Enter syllabus due dates into a planner
When to use this goal
For students in dual enrollment or college-style classes who rely on teachers to remind them of deadlines. Present levels in calendar use and organization decide whether a paper planner or a calendar app is used.
- Baseline
- Compare the student's planner with the syllabus for the first course. A date counts when the date, the item and a reminder are all entered.
- Tips
- Pair with tn-pse-009 for students who cannot yet find the dates. The planner method the student chooses is the right one; the goal is the habit of moving every date in at the start.
- Limits
- Entering dates does not mean the work gets done (tn-pse-020). Changes announced in class need a second habit of updating the planner.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-010.
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Goal
By the annual IEP review date, at the start of each course, given the course syllabus and own planner or calendar app, the student will enter every due date and test date from the syllabus into own planner with a reminder before each one independently, completing at least 95% of assigned syllabus due dates, each entered with a reminder, on 3 consecutive syllabi or unit schedules, as measured by work-sample analysis collected at the start of each course or unit.
Baseline: 40% of assigned work.
- 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. Work completion fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives work completion 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 Postsecondary Education 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 - Postsecondary Education Readiness
- Baseline
- 40% of assigned work.
- Annual goal465 characters
- By the annual IEP review date, at the start of each course, given the course syllabus and own planner or calendar app, the student will enter every due date and test date from the syllabus into own planner with a reminder before each one independently, completing at least 95% of assigned syllabus due dates, each entered with a reminder, on 3 consecutive syllabi or unit schedules, as measured by work-sample analysis collected at the start of each course or unit.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of each course, given the course syllabus and own planner or calendar app
- Behavior
- The student will enter every due date and test date from the syllabus into own planner with a reminder before each one independently
- Criteria
- Completing at least 95% of assigned syllabus due dates, each entered with a reminder, on 3 consecutive syllabi or unit schedules
- Evaluation method
- Work-sample analysis
- Schedule
- At the start of each course or unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 95% of assigned syllabus due dates, each entered with a reminder
- Mastery rule:
- on 3 consecutive syllabi or unit schedules
- Collection schedule:
- at the start of each course or unit
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, at the start of each course, given the course syllabus and own planner or calendar app, the student will enter every due date and test date from the syllabus into own planner with a reminder before each one independently, completing at least 95% of assigned syllabus due dates, each entered with a reminder, on 3 consecutive syllabi or unit schedules, as measured by work-sample analysis collected at the start of each course or unit.
| Date | Task / materials | # syllabus due dates, each entered with a reminder completed | # syllabus due dates, each entered with a reminder assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.