Decide who fixes a home problem
When to use this goal
For students who report every small problem or none at all. Sorts problems into fix it myself, ask the landlord, and call for help now. Present levels in reading or listening to scenarios decide fit, not grade.
- Baseline
- Use problems that match the student's likely housing (apartment, family home, supported living). Track errors on emergency cards separately; they matter most.
- Tips
- Any emergency card sorted wrong is retaught the same day. Build the student's own list of who to call for each column.
- Limits
- Answers depend on the lease and local rules; agree the key with the family. Does not measure doing the repair.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-049.
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Goal
By the annual IEP review date, given 10 to 12 home problem cards (a burnt-out bulb, a clogged toilet, a broken lock, water through the ceiling, a gas smell), the student will sort each problem as fix it myself, report to the landlord, or call for help now independently with at least 90% accuracy on home problems sorted by who fixes them, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Independent Living.
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 - Independent Living
- Baseline
- 50% accuracy.
- Annual goal441 characters
- By the annual IEP review date, given 10 to 12 home problem cards (a burnt-out bulb, a clogged toilet, a broken lock, water through the ceiling, a gas smell), the student will sort each problem as fix it myself, report to the landlord, or call for help now independently with at least 90% accuracy on home problems sorted by who fixes them, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 to 12 home problem cards (a burnt-out bulb, a clogged toilet, a broken lock, water through the ceiling, a gas smell)
- Behavior
- The student will sort each problem as fix it myself, report to the landlord, or call for help now independently
- Criteria
- With at least 90% accuracy on home problems sorted by who fixes them, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on home problems sorted by who fixes them
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 to 12 home problem cards (a burnt-out bulb, a clogged toilet, a broken lock, water through the ceiling, a gas smell), the student will sort each problem as fix it myself, report to the landlord, or call for help now independently with at least 90% accuracy on home problems sorted by who fixes them, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.