Vote at a polling place
When to use this goal
For registered voters who want to vote in person and are unsure of the process: finding the polling place, checking in, marking the ballot, and asking for an accessible machine or help. Present levels decide supports, not grade.
- Baseline
- Run mock elections for practice. Real voting is private: staff do not observe the ballot; score only the steps the student reports or that happen in public.
- Tips
- Voters with disabilities have a right to an accessible machine and to help from a person they choose, with some limits. Mail voting is a fair alternative.
- Limits
- Staff never look at or influence a real ballot. Rules differ by state.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-036.
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Goal
By the annual IEP review date, on election day or during early voting, at the student's polling place, with any support person the student chose, the student will check in, vote, and cast the ballot at the polling place, performing at least 7 of 8 steps independently, on 2 consecutive mock or real elections, as measured by a task-analysis checklist collected at each mock election or real election.
Baseline: 1 of 8 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 8 steps independently.
- Annual goal400 characters
- By the annual IEP review date, on election day or during early voting, at the student's polling place, with any support person the student chose, the student will check in, vote, and cast the ballot at the polling place, performing at least 7 of 8 steps independently, on 2 consecutive mock or real elections, as measured by a task-analysis checklist collected at each mock election or real election.
- Timeframe
- By the annual IEP review date
- Condition
- On election day or during early voting, at the student's polling place, with any support person the student chose
- Behavior
- The student will check in, vote, and cast the ballot at the polling place
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive mock or real elections
- Evaluation method
- A task-analysis checklist
- Schedule
- At each mock election or real 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 7 of 8 steps independently
- Mastery rule:
- on 2 consecutive mock or real elections
- Collection schedule:
- at each mock election or real election
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on election day or during early voting, at the student's polling place, with any support person the student chose, the student will check in, vote, and cast the ballot at the polling place, performing at least 7 of 8 steps independently, on 2 consecutive mock or real elections, as measured by a task-analysis checklist collected at each mock election or real 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. Looks up the polling place and its hours | ||||||||
| 2. Brings any ID the state requires | ||||||||
| 3. Checks in with a poll worker and gives their name and address | ||||||||
| 4. Asks for an accessible machine or help if wanted | ||||||||
| 5. Marks the ballot following its instructions | ||||||||
| 6. Reviews the ballot before casting it | ||||||||
| 7. Casts the ballot in the scanner or machine | ||||||||
| 8. Takes the voting receipt if one is offered | ||||||||
| 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: 7 of 8).
- 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.