Meet each research paper checkpoint by its date
When to use this goal
For students who can write each part of a research paper with help but stall on long assignments, leaving the whole paper until the last days. Present levels should show which stages the student completes on time now; the goal teaches the stages as a sequence with dates.
- Baseline
- Review the last long writing assignment and mark which stages were turned in by their dates, late, or not at all. If no checkpoints were set, ask the student and teacher to reconstruct the timeline. Count a step as independent only if it was on time without an adult reminder beyond the calendar.
- Tips
- The checkpoints should be the teacher's own, so the student is not tracking two systems. Let the student set the reminders and choose the format (paper or digital). This goal pairs with the research paper rubric goal: one measures the process, the other the paper.
- Limits
- This measures timeliness of each stage, not the quality of the product. Teachers who do not set checkpoints make the goal hard to run. Absences shift dates; record adjusted dates when they happen.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-041.
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Goal
By the annual IEP review date, given a research paper assignment broken into dated checkpoints on a planning calendar, the student will complete each research paper checkpoint by its date and turn in the product for that checkpoint using a checkpoint calendar, performing at least 7 of 8 steps independently, on 2 consecutive research assignments, as measured by a task-analysis checklist collected at each checkpoint date.
Baseline: 3 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 3 of 8 steps independently.
- Annual goal423 characters
- By the annual IEP review date, given a research paper assignment broken into dated checkpoints on a planning calendar, the student will complete each research paper checkpoint by its date and turn in the product for that checkpoint using a checkpoint calendar, performing at least 7 of 8 steps independently, on 2 consecutive research assignments, as measured by a task-analysis checklist collected at each checkpoint date.
- Timeframe
- By the annual IEP review date
- Condition
- Given a research paper assignment broken into dated checkpoints on a planning calendar
- Behavior
- The student will complete each research paper checkpoint by its date and turn in the product for that checkpoint using a checkpoint calendar
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive research assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- At each checkpoint date
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 research assignments
- Collection schedule:
- at each checkpoint date
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a research paper assignment broken into dated checkpoints on a planning calendar, the student will complete each research paper checkpoint by its date and turn in the product for that checkpoint using a checkpoint calendar, performing at least 7 of 8 steps independently, on 2 consecutive research assignments, as measured by a task-analysis checklist collected at each checkpoint date.
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. Chooses a topic and writes a research question | ||||||||
| 2. Finds and lists at least three sources | ||||||||
| 3. Takes notes from each source | ||||||||
| 4. Writes a thesis and outline | ||||||||
| 5. Writes a full first draft | ||||||||
| 6. Revises the draft using feedback | ||||||||
| 7. Formats citations and the works cited page | ||||||||
| 8. Submits the final paper | ||||||||
| 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.