Accept a change in seat, group, or partner
When to use this goal
For students whose present levels show refusal or shutdown when a seating chart changes or a partner is assigned. Fits any class that regroups.
- Baseline
- Log recent seating and grouping changes and the student's response (moved promptly, argued, refused, moved after a long delay). Ask the student what makes a change hard; a specific peer conflict is a different issue.
- Tips
- Each change is one opportunity. Met means in the new spot and participating within 2 minutes with at most one objection. Advance notice is a support level that teachers can usually provide. Small planned changes (a different partner for a 5-minute task) build practice.
- Limits
- Peer conflicts and bullying can make refusal reasonable; rule those out. Opportunities vary with how often teachers regroup.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a new seating chart or group assignment is announced, the student will move to the new seat or group and begin the activity within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive opportunities, as measured by direct observation collected each change and summarized monthly.
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. Direct observation 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 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
- 1 of 5 opportunities.
- Annual goal340 characters
- By the annual IEP review date, when a new seating chart or group assignment is announced, the student will move to the new seat or group and begin the activity within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive opportunities, as measured by direct observation collected each change and summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When a new seating chart or group assignment is announced
- Behavior
- The student will move to the new seat or group and begin the activity within 2 minutes independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive opportunities
- Evaluation method
- Direct observation
- Schedule
- Each change and summarized monthly
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 5 consecutive opportunities
- Collection schedule:
- each change and summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a new seating chart or group assignment is announced, the student will move to the new seat or group and begin the activity within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive opportunities, as measured by direct observation collected each change and summarized monthly.
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.