Remain in a changed preschool routine
When to use this goal
For preschoolers who leave or cry and cannot stay with an activity when the usual routine changes (music moved to the afternoon, a new helper, a different room). Present levels decide the starting length and the visual support.
- Baseline
- Plan small, safe routine changes and time how long the child stays with the changed activity. Record the support used and what the child did when they left. Gather at least four changes before setting a target.
- Tips
- Start timing when the child joins the changed activity and stop when they leave it. Leaving to a calm-down space they asked for is a strategy, not a failure; note it. Use comfort items freely; the goal is staying with the change, not giving them up.
- Limits
- Young children react to many things besides the change (sleep, hunger). Short preschool activities cap the measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-025.
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Goal
By the annual IEP review date, after a change to the usual preschool routine, shown with a change picture on the visual schedule, the student will stay with the changed activity and use its materials with the group independently for at least 8 minutes, on 4 of 5 observed routine changes, as measured by duration recording collected each routine change, at least weekly.
Baseline: 1 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
- 1 minutes.
- Annual goal370 characters
- By the annual IEP review date, after a change to the usual preschool routine, shown with a change picture on the visual schedule, the student will stay with the changed activity and use its materials with the group independently for at least 8 minutes, on 4 of 5 observed routine changes, as measured by duration recording collected each routine change, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a change to the usual preschool routine, shown with a change picture on the visual schedule
- Behavior
- The student will stay with the changed activity and use its materials with the group independently
- Criteria
- For at least 8 minutes, on 4 of 5 observed routine changes
- Evaluation method
- Duration recording
- Schedule
- Each routine change, at least 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 8 minutes
- Mastery rule:
- on 4 of 5 observed routine changes
- Collection schedule:
- each routine change, at least weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after a change to the usual preschool routine, shown with a change picture on the visual schedule, the student will stay with the changed activity and use its materials with the group independently for at least 8 minutes, on 4 of 5 observed routine changes, as measured by duration recording collected each routine change, at least 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 (8 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.