Use a plan B when plans change
When to use this goal
For students in community-based or work-based instruction who stop or call home when a plan falls through. Present levels in community skills and communication decide how many backup options are on the card.
- Baseline
- Log real plan changes for 2 to 3 weeks and add practice scenarios to reach 5. Record what the student did first (waited, called someone, chose a backup) and how long it took.
- Tips
- Build the plan B card with the student for their actual routines (bus, work, errands), and include calling a set person as one backup. Practice scenarios are fine early; real changes are the true test.
- Limits
- Real plan changes are unpredictable, so data can be thin; keep practice scenarios going. Safety-related changes (lost, unsafe person) belong in community-safety goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-016.
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Goal
By the annual IEP review date, when a planned activity in the community or at work falls through, such as a late bus, a closed store or a cancelled shift, the student will state a backup plan and carry it out independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each real or practice plan change, summarized every two weeks.
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. Direct observation 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 goal412 characters
- By the annual IEP review date, when a planned activity in the community or at work falls through, such as a late bus, a closed store or a cancelled shift, the student will state a backup plan and carry it out independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each real or practice plan change, summarized every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When a planned activity in the community or at work falls through, such as a late bus, a closed store or a cancelled shift
- Behavior
- The student will state a backup plan and carry it out independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Direct observation
- Schedule
- At each real or practice plan change, summarized every two weeks
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 data collection periods
- Collection schedule:
- at each real or practice plan change, summarized every two weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a planned activity in the community or at work falls through, such as a late bus, a closed store or a cancelled shift, the student will state a backup plan and carry it out independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each real or practice plan change, summarized every two weeks.
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.