Divide a group project into tasks and assign them
When to use this goal
For students whose present levels show group projects where no one knows who is doing what, and the student either does everything or nothing. Fits classes with group projects.
- Baseline
- Observe the first session of a group project and score this student's planning actions. Ask the teacher how past group projects went for the student (did everything, did nothing, did an unassigned part).
- Tips
- Score only this student's actions, not the group's. A step is independent when done without adult direction. Rotate the student's role so they practice both proposing and agreeing.
- Limits
- Group dynamics affect every step; a dominant peer removes opportunities. Group projects are infrequent, so data accumulate slowly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-019.
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Goal
By the annual IEP review date, at the start of a group project with a task sheet and group of three or four, the student will complete a group work plan with the group using a group planning sheet, performing at least 4 of 5 steps independently, on 3 consecutive group projects, as measured by a task-analysis checklist collected each group project.
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 goal349 characters
- By the annual IEP review date, at the start of a group project with a task sheet and group of three or four, the student will complete a group work plan with the group using a group planning sheet, performing at least 4 of 5 steps independently, on 3 consecutive group projects, as measured by a task-analysis checklist collected each group project.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a group project with a task sheet and group of three or four
- Behavior
- The student will complete a group work plan with the group using a group planning sheet
- Criteria
- Performing at least 4 of 5 steps independently, on 3 consecutive group projects
- Evaluation method
- A task-analysis checklist
- Schedule
- Each group project
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 group projects
- Collection schedule:
- each group project
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a group project with a task sheet and group of three or four, the student will complete a group work plan with the group using a group planning sheet, performing at least 4 of 5 steps independently, on 3 consecutive group projects, as measured by a task-analysis checklist collected each group project.
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. Lists the parts of the project from the task sheet | ||||||||
| 2. Proposes or agrees to a split of parts among members | ||||||||
| 3. Writes own name next to at least one part | ||||||||
| 4. Writes a date for own part | ||||||||
| 5. Reads back the plan to the group | ||||||||
| 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.