Revise a stated position after new evidence
When to use this goal
For students who defend their first answer or opinion no matter what the text or data show. Fits discussion, debate, and argument writing. Present levels decide the complexity of the evidence and whether the response is spoken or written.
- Baseline
- Plan five chances across a few weeks where the student hears evidence that conflicts with their view. Record what they do: repeat the view, ignore the evidence, change the view, or respond to the evidence. Keep a note of the evidence each time.
- Tips
- Each conflicting piece of evidence is one opportunity; met means the student names the evidence and responds to it. Keeping the position with a reason counts; the goal is weighing evidence, not giving in. Start with topics the student does not care strongly about.
- Limits
- Opportunities depend on lesson plans; build them in. Language demands are high; an SLP may need to support students with language needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-032.
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Goal
By the annual IEP review date, during a class discussion or debate, after the teacher or a peer presents evidence that conflicts with the student's stated position, the student will name the new evidence and either change their position, narrow it, or give a reason the evidence does not change it independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected 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. 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 goal433 characters
- By the annual IEP review date, during a class discussion or debate, after the teacher or a peer presents evidence that conflicts with the student's stated position, the student will name the new evidence and either change their position, narrow it, or give a reason the evidence does not change it independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a class discussion or debate, after the teacher or a peer presents evidence that conflicts with the student's stated position
- Behavior
- The student will name the new evidence and either change their position, narrow it, or give a reason the evidence does not change it independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Direct observation
- Schedule
- 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:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a class discussion or debate, after the teacher or a peer presents evidence that conflicts with the student's stated position, the student will name the new evidence and either change their position, narrow it, or give a reason the evidence does not change it independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected 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.