Rebuild a different way when a structure falls
When to use this goal
For young students who repeat the same building or drawing move that keeps failing, or who stop when it fails. Fits block, construction, and art centers. Present levels decide the materials and how many ways the student is expected to try.
- Baseline
- Watch two or three center sessions and record each failed attempt and what the child did next: repeated the same move, quit, asked for help, or changed approach. Asking for help is a good response too; record it separately.
- Tips
- Each failure is one opportunity; met means a visibly different try. Repeating the same move once is fine; the second try must differ. Comment on the change itself (you used a wider base) rather than the result.
- Limits
- Opportunities depend on failures happening; set up slightly tricky materials. Does not measure frustration responses, which may need an emotional regulation goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-026.
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Goal
By the annual IEP review date, during a building center, when the student's structure falls or a piece does not fit, the student will try a different way (a new base, a different piece, another tool) and keep building independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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 goal372 characters
- By the annual IEP review date, during a building center, when the student's structure falls or a piece does not fit, the student will try a different way (a new base, a different piece, another tool) and keep building independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a building center, when the student's structure falls or a piece does not fit
- Behavior
- The student will try a different way (a new base, a different piece, another tool) and keep building independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a building center, when the student's structure falls or a piece does not fit, the student will try a different way (a new base, a different piece, another tool) and keep building independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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.