Follow a changed schedule using a change card
When to use this goal
For students who follow the usual schedule but stop, argue, or go to the usual place when an assembly, early dismissal, or substitute changes the day. Base the choice on observation of how the student responds to actual changes; this builds on fn-rt-006 (using a personal schedule).
- Baseline
- Record the next 5 real schedule changes: what changed, how the student was told, and whether the student moved to the revised activity on time without extra prompting. If changes are rare, plan 2 or 3 small changes (a swapped activity order) to collect baseline faster.
- Tips
- Teach the change card with planned, low-stakes changes before relying on it for assemblies. Give the preview as early as the staff know. Count a change as one opportunity even if it affects several periods.
- Limits
- Real changes are unpredictable, so data accumulate slowly; the mastery rule uses consecutive changes rather than days. Does not measure emotional response; pair with a regulation goal if distress is the main concern.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-018.
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Goal
By the annual IEP review date, when a schedule change is announced and a change card is placed on the student's schedule, the student will state the change and move to the revised activity or location at the scheduled time independently in at least 4 of 5 opportunities, across 5 consecutive schedule changes, as measured by direct observation collected at each schedule change, summarized monthly.
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. Direct observation 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 Functional Routines.
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 - Functional Routines
- Baseline
- 1 of 5 opportunities.
- Annual goal398 characters
- By the annual IEP review date, when a schedule change is announced and a change card is placed on the student's schedule, the student will state the change and move to the revised activity or location at the scheduled time independently in at least 4 of 5 opportunities, across 5 consecutive schedule changes, as measured by direct observation collected at each schedule change, summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When a schedule change is announced and a change card is placed on the student's schedule
- Behavior
- The student will state the change and move to the revised activity or location at the scheduled time independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive schedule changes
- Evaluation method
- Direct observation
- Schedule
- At each schedule change, summarized monthly
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 5 consecutive schedule changes
- Collection schedule:
- at each schedule change, summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a schedule change is announced and a change card is placed on the student's schedule, the student will state the change and move to the revised activity or location at the scheduled time independently in at least 4 of 5 opportunities, across 5 consecutive schedule changes, as measured by direct observation collected at each schedule change, summarized monthly.
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.