Check work with a self-check checklist and fix errors
Live goal preview
By the annual IEP review date, after finishing an independent written assignment and before turning it in, the student will mark each item on a self-check checklist and correct the errors it identifies independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Self-Monitoring.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show errors they can correct when pointed out but do not catch on their own. Checklist items should target the student's frequent error types; grade does not decide fit.
- Baseline considerations
- Collect work samples and list the most common error types. Note whether the student can fix each error type when it is pointed out; if not, teach the skill before the self-check.
- Usage notes
- Use 3 to 5 checklist items based on the student's actual errors (for example, capital letters, operation signs, units). An opportunity is met when every checklist item is marked and any error the checklist covers is corrected. Compare work before and after the check to confirm.
- Known limitations
- Catches only the error types on the checklist. Marked checklists can be filled in without real checking, so spot-check against the work.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-sm-002.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after finishing an independent written assignment and before turning it in, the student will mark each item on a self-check checklist and correct the errors it identifies independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.