Register to vote when eligible
When to use this goal
For students turning 18 who will be eligible to vote and have not registered or do not know how. Present levels in forms and reading decide supports; any decision to register is the student's.
- Baseline
- Use a practice session with a fictional persona first. Note whether the student knows the eligibility rules in their state.
- Tips
- Registration is the student's choice; staff stay neutral on candidates and parties. Rules differ by state; use official state sources. Students who need help reading the ballot later can learn their rights to assistance.
- Limits
- Real registration happens once. State rules on guardianship and voting differ; this template gives no legal advice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-027.
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Goal
By the annual IEP review date, during a civics or transition class lesson, given the state's voter registration form or website and own ID information, the student will complete the voter registration steps and confirm the registration status, performing at least 5 of 6 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each session.
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 Transition-Related Skills.
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
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 1 of 6 steps independently.
- Annual goal416 characters
- By the annual IEP review date, during a civics or transition class lesson, given the state's voter registration form or website and own ID information, the student will complete the voter registration steps and confirm the registration status, performing at least 5 of 6 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each session.
- Timeframe
- By the annual IEP review date
- Condition
- During a civics or transition class lesson, given the state's voter registration form or website and own ID information
- Behavior
- The student will complete the voter registration steps and confirm the registration status
- Criteria
- Performing at least 5 of 6 steps independently, on 2 consecutive sessions, including a practice session
- Evaluation method
- A task-analysis checklist
- Schedule
- At each session
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 2 consecutive sessions, including a practice session
- Collection schedule:
- at each session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a civics or transition class lesson, given the state's voter registration form or website and own ID information, the student will complete the voter registration steps and confirm the registration status, performing at least 5 of 6 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each session.
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 own eligibility using the state's plain-language rules | ||||||||
| 2. Finds the registration form or website | ||||||||
| 3. Fills in each required field | ||||||||
| 4. Signs the form or confirms online | ||||||||
| 5. Submits the registration | ||||||||
| 6. Checks the registration status after the processing time | ||||||||
| 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.