Sort everyday problems by size
When to use this goal
For young students who react to a broken crayon the same way they react to getting hurt. Base the choice on observed reactions to everyday problems. This is the teaching step; the in-the-moment version is a separate template.
- Baseline
- Run the card set twice without teaching and score each card for size and reaction. Use problems the student actually meets; ask the family and staff for a list. Agree as a team on what counts as small, medium, and big so scoring is consistent.
- Tips
- Score a trial correct when the size and the reaction both match the team's agreed key; accept the student's reasoning if it is sensible. Use the student's own scale words or pictures. Practice when the student is calm.
- Limits
- Sorting cards does not show what the student does during a real problem; pair with se-er-061. Size is partly personal, so leave room for the student's view. Problems involving safety are always big.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-060.
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Goal
By the annual IEP review date, given 10 picture cards of everyday problems (such as a broken crayon, a spilled drink, a lost jacket, or getting hurt) and a small, medium, and big problem scale, the student will sort each problem as small, medium, or big on the scale and name or point to a reaction that matches independently in at least 8 of 10 trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 4 of 10 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 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
- 4 of 10 opportunities.
- Annual goal450 characters
- By the annual IEP review date, given 10 picture cards of everyday problems (such as a broken crayon, a spilled drink, a lost jacket, or getting hurt) and a small, medium, and big problem scale, the student will sort each problem as small, medium, or big on the scale and name or point to a reaction that matches independently in at least 8 of 10 trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture cards of everyday problems (such as a broken crayon, a spilled drink, a lost jacket, or getting hurt) and a small, medium, and big problem scale
- Behavior
- The student will sort each problem as small, medium, or big on the scale and name or point to a reaction that matches independently
- Criteria
- In at least 8 of 10 trials, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 8 of 10 trials
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 picture cards of everyday problems (such as a broken crayon, a spilled drink, a lost jacket, or getting hurt) and a small, medium, and big problem scale, the student will sort each problem as small, medium, or big on the scale and name or point to a reaction that matches independently in at least 8 of 10 trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.