Use a resource period to find and plan missing work
When to use this goal
Fits high school students with a resource or study period who spend it without a plan while missing work piles up. Base the choice on present levels in reading the grade portal and the planner; this builds on fn-si-007 (checking the platform).
- 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. Count the number of missing assignments at baseline as a second data point; the step count shows the routine, and the missing-work count shows whether it matters.
- Tips
- Keep the planning sheet to one page with a fixed layout. Teachers who do not post grades promptly make the check inaccurate; the student can email them (fn-si-011). This routine mirrors how adults manage task lists at work.
- Limits
- The routine does not guarantee the work is finished or accepted for credit. Some students have more missing work than a period can address; prioritize with the student rather than scoring the whole backlog.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-018.
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Goal
By the annual IEP review date, at the start of a daily resource or study period, with access to the grade portal and the planner, the student will complete the missing-work check and start the first item on the plan, performing at least 5 of 6 steps independently, on 4 of 5 consecutive resource periods, as measured by a task-analysis checklist collected daily during the resource period.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal389 characters
- By the annual IEP review date, at the start of a daily resource or study period, with access to the grade portal and the planner, the student will complete the missing-work check and start the first item on the plan, performing at least 5 of 6 steps independently, on 4 of 5 consecutive resource periods, as measured by a task-analysis checklist collected daily during the resource period.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a daily resource or study period, with access to the grade portal and the planner
- Behavior
- The student will complete the missing-work check and start the first item on the plan
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive resource periods
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during the resource period
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 resource periods
- Collection schedule:
- daily during the resource period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a daily resource or study period, with access to the grade portal and the planner, the student will complete the missing-work check and start the first item on the plan, performing at least 5 of 6 steps independently, on 4 of 5 consecutive resource periods, as measured by a task-analysis checklist collected daily during the resource period.
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 grade portal and each current class | ||||||||
| 2. Writes each missing or late item on the planning sheet with its class | ||||||||
| 3. Orders the list by due date or by what can be finished today | ||||||||
| 4. Writes what is needed for the first item (materials, a teacher question) | ||||||||
| 5. Starts the first item within the period | ||||||||
| 6. Marks finished items and updates the list at the end of the period | ||||||||
| 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.