IEP goals for checking work: 20 examples with baselines
By the IEP Atlas editorial teamLast updated
Short answer
A measurable checking work IEP goal names the check the student uses, such as a checklist, an answer key or an inverse operation, and counts the errors the student finds and fixes before turning work in. Example: after finishing a math page, using a 3-item check card, the student will find and correct at least 3 of every 4 computation errors on 4 of 5 assignments.
Some students know the material and still lose points to careless errors: a sign flipped, a word left out, the back of the page skipped. "Check your work" is the usual advice, but for these students the instruction means nothing. They look at the page, see what they meant to write, and hand it in.
A checking goal teaches a specific routine and measures whether it catches errors. The 20 goals below are grouped by kind of work. Each names the check, the work, and a count. Baselines are illustrative. For self-monitoring of behavior and progress, see self-monitoring IEP goals; this page does not repeat its checking examples. For the cluster overview, see executive functioning IEP goals.
How to choose the right checking goal
First, make sure the errors are careless, not a skill gap. Give the student back the work and ask them to find the mistakes with a hint ("There are 3 errors in row 2"). If they find and fix them, it is a checking problem. If they can't, it is a skill problem, and they need instruction.
| Student profile | Sub-skill | Best measure | Data source |
|---|---|---|---|
| Correct method, careless computation errors | Checking math | Errors self-corrected, of errors made | Work sample with first and final answers |
| Writes fine ideas, leaves errors in spelling and capitals | Checking writing | Errors fixed, of errors present | Draft and revised copy |
| Turns in work with blank items or missing parts | Checking completeness | Assignments complete on submission | Teacher check at turn-in |
| Rushes tests and leaves points behind | Checking tests | Items reviewed, or answers changed to correct | Test copy |
| Work products at a job or in a routine have flaws | Checking quality | Items meeting standard on self-inspection | Checklist |
Templates are on the study skills goals page and the self-monitoring goals page.
Checking math work
| Goal | Baseline | Measure |
|---|---|---|
| After a math page, using a self-check checklist (sign, place value, copied correctly), the student will find and fix at least 3 of every 4 computation errors on 4 of 5 assignments. | 1 of 4 errors | Errors self-corrected, of errors made |
| On returned math work, the student will sort errors into an error log (computation, sign, misread) for 4 of 5 assignments and name the most common type. | 0 of 5 | Assignments logged |
| On subtraction and division items, the student will check each answer by the inverse operation and correct mismatches, so that at least 90% of final answers are correct on 4 of 5 practice sets. | 70% of answers | Final answers correct, of items |
| On multi-step word problems, the student will reread the question after solving and confirm the answer has the right unit for 4 of 5 problems on 3 consecutive probes. | 2 of 5 | Problems with unit checked |
| Before turning in a math page, the student will compare one worked problem with the model on the board and fix any step that does not match on 4 of 5 days. | 1 of 5 | Days completed |
Weak: "The student will check math work for errors." Measurable: the first goal. It names the checklist, the kind of error and the share that must be fixed.
Checking writing
| Goal | Baseline | Measure |
|---|---|---|
| Using a capitals, punctuation and spelling checklist, the student will find and correct at least 70% of errors in a one-paragraph draft on 4 of 5 drafts. | 25% of errors | Errors fixed, of errors present |
| The student will read a draft aloud quietly, or with text-to-speech, and add at least 2 of every 3 missing words before submitting, on 4 of 5 drafts. | 0 of 3 | Missing words added |
| Before submitting a written response, the student will check that each part of the prompt is answered, so that all parts are addressed on 4 of 5 responses. | 2 of 5 | Responses with all parts |
| Using a three-point criteria card, the student will compare handwriting with the card and rewrite any unreadable word on 4 of 5 written assignments. | 1 of 5 | Assignments checked |
| Using the class rubric, the student will score own work within 1 point of the teacher's score on each row for 3 of 4 major assignments. | 1 of 4 | Assignments within 1 point |
Weak: "The student will edit writing." Measurable: the checklist goal. It names the error types, the share fixed and the length of the draft. Editing goals for writing instruction itself are in editing IEP goals.
Checking completeness before turning in
| Goal | Baseline | Measure |
|---|---|---|
| Before submitting, the student will complete a before-you-submit check (name, date, every item attempted, back of page) on 9 of 10 assignments. | 3 of 10 | Assignments checked |
| Before stapling, the student will assemble a multi-page assignment in order with every page included on 4 of 5 multi-page assignments. | 1 of 5 | Assignments complete and in order |
| Before saying "done," the student will scan the page with a finger, row by row, and answer any blank item, with no blanks on 9 of 10 worksheets. | 4 of 10 | Worksheets with no blanks |
| Before submitting online work, the student will open the preview and confirm every required field is filled on 9 of 10 online assignments. | 5 of 10 | Assignments with every field filled |
| The student will check finished work against the model provided by the teacher and fix any missing part on 4 of 5 projects. | 1 of 5 | Projects fixed |
Weak: "The student will turn in complete work." Measurable: the before-you-submit check. It lists what the check covers.
Checking tests and other work
| Goal | Baseline | Measure |
|---|---|---|
| Before turning in a test, the student will check it with a review checklist (every item answered, work shown, names on all pages) on 4 of 5 tests. | 0 of 5 | Tests checked |
| With 5 minutes left on a test, the student will reread at least 5 answers flagged as unsure and change any that are wrong, on 4 of 5 tests. | 0 of 5 | Tests reviewed |
| While reading aloud, the student will fix own misread words that change the meaning, correcting at least 2 of every 3 such errors on 3 consecutive probes. | 1 of 3 | Meaning-changing errors self-corrected |
| At a job site, the student will inspect a finished task for quality with a picture checklist and fix flaws before reporting done on 9 of 10 tasks. | 5 of 10 | Tasks inspected |
| Before submitting, the student will review a completed application form and correct every error in name, address, date and signature fields on 3 of 3 practice forms. | 1 of 3 | Forms error-free |
Weak: "The student will slow down on tests." Measurable: the review checklist goal. "Slow down" is not a skill. Running a checklist is.
How to measure checking
The best measure is errors self-corrected out of errors made. Have the student work in pencil, then check in a different color. You can then see the first answer and the fix on the same page.
- Count errors on the first pass (pencil marks you can still read).
- Count errors fixed in the checking color.
- Compute the share: fixed divided by made.
- Also record final accuracy, so you know the checking is raising the score.
This is a form of percent accuracy, recorded on the accuracy data sheet. Probe frequency: score every assignment the goal names for the first 2 weeks, then 3 samples a week.
An illustrative week for the math self-check goal (target: at least 3 of every 4 errors, or 75%, on 4 of 5 assignments):
| Day | Items | Errors on first pass | Errors fixed in color | Share fixed | Final accuracy | Met? |
|---|---|---|---|---|---|---|
| Monday | 20 | 4 | 3 | 75% | 95% | Yes |
| Tuesday | 16 | 5 | 2 | 40% | 81% | No |
| Wednesday | 20 | 3 | 3 | 100% | 100% | Yes |
| Thursday | 18 | 4 | 3 | 75% | 94% | Yes |
| Friday | 20 | 2 | 1 | 50% | 95% | No |
Result: 3 of 5 assignments met. Tuesday's errors were all sign errors on a new skill, which may be a teaching issue, not a checking issue. The IEP must say how progress will be measured,[1] and graphing the share fixed each week over 6 to 8 weeks gives a trend the team can act on.[2]
Short-term objectives
For the math self-check goal:
- With an adult pointing to the row that has an error, the student finds and fixes it on 4 of 5 rows.
- With the check card and an adult cue to start checking, the student fixes half of errors on 4 of 5 assignments.
- With the check card and no cue, the student fixes at least 3 of every 4 errors on 4 of 5 assignments.
Adapting by grade
| Grade band | Check | Example criterion |
|---|---|---|
| K to 2 | Name on paper, every box colored, three-face self-rating | 4 of 5 papers complete |
| 3 to 5 | Picture or 3-item checklist for math and writing | 3 of 4 errors fixed |
| Middle school | Inverse operations, prompt check, rubric self-score | Within 1 rubric point |
| High school | Test review, online preview, forms and job tasks | 9 of 10 complete |
Mistakes to avoid
- "Check your work" with no routine. Teach a check with named steps.
- Measuring final accuracy only. You can't tell whether the student checked or simply knew it. Use two colors.
- Writing a checking goal for a skill gap. If the student can't find errors even with hints, teach the skill.
- Checklists of 10 items. Three to five items the student can hold in mind work better.
Paste a draft into the goal checker. For teaching the routine itself, see self-monitoring strategies. For tests specifically, see test-taking IEP goals.
Frequently asked questions
What is an IEP goal for checking work?
A goal that names the check the student uses and counts the errors found and fixed. For example: using a 3-item check card, the student will find and correct at least 3 of every 4 computation errors on 4 of 5 math assignments.
How do you measure self-correction of errors?
Have the student work in pencil and check in a different color. Count errors on the first pass and errors fixed in the checking color, then divide fixed by made. Record final accuracy too.
How do I know if errors are careless or a skill gap?
Hand back the work with a hint, such as how many errors are in a row. If the student finds and fixes them, the problem is checking. If not, the student needs instruction in the skill itself.
Use it in IEP Atlas
- Study skills goals (executive function)
- Self monitoring goals (executive function)
- Percent accuracy measurement guide
- Accuracy data sheet
- IEP goal checker
Related guides
- Executive functioning IEP goals: examples by skill
- Self-monitoring IEP goals: 24 examples and how to collect the data
- Self-monitoring strategies that work in the classroom
- Test-taking IEP goals: 24 examples for strategies before, during and after tests
- Work completion IEP goals: 24 examples and a sample data sheet
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.