Give two different ways to solve an open-ended problem
When to use this goal
For students whose present levels show one answer and no second idea, in class problems and in social situations alike. For students who can explain a solution in a sentence. Present levels decide the problem types.
- Baseline
- Present five open-ended problems (a math problem with several methods, a scenario about a broken plan) and count how many got two distinct workable ideas. Note whether second ideas are small variations of the first; those do not count as different.
- Tips
- Each problem is one opportunity. Met means two solutions that differ in approach and could each work. Mix academic and social problems so the skill is not tied to one subject. Then have the student pick one and say why, which links flexibility to decision making.
- Limits
- Judging whether two solutions are different takes some judgment; write examples for scorers. Generating ideas in a probe does not guarantee use in the moment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-019.
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Goal
By the annual IEP review date, given an open-ended classroom or social problem with more than one workable solution, the student will state two different workable solutions before choosing one independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 5 problems per probe.
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 goal368 characters
- By the annual IEP review date, given an open-ended classroom or social problem with more than one workable solution, the student will state two different workable solutions before choosing one independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 5 problems per probe.
- Timeframe
- By the annual IEP review date
- Condition
- Given an open-ended classroom or social problem with more than one workable solution
- Behavior
- The student will state two different workable solutions before choosing one independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with 5 problems per probe
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 probes
- Collection schedule:
- weekly, with 5 problems per probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an open-ended classroom or social problem with more than one workable solution, the student will state two different workable solutions before choosing one independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 5 problems per probe.
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.