Write today's date on papers and forms
When to use this goal
For students who write their name on work but leave the date blank or copy it wrong. Present levels in copying, number writing, and reading a calendar decide fit; the format follows the class or the form (words or numbers).
- Baseline
- Check the first 10 papers or forms of the week: count those with a correct, complete date and no prompt. Note format errors separately (month and day swapped).
- Tips
- Teach both forms (October 24 and 10/24) because forms differ. The phone lock screen is a good real-life date source for older students. Writing the date leads into forms with personal information.
- Limits
- Copying from the board shows copying, not knowing the date; that is enough for most functional uses. Does not measure calendar skills (fn-fa-023).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when starting any paper, with today's date posted on the board, the student will write today's date on the date line in the format the paper or form asks for independently in at least 9 of 10 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily, from collected papers, summarized weekly.
Baseline: 3 of 10 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 3 of 10 opportunities.
- Annual goal371 characters
- By the annual IEP review date, when starting any paper, with today's date posted on the board, the student will write today's date on the date line in the format the paper or form asks for independently in at least 9 of 10 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily, from collected papers, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When starting any paper, with today's date posted on the board
- Behavior
- The student will write today's date on the date line in the format the paper or form asks for independently
- Criteria
- In at least 9 of 10 opportunities, across 2 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, from collected papers, 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 9 of 10 opportunities
- Mastery rule:
- across 2 consecutive weeks
- Collection schedule:
- daily, from collected papers, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when starting any paper, with today's date posted on the board, the student will write today's date on the date line in the format the paper or form asks for independently in at least 9 of 10 opportunities, across 2 consecutive weeks, as measured by opportunity-by-opportunity data collected daily, from collected papers, 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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.