Check a task checklist without being reminded
When to use this goal
For students who use a task checklist well when an adult points to it but rarely look at it on their own, so steps get skipped. Present levels decide the length of the task and how many checks are expected.
- Baseline
- Watch three work periods with the checklist present and no reminders. Count each time the student reads and marks the list unprompted, and note how many steps were missed at the end. Both numbers help set a fair target.
- Tips
- Count a check when the student reads the list and marks it without any adult cue. Prompted checks are recorded separately so you can see the fade. Pair with an end-of-task step count if missed steps are the real concern.
- Limits
- More checks are not always better; the target is enough checks to keep the task on track. Very short tasks give few chances to check.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-023.
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Goal
By the annual IEP review date, during a 30-minute independent assignment with a step checklist clipped to the work, the student will stop, read the checklist, and mark the steps finished so far independently at least 3 times per 30-minute independent work period, on 3 of 4 consecutive observed work periods, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 30-minute independent work period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 0 times per 30-minute independent work period.
- Annual goal367 characters
- By the annual IEP review date, during a 30-minute independent assignment with a step checklist clipped to the work, the student will stop, read the checklist, and mark the steps finished so far independently at least 3 times per 30-minute independent work period, on 3 of 4 consecutive observed work periods, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute independent assignment with a step checklist clipped to the work
- Behavior
- The student will stop, read the checklist, and mark the steps finished so far independently
- Criteria
- At least 3 times per 30-minute independent work period, on 3 of 4 consecutive observed work periods
- Evaluation method
- Frequency recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 30-minute independent work period
- Mastery rule:
- on 3 of 4 consecutive observed work periods
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute independent assignment with a step checklist clipped to the work, the student will stop, read the checklist, and mark the steps finished so far independently at least 3 times per 30-minute independent work period, on 3 of 4 consecutive observed work periods, as measured by frequency recording collected twice weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-minute independent work period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.