Reduce noises with objects or voice during instruction
When to use this goal
A reduction goal for students who bang objects or make sound effects during instruction, when the plan defines the noises and provides a quiet alternative. Base the choice on a count. Pair with bh-cls-020 (using an agreed quiet tool). Vocal tics and self-regulatory sounds are excluded by definition; consult the team.
- Baseline
- Count noises audible from 6 feet during 3 to 5 lessons, using a fixed rule for what counts as one event (for example, a burst of tapping separated by 5 seconds of quiet). Rule out tics and sensory needs with the team; those are not targets for reduction and need a different plan.
- Tips
- Valid only with a positive goal in place (bh-cls-020). Exclude regulatory noises, tics, and stimming such as humming or tapping; address those through the regulation plan. Offer the quiet tool before the lesson, not as a response to noise. Use the 6-foot audibility rule so two observers count the same way. Never respond with public corrections, which add attention and noise.
- Limits
- Noises are easy to miss in a loud room and easy to over-count by an annoyed observer; a second observer for a few sessions checks reliability. Does not fit students whose sounds are tics or regulation; the definition must exclude them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-019.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 20-minute lesson with a quiet fidget tool available at the desk, the student will reduce making a disruptive noise as defined in the plan (banging objects or sound effects audible from 6 feet away, not counting regulatory noises, tics, or stimming) to no more than 3 times per 20-minute lesson, with a quiet fidget tool available and its use not counted, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same lesson, summarized weekly.
Baseline: 12 times per 20-minute lesson.
- 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 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
- 12 times per 20-minute lesson.
- Annual goal543 characters
- By the annual IEP review date, during a 20-minute lesson with a quiet fidget tool available at the desk, the student will reduce making a disruptive noise as defined in the plan (banging objects or sound effects audible from 6 feet away, not counting regulatory noises, tics, or stimming) to no more than 3 times per 20-minute lesson, with a quiet fidget tool available and its use not counted, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same lesson, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute lesson with a quiet fidget tool available at the desk
- Behavior
- The student will reduce making a disruptive noise as defined in the plan (banging objects or sound effects audible from 6 feet away, not counting regulatory noises, tics, or stimming), with a quiet fidget tool available and its use not counted
- Criteria
- No more than 3 times per 20-minute lesson, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- 3 times per week during the same lesson, summarized weekly
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:
- no more than 3 times per 20-minute lesson
- Mastery rule:
- across 4 consecutive weekly data summaries
- Collection schedule:
- 3 times per week during the same lesson, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute lesson with a quiet fidget tool available at the desk, the student will reduce making a disruptive noise as defined in the plan (banging objects or sound effects audible from 6 feet away, not counting regulatory noises, tics, or stimming) to no more than 3 times per 20-minute lesson, with a quiet fidget tool available and its use not counted, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same lesson, summarized weekly.
| 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 20-minute lesson.
- 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.