 3 consecutive labs or activities, as measured by a task-analysis checklist collected each lab or hands-on activity.
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. Reads the whole procedure before touching materials | ||||||||
| 2. Lists the materials and checks each one is at the station | ||||||||
| 3. Numbers or highlights the steps in order | ||||||||
| 4. Marks the steps that need waiting or timing | ||||||||
| 5. States the safety rule that applies | ||||||||
| 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: 4 of 5).
- 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.