Come up with several workable solutions
When to use this goal
For students who name one solution, often the same one every time, and stop. Present levels in expressive language and flexible thinking decide whether solutions are spoken, written or chosen from pictures.
- Baseline
- Present 4 or 5 scenarios and count distinct workable solutions for each. A solution is workable when the student could really do it and it would not hurt anyone; write that rule on the sheet.
- Tips
- Do not judge solutions while the student is listing them; sorting comes later in tn-sd-014. Real problems from the student's week make better scenarios than generic ones.
- Limits
- Counts solutions, not their quality beyond being workable. Scenario practice may not carry into stressful real moments without rehearsal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-015.
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Goal
By the annual IEP review date, given a short written or spoken problem scenario about school, work or community life, the student will offer a workable solution that differs from the ones already named independently at least 3 times per problem scenario, on 4 of 5 consecutive scenarios, as measured by frequency recording collected weekly.
Baseline: 1 times per problem scenario.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per problem scenario.
- Annual goal340 characters
- By the annual IEP review date, given a short written or spoken problem scenario about school, work or community life, the student will offer a workable solution that differs from the ones already named independently at least 3 times per problem scenario, on 4 of 5 consecutive scenarios, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short written or spoken problem scenario about school, work or community life
- Behavior
- The student will offer a workable solution that differs from the ones already named independently
- Criteria
- At least 3 times per problem scenario, on 4 of 5 consecutive scenarios
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per problem scenario
- Mastery rule:
- on 4 of 5 consecutive scenarios
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, given a short written or spoken problem scenario about school, work or community life, the student will offer a workable solution that differs from the ones already named independently at least 3 times per problem scenario, on 4 of 5 consecutive scenarios, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per problem scenario.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.