Go to the new activity after a schedule swap
When to use this goal
For young students who use a picture schedule and go to the usual activity even after the schedule has been changed, or freeze at the changed picture. Present levels decide fit, not grade. Coping with the change itself is a cognitive flexibility goal; this one covers following the changed schedule to the right place.
- Baseline
- Plan 5 small changes a week (a different center, a swapped special, a new snack spot) and record what the student did at each one. Start with changes to preferred activities, which are easier to accept.
- Tips
- Teach the change symbol with small, pleasant changes before using it for real ones. Make the change visible before the transition, not at the moment of it. Use the same symbol at home if the family uses a schedule there.
- Limits
- Does not measure distress about the change; pair with a cognitive flexibility or emotional regulation goal if upset is the main concern. Unplanned changes are harder than planned probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-009.
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Goal
By the annual IEP review date, when a picture on their visual schedule has been swapped and marked with the change symbol, the student will check the changed picture on their schedule and go to the new activity independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, across 5 planned changes.
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 Transitions Between Activities.
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 - Transitions Between Activities
- Baseline
- 1 of 5 opportunities.
- Annual goal386 characters
- By the annual IEP review date, when a picture on their visual schedule has been swapped and marked with the change symbol, the student will check the changed picture on their schedule and go to the new activity independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, across 5 planned changes.
- Timeframe
- By the annual IEP review date
- Condition
- When a picture on their visual schedule has been swapped and marked with the change symbol
- Behavior
- The student will check the changed picture on their schedule and go to the new activity independently
- Criteria
- In at least 4 of 5 opportunities, in 4 of 5 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, across 5 planned changes
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:
- in 4 of 5 consecutive weekly probes
- Collection schedule:
- weekly, across 5 planned changes
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a picture on their visual schedule has been swapped and marked with the change symbol, the student will check the changed picture on their schedule and go to the new activity independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, across 5 planned changes.
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.