State a reason for a view different from one's own
When to use this goal
For students whose present levels show discussions become arguments because only one view is possible to them. Fits discussion-based classes. Language skills should allow a two-sentence response.
- Baseline
- During discussions, ask the student for a reason for the other side on a few occasions and record whether a plausible reason was given, a dismissal, or nothing. Written prompts can supplement if speaking in class is hard.
- Tips
- Each request is one opportunity. Met means a reason that someone holding the view could actually give, not a caricature. The student does not have to agree. Planned structured debates where sides are assigned give regular practice.
- Limits
- Topics that touch the student's own experiences may be too charged for practice; choose neutral ones at first. Depends on expressive language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-016.
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Goal
By the annual IEP review date, during a class discussion or debate when asked to give a reason someone might hold the opposing view, the student will state one plausible reason for the other view in one or two sentences before giving their own independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during discussion activities.
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 goal414 characters
- By the annual IEP review date, during a class discussion or debate when asked to give a reason someone might hold the opposing view, the student will state one plausible reason for the other view in one or two sentences before giving their own independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during discussion activities.
- Timeframe
- By the annual IEP review date
- Condition
- During a class discussion or debate when asked to give a reason someone might hold the opposing view
- Behavior
- The student will state one plausible reason for the other view in one or two sentences before giving their own independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during discussion activities
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 observations
- Collection schedule:
- weekly during discussion activities
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a class discussion or debate when asked to give a reason someone might hold the opposing view, the student will state one plausible reason for the other view in one or two sentences before giving their own independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during discussion activities.
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.