Task Mission Planner Sheet
TASK MISSION PLANNER
Multi-Step Execution Checklist & Organizer
Goal: 3+ Steps to Completion
Student:
Date:
Start Time:
Mission Briefing
What is the assigned job or task?
Materials / Supplies Needed:
Step-by-Step Action Plan
Write at least 3 numbered steps in sequence before beginning work!
1 First
Done
2 Next
Done
3 Then
Done
4 Also
Done
5 Finish
Done
Student Self-Check
I wrote my plan with 3+ steps before starting.
I checked off each step as I finished it.
I finished the entire job to completion.
Teacher Verification
Opportunity Log
Criterion A: Plan
Yes (3+)
No
Criterion B: Job Done
Yes
No
Independence:
[ ] 4 (Ind) [ ] 3 (Vis) [ ] 2 (Verb) [ ] 1 (Mod)
Step Progress Data Sheet
IEP PROGRESS MONITORING DATA SHEET
Multi-Step Task Planning & Completion (10-Opportunity Log)
Page 1 of 2 (Trials 1–5)
Student Name:
Case Manager:
Monitoring Period:
Baseline:
IEP Target Goal: Given a task or job to do with 3 or more steps, the student will create a checklist, notes, planner, or schedule enabling the student to complete the job to completion on 6 out of 10 opportunities (60%) across consecutive monitoring sessions.
Dual-Criterion Success Rule (+)
Criterion A: Created tool with ≥3 ordered steps (Y/N)
Criterion B: Finished job to completion (Y/N)
* Counted as SUCCESS only when Both Criteria = YES (+)
Independence Rating Scale (Level 1–4)
4 = Independent: No prompts needed
3 = Visual/Gestural: Pointing/visual cue
2 = Verbal Prompt: Guiding questions/hints
1 = Full Assist/Model: Direct step modeling
Opportunities Log: Trials 1 to 5
Opp #
Date & Setting
Task Assigned (3+ Steps)
Tool Format & Steps
Crit A (Plan)
Crit B (Done)
Success (+/-)
Rating (1-4)
#1
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Steps: ____
Y / N
Y / N
#2
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Steps: ____
Y / N
Y / N
#3
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Steps: ____
Y / N
Y / N
#4
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Steps: ____
Y / N
Y / N
#5
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Steps: ____
Y / N
Y / N
Midpoint Checkpoint (Trials 1–5 Subtotal)
Successes: _____ / 5 Avg Independence: _____ / 4.0
Prompting Trend Notes:
IEP PROGRESS MONITORING DATA SHEET
Multi-Step Task Planning & Completion (Trials 6–10 & Mastery)
Page 2 of 2 (Trials 6–10)
Student:
IEP Goal Criterion: 6 / 10 Opportunities (60%)
Opportunities Log: Trials 6 to 10
Opp #
Date & Setting
Task Assigned (3+ Steps)
Tool Format & Steps
Crit A (Plan)
Crit B (Done)
Success (+/-)
Rating (1-4)
#6
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Y / N
Y / N
#7
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Y / N
Y / N
#8
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Y / N
Y / N
#9
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Y / N
Y / N
#10
Setting/Class
[ ] Check [ ] Notes
[ ] Plan [ ] Sched
Y / N
Y / N
Visual 10-Trial Mastery Gauge
Mastery Threshold: 6 Successes (60%)
T1
T2
T3
T4
T5
T6 ★
T7
T8
T9
T10
Fill or color circle for each opportunity meeting both Criterion A (Tool) and Criterion B (Job).
10-Opportunity Goal Calculation
Total Both Criteria Met: ____ / 10 Success Rate: ____ % Avg Indep. Level: ____ / 4
Goal Mastered (≥ 6/10)
Making Progress (4-5/10)
Needs Revision (< 4/10)
Executive Functioning Strengths & Preferred Tool Format:
Observed Barriers / Areas for Fading Prompts:
Evaluator Signature:
Date Evaluated:
Goal Mastery Teacher Guide
TEACHER IMPLEMENTATION & RUBRIC GUIDE
IEP Goal Administration, Scoring Criteria & Prompt Hierarchy
Page 1 of 2
Goal Breakdown
1. Condition Given a task or job with 3 or more distinct steps.
2. Target Behavior A Create a checklist, notes, planner, or schedule.
3. Target Behavior B Execute the job to completion using the tool.
4. Mastery Threshold 6 out of 10 opportunities (60% mastery rate).
Standardized Administration Protocol
1 Assign Task
State the overall goal (e.g., "Clean and organize the science lab station"). Do not list out the sub-steps.
2 Student Plans
Provide the planning sheet. Student independently records ≥3 sequential steps before touching task materials.
3 Execute & Check
Student carries out the task, referencing their checklist and checking off items as each step is completed.
4 Debrief & Record
Verify criteria on the data sheet: Were both criteria met? Record prompt level (1–4) and qualitative notes.
Dual-Criteria Scoring Rubric
Criterion
Met (YES / Passing)
Not Met (NO / Insufficient)
Criterion A:
Tool Creation
• Lists at least 3 distinct, actionable steps.
• Steps are in a logical sequential order.
• Created prior to or during task setup.
• Less than 3 steps listed.
• Steps are too vague ("do work", "finish").
• Student created list after already completing job.
Criterion B:
Job Completion
• All planned tasks executed to standard.
• Materials cleared/returned appropriately.
• Student completed the job to finality.
• Task left half-finished or abandoned.
• Critical steps skipped or done incorrectly.
• Required adult takeover to finish.
Scoring Rule: Success (+) is credited only when both Criterion A AND Criterion B are "YES". A plan without execution or execution without a plan equals (-).
Prompt Hierarchy & Rating Scale (1 to 4)
Level 4: Independent Goal Target
Student receives task and initiates planning sheet with zero verbal, visual, or physical prompting.
Level 3: Visual Cue Gestural
Adult points to blank planner, taps checklist, or holds up an anchor chart icon without speaking.
Level 2: Verbal Prompt Guided
Adult gives an indirect or direct verbal reminder: "What do you need to write first?" or "Remember your plan."
