Work through a real problem step by step
When to use this goal
For students who can describe a problem but jump to the first solution or give up. Present levels in written expression decide whether the framework is written, typed or talked through; grade does not.
- Baseline
- Use 2 real problems the student brings. Mark each step and note whether the solutions listed are real choices or one idea said three ways.
- Tips
- Let the student pick the problem; school, family and friendship problems all count. The try-it and rating steps happen after the session, so plan a quick follow-up. Pair with tn-sd-015 when listing solutions is the stuck point.
- Limits
- Scores use of the framework, not whether the problem was solved. Some problems are not the student's to solve; teach when to bring in an adult as a solution option.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-014.
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Goal
By the annual IEP review date, when a real problem comes up at school, home or work, such as a schedule conflict, a lost item or a disagreement in a group, given a problem-solving worksheet, the student will complete each part of the problem-solving framework and try the solution chosen, performing at least 6 of 7 steps independently, on 3 consecutive problems worked through, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal437 characters
- By the annual IEP review date, when a real problem comes up at school, home or work, such as a schedule conflict, a lost item or a disagreement in a group, given a problem-solving worksheet, the student will complete each part of the problem-solving framework and try the solution chosen, performing at least 6 of 7 steps independently, on 3 consecutive problems worked through, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a real problem comes up at school, home or work, such as a schedule conflict, a lost item or a disagreement in a group, given a problem-solving worksheet
- Behavior
- The student will complete each part of the problem-solving framework and try the solution chosen
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive problems worked through
- Evaluation method
- A task-analysis checklist
- Schedule
- 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive problems worked through
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a real problem comes up at school, home or work, such as a schedule conflict, a lost item or a disagreement in a group, given a problem-solving worksheet, the student will complete each part of the problem-solving framework and try the solution chosen, performing at least 6 of 7 steps independently, on 3 consecutive problems worked through, as measured by a task-analysis checklist collected 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. Writes or says the problem in one sentence | ||||||||
| 2. Lists three possible solutions | ||||||||
| 3. Writes one likely result for each solution | ||||||||
| 4. Chooses one solution and gives a reason | ||||||||
| 5. Makes a plan for when and how to try it | ||||||||
| 6. Tries the solution | ||||||||
| 7. Rates how it worked and what to do next | ||||||||
| 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: 6 of 7).
- 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.