Sort errors on returned work into an error log
When to use this goal
For students who look at the grade on returned work and file it without learning from the errors. Fits classes that return scored work. Present levels decide the error categories.
- Baseline
- Watch the student complete one error log without help and score each step. Review three logs over a month to see whether the same category keeps appearing; that is the finding to share with the student.
- Tips
- Keep the categories to four and define them with examples. A step is independent when done without adult direction. The action in step 4 should match the category (careless slip leads to a checking routine, did not know leads to a study action).
- Limits
- Depends on teachers returning work with errors marked. Sorting is a judgment; agree on tricky cases rather than scoring them wrong.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-019.
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Goal
By the annual IEP review date, when a scored test or assignment is returned, during a support period with the error log, the student will complete the error log for the returned work using the error log, performing at least 4 of 5 steps independently, on 4 of 5 consecutive returned assignments, as measured by a task-analysis checklist collected each returned assignment and summarized monthly.
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 Self-Monitoring.
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 - Self-Monitoring
- Baseline
- 1 of 5 steps independently.
- Annual goal395 characters
- By the annual IEP review date, when a scored test or assignment is returned, during a support period with the error log, the student will complete the error log for the returned work using the error log, performing at least 4 of 5 steps independently, on 4 of 5 consecutive returned assignments, as measured by a task-analysis checklist collected each returned assignment and summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When a scored test or assignment is returned, during a support period with the error log
- Behavior
- The student will complete the error log for the returned work using the error log
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive returned assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- Each returned assignment and summarized monthly
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 4 of 5 consecutive returned assignments
- Collection schedule:
- each returned assignment and summarized monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a scored test or assignment is returned, during a support period with the error log, the student will complete the error log for the returned work using the error log, performing at least 4 of 5 steps independently, on 4 of 5 consecutive returned assignments, as measured by a task-analysis checklist collected each returned assignment and summarized monthly.
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. Counts the items marked wrong | ||||||||
| 2. Sorts each error into a category (did not know, misread the question, careless slip, ran out of time) | ||||||||
| 3. Writes the most common category for this assignment | ||||||||
| 4. Writes one action that matches the most common category | ||||||||
| 5. Files the work and the log together | ||||||||
| 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.