Revise the plan when a goal stalls
When to use this goal
For students who set goals and track them but keep the same plan when the data show it is not working. Fits once the student can read own data (tn-sd-003); present levels in flexible thinking decide how many change options are offered.
- Baseline
- Use the next 3 to 5 reviews where data are behind as the baseline. Record whether the student named a barrier, changed something in the plan, or kept the plan as it was.
- Tips
- Changing the date or the goal itself is a fair revision when the goal was too big; the skill is noticing and adjusting, not always pushing harder. Keep the revised plan in the same folder so the history is visible.
- Limits
- Opportunities depend on the student falling behind, so a student meeting every goal produces little data; plan practice reviews with sample data if needed. Does not judge whether the revision was a good one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-004.
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Goal
By the annual IEP review date, at a planned goal review where the student's own data show the goal is behind schedule, the student will name one barrier and change one step, date or support in the action plan independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each goal review, at least twice monthly.
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 Self-Determination.
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 - Self-Determination
- Baseline
- 1 of 5 opportunities.
- Annual goal396 characters
- By the annual IEP review date, at a planned goal review where the student's own data show the goal is behind schedule, the student will name one barrier and change one step, date or support in the action plan independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each goal review, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At a planned goal review where the student's own data show the goal is behind schedule
- Behavior
- The student will name one barrier and change one step, date or support in the action plan independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each goal review, at least twice monthly
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 2 consecutive grading periods
- Collection schedule:
- at each goal review, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at a planned goal review where the student's own data show the goal is behind schedule, the student will name one barrier and change one step, date or support in the action plan independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each goal review, at least twice monthly.
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.