Stay with a familiar task somewhere new
When to use this goal
For older students with significant support needs who can do a familiar task in the classroom but leave or stop when the same task happens in a new place (a new job site, a community room, a different classroom). Present levels decide the task, the setting, and the starting length.
- Baseline
- Time how long the student does the task in the classroom and in the new setting on the first visits. The difference shows how much the setting itself is the barrier. Note sensory features of the new place (noise, light, crowds).
- Tips
- Start timing at the start of the task in the new setting and stop when the student leaves the task for more than a minute. Adjust the setting (headphones, a quieter corner) as needed; this is access, not a failure. Use age-matched materials and peers' words such as coworkers.
- Limits
- Each new setting is different, so progress in one may not carry over. Sensory needs may require OT input and setting changes rather than a goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-039.
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Goal
By the annual IEP review date, when a familiar work or classroom task is done in a new setting for the first few times, the student will remain in the new setting and continue the familiar task with the usual materials independently for at least 20 minutes, on 4 of 5 consecutive sessions in the new setting, as measured by duration recording collected each session in the new setting.
Baseline: 4 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
- 4 minutes.
- Annual goal385 characters
- By the annual IEP review date, when a familiar work or classroom task is done in a new setting for the first few times, the student will remain in the new setting and continue the familiar task with the usual materials independently for at least 20 minutes, on 4 of 5 consecutive sessions in the new setting, as measured by duration recording collected each session in the new setting.
- Timeframe
- By the annual IEP review date
- Condition
- When a familiar work or classroom task is done in a new setting for the first few times
- Behavior
- The student will remain in the new setting and continue the familiar task with the usual materials independently
- Criteria
- For at least 20 minutes, on 4 of 5 consecutive sessions in the new setting
- Evaluation method
- Duration recording
- Schedule
- Each session in the new setting
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 20 minutes
- Mastery rule:
- on 4 of 5 consecutive sessions in the new setting
- Collection schedule:
- each session in the new setting
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when a familiar work or classroom task is done in a new setting for the first few times, the student will remain in the new setting and continue the familiar task with the usual materials independently for at least 20 minutes, on 4 of 5 consecutive sessions in the new setting, as measured by duration recording collected each session in the new setting.
| 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 (20 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.