Review a past decision and name a change
When to use this goal
For students who make their own decisions but do not look back at how they turned out. Present levels in reflection and expressive language, not grade, decide whether the review is spoken, written or done with a rating scale.
- Baseline
- Review 3 to 5 recent decisions with the student and record whether each part of the answer was given. Keep a short log of real decisions so reviews have material.
- Tips
- Treat every outcome as useful information, including poor ones; the review is not a chance to lecture. A decision log the student keeps makes this routine easier and can be shared at the IEP meeting.
- Limits
- Depends on the student making real decisions; if adults decide most things, start with choice-making goals. Self-reports may be shaped by what the student thinks the adult wants to hear.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-011.
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Goal
By the annual IEP review date, a week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager, the student will state how the decision turned out, one thing to keep doing and one thing to change next time independently in at least 4 of 5 opportunities, across 3 consecutive monthly check-ins, as measured by opportunity-by-opportunity data collected at each decision review, about 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. 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 goal463 characters
- By the annual IEP review date, a week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager, the student will state how the decision turned out, one thing to keep doing and one thing to change next time independently in at least 4 of 5 opportunities, across 3 consecutive monthly check-ins, as measured by opportunity-by-opportunity data collected at each decision review, about weekly.
- Timeframe
- By the annual IEP review date
- Condition
- A week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager
- Behavior
- The student will state how the decision turned out, one thing to keep doing and one thing to change next time independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive monthly check-ins
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each decision review, about 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 monthly check-ins
- Collection schedule:
- at each decision review, about weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, a week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager, the student will state how the decision turned out, one thing to keep doing and one thing to change next time independently in at least 4 of 5 opportunities, across 3 consecutive monthly check-ins, as measured by opportunity-by-opportunity data collected at each decision review, about 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.