Check off each step of a procedure to keep the place
When to use this goal
For students who repeat or skip steps in long procedures (long division, a lab, an editing routine) because they lose track of where they are. The procedure must already be taught.
- Baseline
- Give five problems or tasks requiring the full procedure and record skipped and repeated steps with and without the check-off list. The list helps most when errors are place-keeping errors rather than not knowing the steps.
- Tips
- Each procedure is one opportunity. Met means every step is marked in order and none is skipped or repeated. The final answer's correctness is reported separately. Fade from the laminated list to a self-written short list.
- Limits
- Check marks can be made without doing the step; compare marks with the work. Procedures differ in length; keep the probe procedure consistent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-014.
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Goal
By the annual IEP review date, when completing a procedure of five or more steps with a step list available, the student will independently mark each step on the list as it is completed and finish the procedure without repeating or skipping a step in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 5 procedures per probe.
Baseline: 2 of 5 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 2 of 5 opportunities.
- Annual goal411 characters
- By the annual IEP review date, when completing a procedure of five or more steps with a step list available, the student will independently mark each step on the list as it is completed and finish the procedure without repeating or skipping a step in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 5 procedures per probe.
- Timeframe
- By the annual IEP review date
- Condition
- When completing a procedure of five or more steps with a step list available
- Behavior
- The student will independently mark each step on the list as it is completed and finish the procedure without repeating or skipping a step
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with 5 procedures per probe
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly, with 5 procedures per probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when completing a procedure of five or more steps with a step list available, the student will independently mark each step on the list as it is completed and finish the procedure without repeating or skipping a step in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 5 procedures per probe.
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. Sheets print blank; no student data is stored.