Solve a household problem with a help card
When to use this goal
For young adults who stop a home task when something goes wrong (out of an ingredient, a machine error, a lost item) and wait for someone to fix it. Present levels in flexible thinking decide fit, not grade.
- Baseline
- Plan 5 problems over 2 weeks during real tasks. Score an opportunity correct when the student tries a reasonable fix before asking; asking first after a real attempt is a correct response.
- Tips
- Asking for help after a try is a success, not a failure; the goal is to try first. Rotate problems so the student does not memorize answers.
- Limits
- Planned problems are easier than real surprises. Safety problems (smoke, water, gas) are never part of this goal; they go to the emergency goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-058.
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Goal
By the annual IEP review date, when a planned or real problem comes up during a home task in the training apartment (a missing ingredient, a washer error light, a dead phone battery), the student will respond to the problem by trying a fix from the problem-solving card independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with planned problems.
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. 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 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
- 1 of 5 opportunities.
- Annual goal442 characters
- By the annual IEP review date, when a planned or real problem comes up during a home task in the training apartment (a missing ingredient, a washer error light, a dead phone battery), the student will respond to the problem by trying a fix from the problem-solving card independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with planned problems.
- Timeframe
- By the annual IEP review date
- Condition
- When a planned or real problem comes up during a home task in the training apartment (a missing ingredient, a washer error light, a dead phone battery)
- Behavior
- The student will respond to the problem by trying a fix from the problem-solving card independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with planned problems
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:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly, with planned problems
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a planned or real problem comes up during a home task in the training apartment (a missing ingredient, a washer error light, a dead phone battery), the student will respond to the problem by trying a fix from the problem-solving card independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with planned problems.
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.