Adjust to a change at work
When to use this goal
For students who do well with the usual routine but stop, argue or leave when the shift, station or task changes. Present levels in flexibility and communication decide whether a change card or visual schedule is used.
- Baseline
- Log real changes and plan small ones at the school job to reach 5. Count a response when the student confirmed and started the new task within a few minutes; asking a question first counts.
- Tips
- Asking why or saying the change is hard is fine; the goal is moving on with the work. Plan changes that would happen in a real job, not tests.
- Limits
- Big changes on hard days are tougher; note context. Does not measure how the new task is done.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-059.
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Goal
By the annual IEP review date, when the supervisor announces a change in the shift time, station or task, the student will confirm the change with the supervisor, update own schedule and start the new task independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each change, summarized every two weeks.
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 Vocational & Work Readiness.
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 - Vocational & Work Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal387 characters
- By the annual IEP review date, when the supervisor announces a change in the shift time, station or task, the student will confirm the change with the supervisor, update own schedule and start the new task independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each change, summarized every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When the supervisor announces a change in the shift time, station or task
- Behavior
- The student will confirm the change with the supervisor, update own schedule and start the new task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Direct observation
- Schedule
- At each change, summarized every two weeks
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 change, summarized every two weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the supervisor announces a change in the shift time, station or task, the student will confirm the change with the supervisor, update own schedule and start the new task independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each change, summarized every two weeks.
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.