Work backward from a due date to set start dates
When to use this goal
For students who can list a project's parts but whose present levels show every part is scheduled for the last two days. For students who already use a calendar.
- Baseline
- Give the student a real project with its parts and ask for start dates without help. Score whether dates are spread, in order, and before the due date. Practice tasks (a pretend project due in 10 days) can add data between real projects.
- Tips
- Each project is one opportunity. Met means every part has a start date, parts are in order, dates are spread across at least half the available days, and the last part ends before the due date. Copy the dates to the calendar as the final step.
- Limits
- Real projects are infrequent; use practice tasks for instruction but report them separately. A spread-out plan does not mean the student follows it; see ef-pl-004.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-015.
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Goal
By the annual IEP review date, given a project with a due date and a list of its parts, the student will write a start date for each part, counting back from the due date, so that no two parts are scheduled on the same day independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected each long-term assignment, summarized each grading period.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal424 characters
- By the annual IEP review date, given a project with a due date and a list of its parts, the student will write a start date for each part, counting back from the due date, so that no two parts are scheduled on the same day independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected each long-term assignment, summarized each grading period.
- Timeframe
- By the annual IEP review date
- Condition
- Given a project with a due date and a list of its parts
- Behavior
- The student will write a start date for each part, counting back from the due date, so that no two parts are scheduled on the same day independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each long-term assignment, summarized each grading period
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- each long-term assignment, summarized each grading period
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a project with a due date and a list of its parts, the student will write a start date for each part, counting back from the due date, so that no two parts are scheduled on the same day independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected each long-term assignment, summarized each grading period.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.