Build an outing plan with a picture planner
When to use this goal
For older students with significant support needs who can make choices from photos and are ready to help plan their own outings. Photos are of real places and adult activities. Present levels, not grade, decide the number of choices on each page.
- Baseline
- Go through the planner with the student once and score each page done without help. Record the response mode (pointing, AAC, speech).
- Tips
- Accept any response mode, including AAC or eye-gaze selection on a device. Real choices matter: carry out the plan the student made when possible. Keep the planner in the same format every week.
- Limits
- Choices depend on what the program can offer. Does not measure skills used during the outing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-023.
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Goal
By the annual IEP review date, during a life skills class, when planning the week's community outing with a picture planner, the student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner, performing at least 4 of 5 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 5 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 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 steps independently.
- Annual goal395 characters
- By the annual IEP review date, during a life skills class, when planning the week's community outing with a picture planner, the student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner, performing at least 4 of 5 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a life skills class, when planning the week's community outing with a picture planner
- Behavior
- The student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner
- Criteria
- Performing at least 4 of 5 steps independently, on 3 consecutive planned outings
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 4 of 5 steps independently
- Mastery rule:
- on 3 consecutive planned outings
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a life skills class, when planning the week's community outing with a picture planner, the student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner, performing at least 4 of 5 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected weekly.
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. Chooses a place from the photos | ||||||||
| 2. Chooses a time on the picture schedule | ||||||||
| 3. Chooses how to travel (walk, bus, van) | ||||||||
| 4. Chooses items to bring from the photo list | ||||||||
| 5. Shows or tells the finished plan to staff or family | ||||||||
| 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: 4 of 5).
- 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.