Follow a video tutorial for a craft
When to use this goal
For middle and high school students who like making things (drawing, origami, bracelets, simple cooking, model kits) and want to learn new projects on their own from online videos. Present levels decide fit. A real, age-matched way many teens build hobbies.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first.
- Tips
- Use approved sites and follow school device rules. Score from observation. The project and channel are the student's choice.
- Limits
- Tutorial difficulty varies a lot; pick ones with short steps at first. Online safety is a separate digital-literacy goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-027.
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Goal
By the annual IEP review date, during free time at school or home, with a tutorial video and materials ready, the student will complete a craft project by following a video tutorial, pausing and replaying as needed, performing at least 5 of 7 steps independently, across 3 consecutive projects, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Leisure & Recreation.
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 - Leisure & Recreation
- Baseline
- 2 of 7 steps independently.
- Annual goal353 characters
- By the annual IEP review date, during free time at school or home, with a tutorial video and materials ready, the student will complete a craft project by following a video tutorial, pausing and replaying as needed, performing at least 5 of 7 steps independently, across 3 consecutive projects, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During free time at school or home, with a tutorial video and materials ready
- Behavior
- The student will complete a craft project by following a video tutorial, pausing and replaying as needed
- Criteria
- Performing at least 5 of 7 steps independently, across 3 consecutive projects
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 7 steps independently
- Mastery rule:
- across 3 consecutive projects
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during free time at school or home, with a tutorial video and materials ready, the student will complete a craft project by following a video tutorial, pausing and replaying as needed, performing at least 5 of 7 steps independently, across 3 consecutive projects, as measured by a task-analysis checklist collected 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. Finds a tutorial on an approved site or channel | ||||||||
| 2. Gathers the materials the video lists | ||||||||
| 3. Watches a step and pauses the video | ||||||||
| 4. Does the step | ||||||||
| 5. Replays a step when unsure | ||||||||
| 6. Finishes the project | ||||||||
| 7. Cleans up the materials | ||||||||
| 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 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.