Settle a schedule conflict using own priorities
When to use this goal
For high school students with a job, activities or family duties who double-book themselves or let the conflict sort itself out. Present levels in calendar use and communication decide how conflicts are found and messages sent.
- Baseline
- Log real conflicts for a few weeks and fill gaps with calendar scenarios. Record whether the student decided before the time came and whether anyone affected was told.
- Tips
- Work commitments usually come first on a priorities list, but the order is the student's to set. Teach a short message (I can't make it on Tuesday because...). Pair with calendar goals in time management if conflicts are missed entirely.
- Limits
- Depends on the student noticing the conflict; that part may need its own support. Real conflicts are irregular, so practice scenarios carry much of the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-047.
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Goal
By the annual IEP review date, when two planned activities overlap, such as a work shift and a club meeting, or a family event and a study session, the student will choose which activity comes first based on own priorities and tell the people affected before the conflict independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each real or practice conflict, 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. 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
- 1 of 5 opportunities.
- Annual goal485 characters
- By the annual IEP review date, when two planned activities overlap, such as a work shift and a club meeting, or a family event and a study session, the student will choose which activity comes first based on own priorities and tell the people affected before the conflict independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each real or practice conflict, summarized every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When two planned activities overlap, such as a work shift and a club meeting, or a family event and a study session
- Behavior
- The student will choose which activity comes first based on own priorities and tell the people affected before the conflict independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each real or practice conflict, 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 conflict, summarized every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when two planned activities overlap, such as a work shift and a club meeting, or a family event and a study session, the student will choose which activity comes first based on own priorities and tell the people affected before the conflict independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each real or practice conflict, 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.