Make a choice without being offered one
When to use this goal
For students with significant support needs who choose well when asked but never start a choice on their own. Present levels in communication (speech, signs, pictures or a device) decide which response modes count.
- Baseline
- Count choices made with no prompt of any kind over 3 to 5 days. A choice that follows a staff question or a point to the board is recorded separately, not counted.
- Tips
- Staff need to wait and leave room for the student to start; the board alone will not do it. Honor every choice the student starts, or explain when an option is not available and offer another.
- Limits
- Counts how often the student starts a choice, not what is chosen. Busy days with few open moments lower counts; note the schedule on the sheet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-019.
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Goal
By the annual IEP review date, during the transition program day, with a choice board of tasks, break activities and snacks kept within reach, the student will make an unprompted choice, such as asking for a preferred task, break activity or snack, using speech, signs, pictures or a device independently at least 5 times per program day, on 4 of 5 consecutive program days, as measured by frequency recording collected daily.
Baseline: 1 times per program day.
- 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 program day.
- Annual goal426 characters
- By the annual IEP review date, during the transition program day, with a choice board of tasks, break activities and snacks kept within reach, the student will make an unprompted choice, such as asking for a preferred task, break activity or snack, using speech, signs, pictures or a device independently at least 5 times per program day, on 4 of 5 consecutive program days, as measured by frequency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- During the transition program day, with a choice board of tasks, break activities and snacks kept within reach
- Behavior
- The student will make an unprompted choice, such as asking for a preferred task, break activity or snack, using speech, signs, pictures or a device independently
- Criteria
- At least 5 times per program day, on 4 of 5 consecutive program days
- Evaluation method
- Frequency recording
- Schedule
- Daily
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 5 times per program day
- Mastery rule:
- on 4 of 5 consecutive program days
- Collection schedule:
- daily
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during the transition program day, with a choice board of tasks, break activities and snacks kept within reach, the student will make an unprompted choice, such as asking for a preferred task, break activity or snack, using speech, signs, pictures or a device independently at least 5 times per program day, on 4 of 5 consecutive program days, as measured by frequency recording collected daily.
| 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 program day.
- 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.