Turn in completed classwork to the designated spot
When to use this goal
For students who finish work but leave it in the desk, on the floor, or in the folder, so the teacher records it as missing. Base the choice on a count of finished-but-not-turned-in papers.
- Baseline
- For 2 weeks, check five assignments per week: was the paper in the bin without a prompt, with a prompt, or not at all, and did it have the student's name on it? A desk clean-out at the end of baseline often reveals the missing papers.
- Tips
- Name on the paper is part of the behavior; teach it as the first step. Keep the turn-in spot in one place all year. If the student does not finish the work, that is an assignment-completion issue, not a turn-in issue; count only finished work as an opportunity.
- Limits
- Depends on the teacher using a consistent turn-in system. A few teachers collect work themselves, giving the student no opportunity; sample classes where the student is responsible.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-009.
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Goal
By the annual IEP review date, when a classwork assignment is finished and the class turn-in bin is in its usual place, the student will place the finished assignment in the turn-in bin with name written on it independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily across the first five turn-in opportunities, summarized weekly.
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. Direct observation 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 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 5 opportunities.
- Annual goal396 characters
- By the annual IEP review date, when a classwork assignment is finished and the class turn-in bin is in its usual place, the student will place the finished assignment in the turn-in bin with name written on it independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily across the first five turn-in opportunities, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a classwork assignment is finished and the class turn-in bin is in its usual place
- Behavior
- The student will place the finished assignment in the turn-in bin with name written on it independently
- Criteria
- In at least 4 of 5 opportunities, for 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily across the first five turn-in opportunities, 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 4 of 5 opportunities
- Mastery rule:
- for 3 consecutive weeks
- Collection schedule:
- daily across the first five turn-in opportunities, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a classwork assignment is finished and the class turn-in bin is in its usual place, the student will place the finished assignment in the turn-in bin with name written on it independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily across the first five turn-in opportunities, 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 | # + (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.