Keep working after a lesson plan changes
When to use this goal
For students who start the changed activity but leave it, argue about the change, or keep returning to the old plan within a few minutes. Present levels decide the target length; build it from the student's current stay time.
- Baseline
- Plan small changes into lessons and time how long the student keeps working in the changed activity before leaving it, arguing, or returning to the old task. Record at least five changes and use the median.
- Tips
- Start timing when the student begins the changed activity and stop when they leave it for more than 30 seconds or return to the old plan. Planned changes give regular data. Pair with a latency goal if starting the new activity is also slow.
- Limits
- Changes differ in size and in how much the student cares; note each one. Long activities make the ceiling of the measure the activity length, not the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-023.
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Goal
By the annual IEP review date, after the teacher changes the planned activity during a lesson (a new partner task, a different worksheet, a moved test), the student will continue working in the changed activity with the new materials independently for at least 12 minutes, on 4 of 5 observed changes, as measured by duration recording collected each observed change, at least twice weekly.
Baseline: 3 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 3 minutes.
- Annual goal389 characters
- By the annual IEP review date, after the teacher changes the planned activity during a lesson (a new partner task, a different worksheet, a moved test), the student will continue working in the changed activity with the new materials independently for at least 12 minutes, on 4 of 5 observed changes, as measured by duration recording collected each observed change, at least twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After the teacher changes the planned activity during a lesson (a new partner task, a different worksheet, a moved test)
- Behavior
- The student will continue working in the changed activity with the new materials independently
- Criteria
- For at least 12 minutes, on 4 of 5 observed changes
- Evaluation method
- Duration recording
- Schedule
- Each observed change, at least twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 12 minutes
- Mastery rule:
- on 4 of 5 observed changes
- Collection schedule:
- each observed change, at least twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after the teacher changes the planned activity during a lesson (a new partner task, a different worksheet, a moved test), the student will continue working in the changed activity with the new materials independently for at least 12 minutes, on 4 of 5 observed changes, as measured by duration recording collected each observed change, at least twice weekly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (12 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.