Choose between two options and give a reason
When to use this goal
For students who let adults decide for them (course selection, job rotation, club) or who pick at random and cannot say why. Base the choice on present levels in communication and the team's observation of choice-making; the choices should be real ones with consequences the student will experience.
- Baseline
- Offer 5 real choices over 2 or 3 weeks and record whether the student chose without the adult steering and gave a reason tied to the option (not just I like it). Note whether the reason connects to an interest or goal.
- Tips
- Make the choices real and honor them; a choice that is overridden teaches the opposite. Keep the two options concrete and visited or experienced when possible. The second behavior option adds a trade-off, which is the step toward weighing options.
- Limits
- Choices offered by adults are structured; spontaneous decision-making is not measured here. Preferences can change quickly, which is normal and should not be scored as inconsistency.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-012.
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Goal
By the annual IEP review date, when offered two real choices in planning, such as two elective courses, two school job rotations, or two club options, the student will choose one option and state one reason for the choice independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each planned choice, at least twice monthly.
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 Transition-Related Skills.
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
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal420 characters
- By the annual IEP review date, when offered two real choices in planning, such as two elective courses, two school job rotations, or two club options, the student will choose one option and state one reason for the choice independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each planned choice, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When offered two real choices in planning, such as two elective courses, two school job rotations, or two club options
- Behavior
- The student will choose one option and state one reason for the choice independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each planned choice, at least twice monthly
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 data collection periods
- Collection schedule:
- at each planned choice, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when offered two real choices in planning, such as two elective courses, two school job rotations, or two club options, the student will choose one option and state one reason for the choice independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each planned choice, at least twice monthly.
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.