Handle a stuck moment on a job task
When to use this goal
For students in work-based learning who stop working, walk off, or shut down when a task goes wrong. Students 18 to 21 in a transition program fit as well as high school students. Present levels and work history, not grade or age, decide fit.
- Baseline
- For two weeks, have the job coach log each time a task goes wrong, what the student did, and how long until they were back on task. Note the tasks that cause the most trouble, since adjusting a task can matter as much as the plan.
- Tips
- Score as met when the student uses at least one step and gets back to the task or gets help, without leaving the site. Asking for help counts as a full success. Write the stuck plan with the student using the site's own words.
- Limits
- The goal counts what the student does after a problem, not how often problems happen. A supervisor's response affects the outcome, so brief site staff on the plan. Do not count frustration that comes from an unfair or unsafe task; fix the task instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-073.
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Goal
By the annual IEP review date, at a job training site, when a task goes wrong (such as a jammed machine, a missing item, or a count that does not match), the student will use their stuck plan (pause, take one calming breath, try one fix, then ask the job coach or supervisor) and return to the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each work shift, summarized weekly.
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 goal454 characters
- By the annual IEP review date, at a job training site, when a task goes wrong (such as a jammed machine, a missing item, or a count that does not match), the student will use their stuck plan (pause, take one calming breath, try one fix, then ask the job coach or supervisor) and return to the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each work shift, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At a job training site, when a task goes wrong (such as a jammed machine, a missing item, or a count that does not match)
- Behavior
- The student will use their stuck plan (pause, take one calming breath, try one fix, then ask the job coach or supervisor) and return to the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Each work shift, summarized 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- each work shift, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at a job training site, when a task goes wrong (such as a jammed machine, a missing item, or a count that does not match), the student will use their stuck plan (pause, take one calming breath, try one fix, then ask the job coach or supervisor) and return to the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each work shift, summarized 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 | # + (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.