Propose a different order for the work
When to use this goal
For secondary students who refuse a list of tasks when the first one is the hardest or least liked, and whose FBA shows escape from that task. Fit depends on the FBA, not grade. Changing the order keeps all the work and gives the student some control.
- Baseline
- Record five task lists: did the student start, refuse, or ask for a change? Note which task triggers refusal; if it is always the same subject, look at that task's difficulty too.
- Tips
- Accept the new order whenever the tasks allow it. Students often tackle the hard task more willingly after an easier one. This is a counteroffer that keeps all the work, so adults can say yes often.
- Limits
- Not all tasks can be reordered (a test, a timed lab); tell the student which ones are fixed. Does not address avoidance once the hard task begins.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-045.
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Goal
By the annual IEP review date, when the student is given a list of two to four tasks for a class period, the student will independently propose a different order for the tasks ("can I do the reading first and the math after?") instead of refusing in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each task list given, summarized weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Replacement Behaviors.
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
- Behavior & Classroom Expectations - Replacement Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal422 characters
- By the annual IEP review date, when the student is given a list of two to four tasks for a class period, the student will independently propose a different order for the tasks ("can I do the reading first and the math after?") instead of refusing in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each task list given, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student is given a list of two to four tasks for a class period
- Behavior
- The student will independently propose a different order for the tasks ("can I do the reading first and the math after?") instead of refusing
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each task list given, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- each task list given, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student is given a list of two to four tasks for a class period, the student will independently propose a different order for the tasks ("can I do the reading first and the math after?") instead of refusing in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each task list given, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.