Register to vote online or on paper
When to use this goal
For students who are 18, or close enough to preregister where their state allows, and want to vote. Needs reading a form and giving an address and ID number; present levels decide supports, not grade. Voting is the student's right and choice.
- Baseline
- Use sample forms for practice; the student submits a real form once, by their own choice. Mark each step independent, prompted, or not done.
- Tips
- Staff never suggest a party or candidate. Assistance under the state's rules is fine; the choices are the student's.
- Limits
- Rules on age, guardianship, and ID differ by state; check the state election office. Registration does not cover voting; see the polling place goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-034.
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Goal
By the annual IEP review date, during a transition class, using the state's online registration site or a paper form, with the student's ID, the student will complete and submit the voter registration and save the confirmation, performing at least 6 of 7 steps independently, on 2 consecutive practice or real forms, as measured by a task-analysis checklist collected monthly before an election.
Baseline: 1 of 7 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 Community Access & Travel.
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 - Community Access & Travel
- Baseline
- 1 of 7 steps independently.
- Annual goal395 characters
- By the annual IEP review date, during a transition class, using the state's online registration site or a paper form, with the student's ID, the student will complete and submit the voter registration and save the confirmation, performing at least 6 of 7 steps independently, on 2 consecutive practice or real forms, as measured by a task-analysis checklist collected monthly before an election.
- Timeframe
- By the annual IEP review date
- Condition
- During a transition class, using the state's online registration site or a paper form, with the student's ID
- Behavior
- The student will complete and submit the voter registration and save the confirmation
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive practice or real forms
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly before an election
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 6 of 7 steps independently
- Mastery rule:
- on 2 consecutive practice or real forms
- Collection schedule:
- monthly before an election
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a transition class, using the state's online registration site or a paper form, with the student's ID, the student will complete and submit the voter registration and save the confirmation, performing at least 6 of 7 steps independently, on 2 consecutive practice or real forms, as measured by a task-analysis checklist collected monthly before an election.
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 age and residency rules for the state | ||||||||
| 2. Enters or writes their full name and date of birth | ||||||||
| 3. Enters or writes their home address | ||||||||
| 4. Enters the ID number the form asks for | ||||||||
| 5. Chooses a party or no party, as the student wishes | ||||||||
| 6. Signs and submits the form | ||||||||
| 7. Saves the confirmation or a copy | ||||||||
| 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: 6 of 7).
- 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.