Scan a worksheet for blanks before turn-in
When to use this goal
For young students who turn in worksheets with skipped items, a missing name, or a back side left blank, even though they can do the items. Present levels decide whether the check uses words or pictures.
- Baseline
- Collect a week of turned-in worksheets and count those with a name and no blank items. Watch at least two turn-ins to see whether the student checks at all or checks and misses items.
- Tips
- Each worksheet is one opportunity; met means name written and no blank items. The worksheet itself is the data, so scoring takes seconds. Items the student truly could not do should have a mark such as a question mark; teach that as part of the check.
- Limits
- Measures completeness, not accuracy. Students who leave items blank because the work is too hard need a work-level change, not a checking goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, before placing a finished worksheet in the turn-in tray, with a three-picture check strip (name, every item, front and back), the student will touch each item on the page, fill in any blank item and their name, and check the back of the page independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 2 of 6 opportunities.
- Annual goal439 characters
- By the annual IEP review date, before placing a finished worksheet in the turn-in tray, with a three-picture check strip (name, every item, front and back), the student will touch each item on the page, fill in any blank item and their name, and check the back of the page independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Before placing a finished worksheet in the turn-in tray, with a three-picture check strip (name, every item, front and back)
- Behavior
- The student will touch each item on the page, fill in any blank item and their name, and check the back of the page independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- daily, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, before placing a finished worksheet in the turn-in tray, with a three-picture check strip (name, every item, front and back), the student will touch each item on the page, fill in any blank item and their name, and check the back of the page independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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. Sheets print blank; no student data is stored.