Pick a next step after a disappointing result
When to use this goal
For older students who stay stuck for days after a low grade, a rejected application, a lost game, or not making a team, and see only one way forward or none. Present levels decide how the next step is recorded; watch for signs that call for counseling support.
- Baseline
- Review the last few disappointments with the student and adults who know them. Record whether the student named a next step and acted on it. Use real events; do not create disappointments to practice.
- Tips
- Each disappointing result is one opportunity; met means two possible next steps are named and one is chosen. Following through on the chosen step is a good second measure. Strong feelings are normal; the goal is about moving forward, not about hiding disappointment.
- Limits
- Opportunities are irregular and personal; handle them privately. Not a substitute for mental health support when distress is lasting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-040.
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Goal
By the annual IEP review date, within one school day after a disappointing result (a low test grade, a rejection, not being chosen), the student will state what happened, name at least two possible next steps, and choose one of them to act on independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected each disappointing result, reviewed monthly.
Baseline: 1 of 4 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 4 opportunities.
- Annual goal417 characters
- By the annual IEP review date, within one school day after a disappointing result (a low test grade, a rejection, not being chosen), the student will state what happened, name at least two possible next steps, and choose one of them to act on independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected each disappointing result, reviewed monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Within one school day after a disappointing result (a low test grade, a rejection, not being chosen)
- Behavior
- The student will state what happened, name at least two possible next steps, and choose one of them to act on independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- Each disappointing result, reviewed monthly
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- each disappointing result, reviewed monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, within one school day after a disappointing result (a low test grade, a rejection, not being chosen), the student will state what happened, name at least two possible next steps, and choose one of them to act on independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected each disappointing result, reviewed monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.