Set checkpoints for a multi-week project
When to use this goal
For older students who can list a project's steps (see ef-pl-001) but do not build in check-ins, so problems surface only at the due date. The project should be within reach with supports. Present levels, not grade, decide how many checkpoints the plan needs.
- Baseline
- Ask the student to plan an assigned project with no template and score it. Look at the last project's history: when work started, whether anything was shown before the due date.
- Tips
- Score the plan at the start; checkpoints met can be tracked as a second measure (see ef-pl-004). Teachers usually welcome checkpoints because they catch problems early. Keep the plan where the student will see it: planner, phone, or class platform.
- Limits
- A good plan does not guarantee follow-through. Project frequency varies by course; use smaller projects for more data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-020.
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Goal
By the annual IEP review date, when a project of two weeks or longer is assigned with a rubric and a due date, the student will write a project plan with dated work sessions, at least two checkpoint dates to show progress to the teacher, and the materials needed for each part independently, earning a score of at least 9 out of 12 on a 4-row project plan rubric scored 0 to 3 per row, on 2 consecutive long-term projects, as measured by a defined scoring rubric collected at each project start and checkpoint.
Baseline: 3 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 12 rubric points.
- Annual goal510 characters
- By the annual IEP review date, when a project of two weeks or longer is assigned with a rubric and a due date, the student will write a project plan with dated work sessions, at least two checkpoint dates to show progress to the teacher, and the materials needed for each part independently, earning a score of at least 9 out of 12 on a 4-row project plan rubric scored 0 to 3 per row, on 2 consecutive long-term projects, as measured by a defined scoring rubric collected at each project start and checkpoint.
- Timeframe
- By the annual IEP review date
- Condition
- When a project of two weeks or longer is assigned with a rubric and a due date
- Behavior
- The student will write a project plan with dated work sessions, at least two checkpoint dates to show progress to the teacher, and the materials needed for each part independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row project plan rubric scored 0 to 3 per row, on 2 consecutive long-term projects
- Evaluation method
- A defined scoring rubric
- Schedule
- At each project start and checkpoint
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on a 4-row project plan rubric scored 0 to 3 per row
- Mastery rule:
- on 2 consecutive long-term projects
- Collection schedule:
- at each project start and checkpoint
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when a project of two weeks or longer is assigned with a rubric and a due date, the student will write a project plan with dated work sessions, at least two checkpoint dates to show progress to the teacher, and the materials needed for each part independently, earning a score of at least 9 out of 12 on a 4-row project plan rubric scored 0 to 3 per row, on 2 consecutive long-term projects, as measured by a defined scoring rubric collected at each project start and checkpoint.
| Date | Task / sample | Breaks the project into parts that match the rubric | Gives each part a dated work session that ends before the due date | Sets at least two checkpoints with the teacher and says what will be shown | Lists materials or sources needed and when to get them | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row project plan rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.