Respond to schedule alerts on a device
When to use this goal
For students who can do each activity but miss changes because they do not track the time or the clock. Base it on present levels in reading or listening to a short alert and in starting the next activity; the team sets the alerts, and a later goal can move setting them to the student.
- Baseline
- For 3 days, record each alert and whether the student started the named activity within two minutes without a prompt. Note alerts the student did not notice (no glance at the device); those suggest changing the alert type, not more practice.
- Tips
- Use vibration rather than sound where alerts would draw attention in class. Keep alert text short and the same each day. Families can use the same device for a home routine once school use is steady.
- Limits
- Depends on the device being worn and charged. Does not show that the student can plan the schedule or set alerts; write that as a separate goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-031.
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Goal
By the annual IEP review date, when a vibrating watch or tablet alert shows the name of the next activity during the school day, the student will stop the current activity and start the activity named in the alert independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, scoring the first ten alerts of the day.
Baseline: 3 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
- 3 of 10 opportunities.
- Annual goal379 characters
- By the annual IEP review date, when a vibrating watch or tablet alert shows the name of the next activity during the school day, the student will stop the current activity and start the activity named in the alert independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, scoring the first ten alerts of the day.
- Timeframe
- By the annual IEP review date
- Condition
- When a vibrating watch or tablet alert shows the name of the next activity during the school day
- Behavior
- The student will stop the current activity and start the activity named in the alert independently
- Criteria
- In at least 8 of 10 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily, scoring the first ten alerts of the day
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 8 of 10 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily, scoring the first ten alerts of the day
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a vibrating watch or tablet alert shows the name of the next activity during the school day, the student will stop the current activity and start the activity named in the alert independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, scoring the first ten alerts of the day.
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.