Sort items by a new rule after the rule changes
When to use this goal
For students who keep applying the first rule after it changes (sorting by color after being told to sort by shape, adding after the sign changes). Fits classroom sorting and math tasks.
- Baseline
- Run three probes with a rule switch and count items after the switch handled by the new rule. Note whether errors cluster right after the switch (shifting) or persist (not holding the new rule). Use mixed-operation math pages for older students.
- Tips
- Score only the items after the switch. Correct means handled by the new rule. Keep item sets to 10 to 12 after the switch. For math, mixed operation pages (addition and subtraction signs alternating) are a natural version of this task.
- Limits
- Probe tasks are artificial; the point is to practice shifting and then look for it in real work. Errors on math pages can be computation, not shifting; check the operation used.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-010.
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Goal
By the annual IEP review date, given a set of items sorted by one rule and then told to re-sort by a different rule, the student will re-sort or respond by the new rule with no more than one item placed by the old rule independently with at least 90% accuracy on items sorted by the new rule, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 2 rule switches per probe.
Baseline: 55% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Cognitive Flexibility.
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
- Executive Function - Cognitive Flexibility
- Baseline
- 55% accuracy.
- Annual goal425 characters
- By the annual IEP review date, given a set of items sorted by one rule and then told to re-sort by a different rule, the student will re-sort or respond by the new rule with no more than one item placed by the old rule independently with at least 90% accuracy on items sorted by the new rule, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 2 rule switches per probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given a set of items sorted by one rule and then told to re-sort by a different rule
- Behavior
- The student will re-sort or respond by the new rule with no more than one item placed by the old rule independently
- Criteria
- With at least 90% accuracy on items sorted by the new rule, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with 2 rule switches per probe
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on items sorted by the new rule
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly, with 2 rule switches per probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a set of items sorted by one rule and then told to re-sort by a different rule, the student will re-sort or respond by the new rule with no more than one item placed by the old rule independently with at least 90% accuracy on items sorted by the new rule, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 2 rule switches per probe.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.