Rate new activities as liked or disliked
When to use this goal
For students with significant support needs whose preferences are mostly guessed by others. Fits students who can match a photo to a just-finished activity; present levels in communication, not grade, decide the rating board (two or three choices).
- Baseline
- Offer the board after 5 new activities and record whether the student rated each one without a prompt. Also note what the student did during the activity; over time, ratings and observed reactions should mostly agree.
- Tips
- Staff never correct a rating. Keep a running preference record from the ratings and bring it to person-centered planning and the transition assessment summary; it is real evidence of what the student wants.
- Limits
- The goal counts ratings given, not whether they are accurate. Ratings right after a hard day may reflect the day, not the activity; repeat activities to confirm.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-025.
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Goal
By the annual IEP review date, right after trying a new activity at school, at work or in the community, shown a photo of the activity and a like, unsure, dislike board, the student will place the photo of the activity on the like, unsure or dislike part of the board independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each new activity or tryout, summarized weekly.
Baseline: 2 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. Opportunity (trial) recording 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
- 2 of 5 opportunities.
- Annual goal451 characters
- By the annual IEP review date, right after trying a new activity at school, at work or in the community, shown a photo of the activity and a like, unsure, dislike board, the student will place the photo of the activity on the like, unsure or dislike part of the board independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each new activity or tryout, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Right after trying a new activity at school, at work or in the community, shown a photo of the activity and a like, unsure, dislike board
- Behavior
- The student will place the photo of the activity on the like, unsure or dislike part of the board independently
- Criteria
- In at least 4 of 5 opportunities, for 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- After each new activity or tryout, 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:
- after each new activity or tryout, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, right after trying a new activity at school, at work or in the community, shown a photo of the activity and a like, unsure, dislike board, the student will place the photo of the activity on the like, unsure or dislike part of the board independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each new activity or tryout, 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.