Check finished work against a model
When to use this goal
For students who finish a task and hand it in with errors they could have caught by comparing it to the model. Base the choice on present levels in matching and in accuracy on the task itself; the student must be able to do the task before learning to check it.
- Baseline
- Plant 1 or 2 errors in the student's completed batch on 5 occasions (or use the student's own errors) and record whether the student found and fixed them before turning the batch in. A batch counts when all planted errors were caught.
- Tips
- Make the check a separate step with its own time, not a glance at the end. A check sheet with one box per item forces the comparison. Planted errors are fair when the student knows checking is part of the job.
- Limits
- Catching planted errors on familiar tasks may not transfer to new tasks. Over-checking slows production; balance with fn-voc-008 once accuracy is stable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-022.
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Goal
By the annual IEP review date, after completing a batch of 10 assembled packets, given the model packet and a check sheet, the student will compare each item to the model and fix errors before turning in the batch independently in at least 4 of 5 opportunities, across 3 consecutive work sessions, as measured by opportunity-by-opportunity data collected at each batch, summarized every five batches.
Baseline: 1 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. Opportunity (trial) recording 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 Vocational & Work Readiness.
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 - Vocational & Work Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal400 characters
- By the annual IEP review date, after completing a batch of 10 assembled packets, given the model packet and a check sheet, the student will compare each item to the model and fix errors before turning in the batch independently in at least 4 of 5 opportunities, across 3 consecutive work sessions, as measured by opportunity-by-opportunity data collected at each batch, summarized every five batches.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a batch of 10 assembled packets, given the model packet and a check sheet
- Behavior
- The student will compare each item to the model and fix errors before turning in the batch independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive work sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each batch, summarized every five batches
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:
- across 3 consecutive work sessions
- Collection schedule:
- at each batch, summarized every five batches
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after completing a batch of 10 assembled packets, given the model packet and a check sheet, the student will compare each item to the model and fix errors before turning in the batch independently in at least 4 of 5 opportunities, across 3 consecutive work sessions, as measured by opportunity-by-opportunity data collected at each batch, summarized every five batches.
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.