Use a decision sheet before a big choice
When to use this goal
For high school students who make big choices on impulse (quitting a job, dropping a class, a large purchase). Present levels decide fit. The decision sheet slows the choice down.
- Baseline
- Run one scenario and ask about recent big choices. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Score from the sheet. The student owns the choice.
- Limits
- Real big choices are rare; scenarios fill in.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-037.
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Goal
By the annual IEP review date, when facing a big choice named in their plan, the student will complete the decision sheet before acting on a big choice, performing at least 5 of 6 steps independently, across 3 consecutive decisions or scenarios, as measured by a task-analysis checklist collected at each big decision and at monthly scenarios.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Impulse Control & Inhibition.
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 - Impulse Control & Inhibition
- Baseline
- 1 of 6 steps independently.
- Annual goal343 characters
- By the annual IEP review date, when facing a big choice named in their plan, the student will complete the decision sheet before acting on a big choice, performing at least 5 of 6 steps independently, across 3 consecutive decisions or scenarios, as measured by a task-analysis checklist collected at each big decision and at monthly scenarios.
- Timeframe
- By the annual IEP review date
- Condition
- When facing a big choice named in their plan
- Behavior
- The student will complete the decision sheet before acting on a big choice
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive decisions or scenarios
- Evaluation method
- A task-analysis checklist
- Schedule
- At each big decision and at monthly scenarios
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive decisions or scenarios
- Collection schedule:
- at each big decision and at monthly scenarios
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when facing a big choice named in their plan, the student will complete the decision sheet before acting on a big choice, performing at least 5 of 6 steps independently, across 3 consecutive decisions or scenarios, as measured by a task-analysis checklist collected at each big decision and at monthly scenarios.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Writes the choice they are thinking about | ||||||||
| 2. Lists at least two options | ||||||||
| 3. Writes one good and one bad outcome for each | ||||||||
| 4. Waits at least one day or talks to a trusted person | ||||||||
| 5. Chooses and writes why | ||||||||
| 6. Checks back after a week on how it went | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.