Find the assigned spot in specials classes
When to use this goal
For students who walk with the class to specials but then stand at the door or sit anywhere until an adult places them. Present levels in following the class and finding a marked spot decide fit; each specials room has its own spot and its own start routine.
- Baseline
- For 10 specials classes, record whether the student reached the assigned spot within one minute of entering without prompts. Note which room it was; one room is often harder because of noise or layout.
- Tips
- Ask each specials teacher to keep the spot the same for the term and to mark it the same way. Share the photo cards with them. If PE starts with a warm-up line instead of a spot, describe that as the spot.
- Limits
- Does not measure what happens during the lesson. Rooms that change seating every week will need a different cue, such as a name card the student finds.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-028.
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Goal
By the annual IEP review date, when the class arrives at the art, music, or PE room and each student has an assigned seat or floor spot, the student will enter the specials room and go to the assigned spot before the lesson begins independently in at least 9 of 10 opportunities, across 2 consecutive weeks of specials, as measured by direct observation collected at every specials class, summarized every ten classes.
Baseline: 2 of 10 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
- 2 of 10 opportunities.
- Annual goal418 characters
- By the annual IEP review date, when the class arrives at the art, music, or PE room and each student has an assigned seat or floor spot, the student will enter the specials room and go to the assigned spot before the lesson begins independently in at least 9 of 10 opportunities, across 2 consecutive weeks of specials, as measured by direct observation collected at every specials class, summarized every ten classes.
- Timeframe
- By the annual IEP review date
- Condition
- When the class arrives at the art, music, or PE room and each student has an assigned seat or floor spot
- Behavior
- The student will enter the specials room and go to the assigned spot before the lesson begins independently
- Criteria
- In at least 9 of 10 opportunities, across 2 consecutive weeks of specials
- Evaluation method
- Direct observation
- Schedule
- At every specials class, summarized every ten classes
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 9 of 10 opportunities
- Mastery rule:
- across 2 consecutive weeks of specials
- Collection schedule:
- at every specials class, summarized every ten classes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the class arrives at the art, music, or PE room and each student has an assigned seat or floor spot, the student will enter the specials room and go to the assigned spot before the lesson begins independently in at least 9 of 10 opportunities, across 2 consecutive weeks of specials, as measured by direct observation collected at every specials class, summarized every ten classes.
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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.