Ask to see the schedule when plans change
When to use this goal
For students who cry, refuse, or run when the day changes (an assembly, a fire drill, a different teacher), and whose FBA suggests the problem is not knowing what comes next. Fit depends on the FBA and on whether the student uses a visual schedule, not grade.
- Baseline
- Record five schedule changes and what happened. Plan small changes on purpose (switch two activities) to create practice. Note how much warning helped.
- Tips
- Show the change on the schedule every time, with a "change" symbol the student knows. Planned small changes build flexibility safely. Pair with a flexibility goal in executive function for students who need more.
- Limits
- Some changes come without warning (drills); the plan should say what adults do then. Not a fit when the change itself is the problem (a feared event).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-051.
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Goal
By the annual IEP review date, when an adult announces a change to the day's plan, the student will ask to see the schedule ("what's next?" or the schedule card) and look at the updated schedule with the adult independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each schedule change, summarized weekly.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal399 characters
- By the annual IEP review date, when an adult announces a change to the day's plan, the student will ask to see the schedule ("what's next?" or the schedule card) and look at the updated schedule with the adult independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each schedule change, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult announces a change to the day's plan
- Behavior
- The student will ask to see the schedule ("what's next?" or the schedule card) and look at the updated schedule with the adult independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each schedule change, 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 4 consecutive weekly data summaries
- Collection schedule:
- each schedule change, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult announces a change to the day's plan, the student will ask to see the schedule ("what's next?" or the schedule card) and look at the updated schedule with the adult independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each schedule change, 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.