Make an adjusted plan when the day changes
When to use this goal
For high school and transition-age students who become stuck or leave when a plan changes without warning: a room change, a substitute, a shift change at a job site, a missed bus or ride. Present levels decide fit, not grade. The goal builds independent coping for adult settings.
- Baseline
- Gather staff, job coach, and family reports of recent changes and how the student handled them. Run 3 scenario practices to see which plan steps the student does without help. List the changes most likely to happen at the student's sites.
- Tips
- Score correct when the student completes all three plan steps within about 10 minutes of the change. Questions about the change are part of coping. Coworkers and supervisors can be told how to support the plan if the student agrees.
- Limits
- Real changes are irregular, so scenario data fill in; label them. The goal does not remove the need for advance notice when it is possible.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-043.
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Goal
By the annual IEP review date, when an unplanned change happens at school, at a work-based learning site, or on a community outing, the student will use their change plan by checking the new information, asking one question about the change, and stating or writing what they will do next independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected at each logged change, with monthly scenario practice.
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 Emotional Regulation.
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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 1 of 5 opportunities.
- Annual goal463 characters
- By the annual IEP review date, when an unplanned change happens at school, at a work-based learning site, or on a community outing, the student will use their change plan by checking the new information, asking one question about the change, and stating or writing what they will do next independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected at each logged change, with monthly scenario practice.
- Timeframe
- By the annual IEP review date
- Condition
- When an unplanned change happens at school, at a work-based learning site, or on a community outing
- Behavior
- The student will use their change plan by checking the new information, asking one question about the change, and stating or writing what they will do next independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- At each logged change, with monthly scenario practice
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 2 consecutive months
- Collection schedule:
- at each logged change, with monthly scenario practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when an unplanned change happens at school, at a work-based learning site, or on a community outing, the student will use their change plan by checking the new information, asking one question about the change, and stating or writing what they will do next independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected at each logged change, with monthly scenario practice.
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.