Map out a three-day project by day
When to use this goal
For upper elementary students who try to finish a three-day project in one day or leave it to the last. The project should be a familiar type (a poster, a diorama, a short report). Present levels, not grade, decide whether the plan uses words or pictures.
- Baseline
- Watch a past project: did the student spread the work across the days? Then give a planning sheet without coaching and score the steps.
- Tips
- The planning sheet is the record. Moving unfinished work to the next day is a key skill; praise it. Keep the projects short and similar while the routine builds.
- Limits
- Projects vary in size; the routine matters more than the product. Does not score project quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-021.
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Goal
By the annual IEP review date, when a three-day class project is assigned with a list of its parts, the student will complete the three-day project planning routine, performing at least 4 of 5 steps independently, on 3 consecutive class projects, as measured by a task-analysis checklist collected with each class 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 goal322 characters
- By the annual IEP review date, when a three-day class project is assigned with a list of its parts, the student will complete the three-day project planning routine, performing at least 4 of 5 steps independently, on 3 consecutive class projects, as measured by a task-analysis checklist collected with each class project.
- Timeframe
- By the annual IEP review date
- Condition
- When a three-day class project is assigned with a list of its parts
- Behavior
- The student will complete the three-day project planning routine
- Criteria
- Performing at least 4 of 5 steps independently, on 3 consecutive class projects
- Evaluation method
- A task-analysis checklist
- Schedule
- With each class 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 class projects
- Collection schedule:
- with each class project
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a three-day class project is assigned with a list of its parts, the student will complete the three-day project planning routine, performing at least 4 of 5 steps independently, on 3 consecutive class projects, as measured by a task-analysis checklist collected with each class 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 | ||||||||
| 2. Writes which parts to do on day 1, day 2, and day 3 | ||||||||
| 3. Lists the materials needed for day 1 | ||||||||
| 4. Checks off day 1 parts at the end of day 1 and moves any unfinished part to day 2 | ||||||||
| 5. Shows the teacher the plan at the end of day 2 | ||||||||
| 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.