Choose the order of work session tasks
When to use this goal
For elementary students who can do assigned tasks but have no say in how the work period runs. Present levels in schedule use decide whether the task board uses pictures or words.
- Baseline
- Offer the choice for a week and record whether the student set the order without the adult deciding and then started the first task chosen.
- Tips
- All the tasks still get done; only the order is the student's choice. Ask at the end which order worked and let the student keep or change it next time.
- Limits
- A small choice inside a set structure; it does not measure larger decisions. Some students pick the same order every day, which is a fine choice, not a problem to fix.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-018.
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Goal
By the annual IEP review date, at the start of an independent work session with three assigned tasks shown on a task board, the student will choose the order of the tasks, place them on the board and start the first task chosen independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily during the work session, summarized 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. 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 goal394 characters
- By the annual IEP review date, at the start of an independent work session with three assigned tasks shown on a task board, the student will choose the order of the tasks, place them on the board and start the first task chosen independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily during the work session, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of an independent work session with three assigned tasks shown on a task board
- Behavior
- The student will choose the order of the tasks, place them on the board and start the first task chosen independently
- Criteria
- In at least 4 of 5 opportunities, for 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during the work session, summarized 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:
- for 3 consecutive weeks
- Collection schedule:
- daily during the work session, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the start of an independent work session with three assigned tasks shown on a task board, the student will choose the order of the tasks, place them on the board and start the first task chosen independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily during the work session, summarized 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.