Check the posted schedule after a change
When to use this goal
For upper elementary students who use a written or picture-and-word schedule and go to the wrong place, or ask repeatedly, when the day changes. Present levels decide fit, not grade. Coping with disappointment about the change belongs in cognitive flexibility goals.
- Baseline
- For two to three weeks, log every schedule change: how it was shown, what the student did, and how many times they asked about it. Real changes are uneven, so add small planned ones if needed.
- Tips
- Teach a routine: look, find the change, say it, go. Count the opportunity as met only when the student reaches the right place. Asking once to check is fine and is not scored as an error.
- Limits
- Measures following the change, not comfort with it. Big changes (a fire drill, an early dismissal) may need their own plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-015.
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Goal
By the annual IEP review date, when the teacher updates the posted daily schedule without a spoken announcement, the student will read the updated schedule, say or write where they go next, and go there at the transition independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, across 5 natural or 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. 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 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 goal385 characters
- By the annual IEP review date, when the teacher updates the posted daily schedule without a spoken announcement, the student will read the updated schedule, say or write where they go next, and go there at the transition independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, across 5 natural or planned changes.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher updates the posted daily schedule without a spoken announcement
- Behavior
- The student will read the updated schedule, say or write where they go next, and go there at the transition independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, across 5 natural or 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:
- across 3 consecutive weeks
- Collection schedule:
- weekly, across 5 natural or planned changes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher updates the posted daily schedule without a spoken announcement, the student will read the updated schedule, say or write where they go next, and go there at the transition independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, across 5 natural or 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.