Put the picture steps of a familiar task in order
When to use this goal
For children who do familiar routines out of order (coat before backpack, glue before cutting). For children who can match pictures to actions. Present levels decide the number of steps.
- Baseline
- Probe with three-step routines the child does daily (hand washing, snack, arrival). Record the order produced and whether the child could name each picture; naming failures suggest a vocabulary gap rather than a sequencing one.
- Tips
- Each card set is one opportunity. Met means every card is in a workable order; accept alternative orders that still work (coat then backpack, or backpack then coat). Have the child do the routine right after sequencing it so the plan connects to action.
- Limits
- Ordering pictures is a step toward planning, not planning itself. Children may order cards correctly and still do the routine out of order; add a routine goal if that is the need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-007.
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Goal
By the annual IEP review date, given 3 picture cards showing the steps of a familiar classroom task in mixed order, the student will arrange the picture cards in the order the steps happen and say each step independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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. 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 Planning.
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 - Planning
- Baseline
- 1 of 5 opportunities.
- Annual goal356 characters
- By the annual IEP review date, given 3 picture cards showing the steps of a familiar classroom task in mixed order, the student will arrange the picture cards in the order the steps happen and say each step independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 3 picture cards showing the steps of a familiar classroom task in mixed order
- Behavior
- The student will arrange the picture cards in the order the steps happen and say each step independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 3 picture cards showing the steps of a familiar classroom task in mixed order, the student will arrange the picture cards in the order the steps happen and say each step independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.