Plan a weekend activity from start to finish
When to use this goal
For high school and transition students who spend weekends at home with nothing planned and want to do more, but rely on family to make plans. Present levels decide fit. The student plans; the family approves cost, rides, and safety.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first. Start from an interest inventory with the student and family, and offer age-matched choices; a preferred repetitive activity is a valid way to relax, not a problem to fix.
- Tips
- Free and low-cost options matter. The plan does not have to be carried out to count, but follow up on Monday. Safety and approval stay with the family.
- Limits
- Measures planning, not going. Rides and money limit options; plan within them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-029.
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Goal
By the annual IEP review date, during a weekly planning time on Thursday or Friday at school, the student will choose a weekend activity, check the time, cost, and ride, invite someone if they want, and put it on their calendar, performing at least 6 of 7 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 7 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 Leisure & Recreation.
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
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 1 of 7 steps independently.
- Annual goal363 characters
- By the annual IEP review date, during a weekly planning time on Thursday or Friday at school, the student will choose a weekend activity, check the time, cost, and ride, invite someone if they want, and put it on their calendar, performing at least 6 of 7 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly planning time on Thursday or Friday at school
- Behavior
- The student will choose a weekend activity, check the time, cost, and ride, invite someone if they want, and put it on their calendar
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive weeks
- 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 6 of 7 steps independently
- Mastery rule:
- across 4 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly planning time on Thursday or Friday at school, the student will choose a weekend activity, check the time, cost, and ride, invite someone if they want, and put it on their calendar, performing at least 6 of 7 steps independently, across 4 consecutive weeks, 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 an activity from their interest list or event listings | ||||||||
| 2. Finds the day, time, and place | ||||||||
| 3. Checks the cost and whether they have the money | ||||||||
| 4. Plans the ride (family, bus, walk, rideshare with family approval) | ||||||||
| 5. Invites a friend or family member if they want company | ||||||||
| 6. Puts the plan in their calendar with a reminder | ||||||||
| 7. Tells the family the plan and gets approval | ||||||||
| 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: 6 of 7).
- 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.