Switch to a different task when the supervisor changes the plan
When to use this goal
For transition-age students who stop or protest when the expected job task changes on arrival. Fits work-based learning with varied tasks.
- Baseline
- Have the job coach log task changes over several shifts and the student's response. Ask the supervisor to vary tasks a little, with notice, to create practice while the coach is present.
- Tips
- Each task change is one opportunity. Met means starting the new task within 2 minutes with at most one question or comment. Questions about how to do the new task are fine and not counted as protest. Share each week's data with the student.
- Limits
- Supervisors control how often tasks change. New tasks that are not trained produce delays about skill, not flexibility; score only trained tasks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-015.
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Goal
By the annual IEP review date, when a supervisor assigns a different task than the one the student expected at a work-based learning site, the student will begin the new task within 2 minutes with at most one question or comment about the change independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and 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 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 goal422 characters
- By the annual IEP review date, when a supervisor assigns a different task than the one the student expected at a work-based learning site, the student will begin the new task within 2 minutes with at most one question or comment about the change independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a supervisor assigns a different task than the one the student expected at a work-based learning site
- Behavior
- The student will begin the new task within 2 minutes with at most one question or comment about the change independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of shifts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each shift and 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 weeks of shifts
- Collection schedule:
- each shift and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a supervisor assigns a different task than the one the student expected at a work-based learning site, the student will begin the new task within 2 minutes with at most one question or comment about the change independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and 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.