Complete a getting-started routine at the start of work
Live goal preview
By the annual IEP review date, at the start of each independent work period, the student will complete the getting-started routine using a routine card on the desk, performing at least 5 of 6 steps independently, on 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps 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. Task-analysis checklist can produce task-analysis steps 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 Task Initiation.
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 they start more readily when the opening steps are concrete and the same every time. Adjust the steps to the student's reading level and the classroom's materials; grade alone does not decide fit.
- Baseline considerations
- Probe the routine on several days before teaching it and record each step as independent, prompted, or not done. Note which steps are skipped most often; those often point to the real barrier (for example, never reading the directions).
- Usage notes
- Use for students who benefit from a predictable entry routine. Keep the card wording identical to the checklist so data and instruction match. Score a step independent only if it happens without any adult prompt. Remove or replace steps that do not fit the task type.
- Known limitations
- Measures the routine, not how quickly it happens; add a latency goal if speed matters. A student may perform the steps mechanically and still not continue working after the first item.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-ti-005.
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
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive data collection days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of each independent work period, the student will complete the getting-started routine using a routine card on the desk, performing at least 5 of 6 steps independently, on 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
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. Writes name and date on the paper or opens the correct digital file | ||||||||
| 2. Reads or listens to the directions | ||||||||
| 3. Underlines or highlights the key direction words | ||||||||
| 4. Gathers the materials the task needs | ||||||||
| 5. Completes the first item or step | ||||||||
| 6. Checks the first item against the example or directions | ||||||||
| 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: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.