Plan own daily schedule from choice activities
When to use this goal
For students 18 to 21 whose day is fully scheduled by staff and who are ready to plan open time themselves. Present levels in time concepts and schedule reading decide whether the schedule uses times, pictures or both.
- Baseline
- Observe 3 mornings with only the choice board and mark each step. Note whether choices fit the time; overfilling a block is common and worth teaching directly.
- Tips
- Choice activities should be real options in the program (a community errand, a leisure activity, a skill class). Staff honor the schedule the student builds unless it conflicts with safety or a fixed commitment.
- Limits
- Following the schedule through the day is a separate skill; add a measure if it matters. A small choice board limits how much self-determination the routine can show.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-044.
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Goal
By the annual IEP review date, at the start of each transition program day, given the fixed activities and a choice board of options for open blocks, the student will build the day's schedule with fixed and chosen activities and start the first activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days, as measured by a task-analysis checklist collected daily.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 7 steps independently.
- Annual goal396 characters
- By the annual IEP review date, at the start of each transition program day, given the fixed activities and a choice board of options for open blocks, the student will build the day's schedule with fixed and chosen activities and start the first activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days, as measured by a task-analysis checklist collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of each transition program day, given the fixed activities and a choice board of options for open blocks
- Behavior
- The student will build the day's schedule with fixed and chosen activities and start the first activity
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive program days
- Collection schedule:
- daily
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of each transition program day, given the fixed activities and a choice board of options for open blocks, the student will build the day's schedule with fixed and chosen activities and start the first activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive program days, as measured by a task-analysis checklist collected daily.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Places fixed activities, such as a work shift, class or bus time, on the schedule | ||||||||
| 2. Chooses an activity for each open block from the choice board | ||||||||
| 3. Checks that each choice fits the time available | ||||||||
| 4. Adds travel or break time where needed | ||||||||
| 5. Reviews the schedule with a staff member | ||||||||
| 6. Posts or saves the schedule | ||||||||
| 7. Starts the first activity on the schedule | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.