Solve classroom problems with a picture card
When to use this goal
For elementary students who stop working or wait for an adult whenever something goes wrong, such as a missing material or a broken tool. Present levels in language and reading decide whether the card uses pictures, words or both.
- Baseline
- Set up 2 or 3 small problems on purpose (no glue at the station) and mark each step. Real problems happen too; record them on the same sheet.
- Tips
- Teach the card with role-play before expecting it in real moments. Asking an adult is a fine last step; the goal is trying something first. The same steps grow into the written framework in tn-sd-014.
- Limits
- Planned problems can feel artificial; mix them with real ones. The checklist does not judge whether the fix chosen was the best one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-013.
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Goal
By the annual IEP review date, when a classroom problem comes up, such as a missing material, a dull pencil or a computer login that fails, the student will follow the problem-solving card to fix the problem or choose a second fix, performing at least 5 of 6 steps independently, on 3 consecutive observed problems, as measured by a task-analysis checklist collected at each problem that comes up, summarized weekly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 6 steps independently.
- Annual goal416 characters
- By the annual IEP review date, when a classroom problem comes up, such as a missing material, a dull pencil or a computer login that fails, the student will follow the problem-solving card to fix the problem or choose a second fix, performing at least 5 of 6 steps independently, on 3 consecutive observed problems, as measured by a task-analysis checklist collected at each problem that comes up, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a classroom problem comes up, such as a missing material, a dull pencil or a computer login that fails
- Behavior
- The student will follow the problem-solving card to fix the problem or choose a second fix
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive observed problems
- Evaluation method
- A task-analysis checklist
- Schedule
- At each problem that comes up, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive observed problems
- Collection schedule:
- at each problem that comes up, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a classroom problem comes up, such as a missing material, a dull pencil or a computer login that fails, the student will follow the problem-solving card to fix the problem or choose a second fix, performing at least 5 of 6 steps independently, on 3 consecutive observed problems, as measured by a task-analysis checklist collected at each problem that comes up, summarized weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stops and names the problem | ||||||||
| 2. Points to or says two possible fixes from the card | ||||||||
| 3. Picks one fix | ||||||||
| 4. Tries the fix | ||||||||
| 5. Checks whether the problem is solved | ||||||||
| 6. Tries the second fix or asks an adult if the first did not work | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.