Ask permission before leaving the seat or taking an item
When to use this goal
For students who wander, help themselves to materials, or leave the room without asking. Base the choice on current asking versus taking or leaving. Elopement that creates a safety risk belongs to safety-behavior.
- Baseline
- Tally 10 instances of leaving the seat or taking shared items over 2 or 3 days: asked first, left or took without asking, or asked after being reminded. Note the purpose; frequent restroom or tissue trips may be a break-seeking pattern (see replacement-behavior bh-rep-001).
- Tips
- Say yes most of the time at first so asking pays off, and keep a few "free" actions (tissue, water) that do not need asking, listed on the card. Score the first response. The goal is not meant to keep a student seated for long periods; pair with movement breaks (bh-rep-025) if the student needs to move.
- Limits
- Counts only seat-leaving and item-taking an adult sees. Not a fit for classrooms where free movement is the norm; adjust the definition to that class's rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the student wants to leave the seat during independent work (sharpen a pencil, get a tissue, use the restroom), the student will ask permission with the taught form (raised hand, "may I...?", or a permission card) and wait for a yes before leaving the seat or taking the item independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily during one independent work period, summarized weekly.
Baseline: 2 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. Direct observation 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
- 2 of 10 opportunities.
- Annual goal509 characters
- By the annual IEP review date, when the student wants to leave the seat during independent work (sharpen a pencil, get a tissue, use the restroom), the student will ask permission with the taught form (raised hand, "may I...?", or a permission card) and wait for a yes before leaving the seat or taking the item independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily during one independent work period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student wants to leave the seat during independent work (sharpen a pencil, get a tissue, use the restroom)
- Behavior
- The student will ask permission with the taught form (raised hand, "may I...?", or a permission card) and wait for a yes before leaving the seat or taking the item independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily during one independent work period, 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:
- daily during one independent work period, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student wants to leave the seat during independent work (sharpen a pencil, get a tissue, use the restroom), the student will ask permission with the taught form (raised hand, "may I...?", or a permission card) and wait for a yes before leaving the seat or taking the item independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily during one independent work period, 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.