State a preference or decline an offer
Live goal preview
By the annual IEP review date, when offered a choice of activities, materials, or foods during a structured routine, the student will state a preference or decline the offer using a respectful protest form (e.g., "no thank you," "I want something else," shaking the head, or a "stop/no" symbol) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during choice, snack, and play routines.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check9 of 10 met · 1 to review
Review: Aligned with area of need. The edited wording no longer mentions Self-Advocacy. Confirm it still addresses the need identified in present levels.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Useful for students who accept everything offered, go along with peers, or show refusal only through behavior. Present levels and the student's current communication mode, not grade, decide fit. Works with speech, AAC, sign, gestures, or picture cards.
- Baseline considerations
- Plan 5 or more opportunities where the student is offered something they reliably do not want (based on a family or staff preference list) and record the response: accepts, protests through behavior, protests with a communicative form, or states an alternative. Note the student's communication mode and response time.
- Usage notes
- Score an opportunity as correct when the student uses a recognizable communicative form to decline or state a preference within 10 seconds of the offer. Pushing an item away gently can be accepted as a gestural form if the team agrees; record which forms are used. Every respectful protest must be honored (or explained when it truly can't be) or the skill will not last. Teaching "no" is a safety and consent skill, not noncompliance.
- Known limitations
- Requires reliable knowledge of the student's preferences; offering something the student actually wants is not a valid opportunity. Not for situations where the activity is required (pair with a choice within the required task instead).
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-sa-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has 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 days
- Collection schedule:
- twice weekly during choice, snack, and play routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when offered a choice of activities, materials, or foods during a structured routine, the student will state a preference or decline the offer using a respectful protest form (e.g., "no thank you," "I want something else," shaking the head, or a "stop/no" symbol) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during choice, snack, and play routines.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.