Fix an error when asked without starting over or quitting
When to use this goal
For students who erase everything, crumple the paper, or stop working when asked to fix a mistake. Base the choice on responses to error corrections during work. Links to perfectionism and frustration goals in the social-emotional area.
- Baseline
- Record 5 or more error corrections: fixed and continued, erased or restarted, refused, or escalated. Keep the number of marked errors to 1 at first, and note whether the student responds differently to written marks versus spoken corrections.
- Tips
- Mark errors in a way that does not spoil the page (sticky notes, a light dot in the margin). Keep corrections to a few per paper during teaching. A student who asks for help with the correction is meeting the goal. Pair with an emotional-regulation goal if the response is tears or shutdown rather than refusal.
- Limits
- Easy to confuse with academic difficulty; if the student cannot make the correction, it is not a behavior opportunity. Does not measure accuracy of the fix.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when an adult points to one error on the student's work and asks for a correction, the student will independently correct the marked error on the same paper within 2 minutes without erasing unmarked work or leaving the task in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, 1 to 2 corrections, summarized weekly.
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 Following Adult Directions.
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 - Following Adult Directions
- Baseline
- 1 of 5 opportunities.
- Annual goal435 characters
- By the annual IEP review date, when an adult points to one error on the student's work and asks for a correction, the student will independently correct the marked error on the same paper within 2 minutes without erasing unmarked work or leaving the task in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, 1 to 2 corrections, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult points to one error on the student's work and asks for a correction
- Behavior
- The student will independently correct the marked error on the same paper within 2 minutes without erasing unmarked work or leaving the task
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, 1 to 2 corrections, 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:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily, 1 to 2 corrections, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult points to one error on the student's work and asks for a correction, the student will independently correct the marked error on the same paper within 2 minutes without erasing unmarked work or leaving the task in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, 1 to 2 corrections, 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.