Submit a finished assignment through the learning platform
When to use this goal
For students who finish work on a device but leave it unsubmitted, attach the wrong file, or do not press the final submit button. Base the choice on a review of recent unsubmitted work with the teacher.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Compare the teacher's gradebook with the student's finished work during baseline to find how many completed assignments were never submitted; that number is the problem the goal addresses.
- Tips
- Screenshots of the actual platform make the step card usable. Practice submitting a low-stakes item first. Missing the confirmation step is the most common error, so teach it directly.
- Limits
- Platforms update their layouts; the step card must be kept current. Does not address the quality or completeness of the work itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when an assignment completed on the school device is ready to turn in on the learning platform, the student will submit the finished assignment through the learning platform, performing at least 5 of 6 steps independently, on 4 of 5 consecutive submissions, as measured by a task-analysis checklist collected at each observed submission, at least three per week.
Baseline: 2 of 6 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 2 of 6 steps independently.
- Annual goal393 characters
- By the annual IEP review date, when an assignment completed on the school device is ready to turn in on the learning platform, the student will submit the finished assignment through the learning platform, performing at least 5 of 6 steps independently, on 4 of 5 consecutive submissions, as measured by a task-analysis checklist collected at each observed submission, at least three per week.
- Timeframe
- By the annual IEP review date
- Condition
- When an assignment completed on the school device is ready to turn in on the learning platform
- Behavior
- The student will submit the finished assignment through the learning platform
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive submissions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each observed submission, at least three per week
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 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive submissions
- Collection schedule:
- at each observed submission, at least three per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when an assignment completed on the school device is ready to turn in on the learning platform, the student will submit the finished assignment through the learning platform, performing at least 5 of 6 steps independently, on 4 of 5 consecutive submissions, as measured by a task-analysis checklist collected at each observed submission, at least three per week.
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. Opens the correct class and the correct assignment on the platform | ||||||||
| 2. Attaches or links the finished file, or uploads the photo | ||||||||
| 3. Checks that the attached file is the right one and is complete | ||||||||
| 4. Presses the submit or turn-in button | ||||||||
| 5. Reads the confirmation and checks that the status shows submitted | ||||||||
| 6. Records the submission in the planner or checks it off the list | ||||||||
| 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. Sheets print blank; no student data is stored.