Raise a hand and wait to be called on before speaking
When to use this goal
For students who call out answers or comments during instruction. Base the choice on present levels (a count of hand-raises versus callouts in one lesson). Students who call out to get attention may also need replacement-behavior bh-rep-004.
- Baseline
- During 3 lessons, count each time the student speaks to the teacher or class: hand raised and called on, hand raised but spoke before being called, or called out. Also note how often raised hands get called on; if rarely, the expectation is not being reinforced and that must change first.
- Tips
- Call on the student soon after a raised hand during the first weeks so the hand-raise works. Many classes use other signals (a thumb on the chest, a whiteboard answer); edit the behavior to match the class signal. Pair with the reduction goal replacement-behavior bh-rep-021 if callouts are tracked, and with bh-rep-014 for waiting once the hand is up.
- Limits
- Opportunity counts depend on how many questions are asked; sample lessons with a similar amount of discussion. A student who stops participating altogether has not met the goal; the count is hand-raises, not silence.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-001.
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Goal
By the annual IEP review date, during whole-group instruction when the teacher asks a question of the class, the student will raise a hand and wait to be called on before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during one 20-minute lesson, summarized weekly.
Baseline: 3 of 10 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. Frequency (event) 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 3 of 10 opportunities.
- Annual goal382 characters
- By the annual IEP review date, during whole-group instruction when the teacher asks a question of the class, the student will raise a hand and wait to be called on before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during one 20-minute lesson, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During whole-group instruction when the teacher asks a question of the class
- Behavior
- The student will raise a hand and wait to be called on before speaking independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- 3 times per week during one 20-minute lesson, 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- 3 times per week during one 20-minute lesson, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during whole-group instruction when the teacher asks a question of the class, the student will raise a hand and wait to be called on before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during one 20-minute lesson, 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.