Check the visual schedule to say what comes next
When to use this goal
For children who cannot hold the day's sequence and become upset or lost at transitions. Fits classrooms with a picture schedule.
- Baseline
- Ask what is next at several transitions over a week and record whether the child looks at the schedule and answers correctly, guesses without looking, or does not answer. Confirm the child can name each schedule picture.
- Tips
- Each ask is one opportunity. Met means the child looks toward the schedule and gives the correct next activity by word, sign, or pointing. Guessing correctly without looking is scored as met only if the team decides memory, not schedule use, is the aim; be consistent.
- Limits
- The schedule must be accurate and updated. Children may name the next activity from routine rather than from checking; vary the schedule occasionally.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-007.
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Goal
By the annual IEP review date, at the end of an activity when asked what comes next, with the picture schedule in view, the student will check the schedule and name or point to the next activity independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at two transitions and summarized weekly.
Baseline: 2 of 6 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 2 of 6 opportunities.
- Annual goal375 characters
- By the annual IEP review date, at the end of an activity when asked what comes next, with the picture schedule in view, the student will check the schedule and name or point to the next activity independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at two transitions and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of an activity when asked what comes next, with the picture schedule in view
- Behavior
- The student will check the schedule and name or point to the next activity independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily at two transitions and summarized 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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily at two transitions and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of an activity when asked what comes next, with the picture schedule in view, the student will check the schedule and name or point to the next activity independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at two transitions and summarized 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.