Replace a broken or missing pencil
When to use this goal
For young students who stop working, cry, or wait silently when a pencil breaks, a crayon goes missing, or a glue stick runs out. Present levels from classroom observation decide fit. The classroom needs a set place for spare supplies.
- Baseline
- Record natural and planned breaks over 3 days. Count correct only if the student got a replacement and restarted within about a minute without an adult prompt.
- Tips
- Planned practice (a broken pencil in the cup) gives enough opportunities. Asking a peer or adult for a pencil is also a good response; the team can decide to count it. Keep the spare cup in the same place all year.
- Limits
- Does not address frustration that comes from the task itself. Rooms without a spare-supply spot need one first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-021.
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Goal
By the annual IEP review date, during independent work when the student's pencil breaks or is missing, with a spare-supply cup on the shelf, the student will get a replacement from the spare-supply cup and return to the task independently in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily, with at least one planned opportunity.
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. 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 1 of 5 opportunities.
- Annual goal408 characters
- By the annual IEP review date, during independent work when the student's pencil breaks or is missing, with a spare-supply cup on the shelf, the student will get a replacement from the spare-supply cup and return to the task independently in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily, with at least one planned opportunity.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work when the student's pencil breaks or is missing, with a spare-supply cup on the shelf
- Behavior
- The student will get a replacement from the spare-supply cup and return to the task independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive data days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, with at least one planned opportunity
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:
- on 3 of 4 consecutive data days
- Collection schedule:
- daily, with at least one planned opportunity
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent work when the student's pencil breaks or is missing, with a spare-supply cup on the shelf, the student will get a replacement from the spare-supply cup and return to the task independently in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily, with at least one planned opportunity.
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.