Weigh two options before making a choice
When to use this goal
For older students who lock onto the first option in a decision (a class to take, a job shift, how to spend free time) and cannot name another. Fits transition planning and everyday decisions. Present levels decide whether options are spoken, written, or shown with pictures.
- Baseline
- During five decision conversations, record whether the student named more than one option and gave a pro and con for each without being led. Use real decisions where possible; practice scenarios are a backup.
- Tips
- Each decision is one opportunity; met means two options, a pro and con for each, and a choice with a reason. The student's choice is theirs; do not score the choice, only the process. Keep the options sheet so the student can review past decisions.
- Limits
- Real decisions arise unevenly. Naming pros and cons in a meeting may not carry over to quick decisions in the moment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-038.
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Goal
By the annual IEP review date, during a transition planning session, when the student faces a choice between at least two real options, the student will name at least two options, state one pro and one con for each, and then state their choice with a reason independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected every two weeks.
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 goal417 characters
- By the annual IEP review date, during a transition planning session, when the student faces a choice between at least two real options, the student will name at least two options, state one pro and one con for each, and then state their choice with a reason independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a transition planning session, when the student faces a choice between at least two real options
- Behavior
- The student will name at least two options, state one pro and one con for each, and then state their choice with a reason independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 2 consecutive grading periods
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a transition planning session, when the student faces a choice between at least two real options, the student will name at least two options, state one pro and one con for each, and then state their choice with a reason independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected every two weeks.
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.