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Arrive at class with the required materials

Unreviewed draft3-5, 6-8Opportunities
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of opportunities in which the behavior is demonstrated, out of a fixed number.

Measurement method

An adult observes and records the defined behavior during a specified activity.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, at the start of each class period, the student will arrive with all items on the class materials list independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly across five sampled class periods.

Baseline: 2 of 5 opportunities.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

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. Opportunities 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. Direct observation can produce opportunities 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 School-Related Independence.

  • 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
Fits students who often arrive without the notebook, device, or supplies needed for class. Present levels and a review of where the breakdown happens (locker, home, transitions), not grade, decide fit.
Baseline considerations
For 2–3 weeks, check five class periods per week against each teacher's materials list and record which items were missing. Patterns (always the device, always after lunch) point to the support needed.
Usage notes
Get a short, specific materials list from each teacher. A charged device is a common missing item; consider a charging routine at home or school. This goal measures the outcome; ef-org-003 measures the self-check strategy before leaving for class.
Known limitations
Teachers' expectations vary; the list must be clear for the data to be fair. Does not capture whether the student uses the materials once in class.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID fn-si-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.

Build objectives by

Matching data sheet

Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.

Opportunity tracker

Opportunities
Student label:
 
Target:
in at least 4 of 5 opportunities
Mastery rule:
in 3 of 4 consecutive weekly checks
Collection schedule:
weekly across five sampled class periods
Method:
Direct observation
Data collector:
 

Goal: By the annual IEP review date, at the start of each class period, the student will arrive with all items on the class materials list independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly across five sampled class periods.

Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred

Opportunity tracker
DateActivity / context12345# + (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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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