Follow the finished routine after completing independent work
When to use this goal
For students who finish early and then wander, call out, or sit idle while waiting for the teacher. The classroom needs a posted when-finished list; present levels and observation of what the student does after finishing decide fit.
- 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. Opportunities occur only when the student finishes early; a short task on purpose during baseline creates them.
- Tips
- Keep the when-finished list to three or four quiet, self-contained choices. If the student rushes work to get to the list, add the checking step as the first requirement and review work quality.
- Limits
- Students who rarely finish early give little data. The checklist does not score the quality of the finished work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when independent work is finished before the class period ends and a when-finished list is posted, the student will complete the finished routine and begin a listed activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive early-finish opportunities, as measured by a task-analysis checklist collected daily when the student finishes early, summarized weekly.
Baseline: 1 of 5 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
- 1 of 5 steps independently.
- Annual goal412 characters
- By the annual IEP review date, when independent work is finished before the class period ends and a when-finished list is posted, the student will complete the finished routine and begin a listed activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive early-finish opportunities, as measured by a task-analysis checklist collected daily when the student finishes early, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When independent work is finished before the class period ends and a when-finished list is posted
- Behavior
- The student will complete the finished routine and begin a listed activity
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive early-finish opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily when the student finishes early, summarized 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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive early-finish opportunities
- Collection schedule:
- daily when the student finishes early, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when independent work is finished before the class period ends and a when-finished list is posted, the student will complete the finished routine and begin a listed activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive early-finish opportunities, as measured by a task-analysis checklist collected daily when the student finishes early, summarized 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. Checks the work for name and completeness | ||||||||
| 2. Turns the work in to the designated spot | ||||||||
| 3. Reads the when-finished list | ||||||||
| 4. Chooses one listed activity and gets its materials | ||||||||
| 5. Works on the activity until the next signal | ||||||||
| 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: 4 of 5).
- 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.