Ask for a modified or alternative task instead of refusing
When to use this goal
For older students who refuse, argue, or walk out when a task feels pointless or too long, and who can state what would make it doable (fewer items, a different format, typing instead of writing). Base the choice on present levels in self-advocacy and the FBA.
- Baseline
- Review missing-work lists and referrals to find the task types that trigger refusal. Then log 5 or more such tasks: did the student request a modification, refuse outright, or complete the task as assigned? Interview the student about which modifications they would use.
- Tips
- Agree in advance with each teacher on which modifications will be granted without debate; the request only works as a replacement if it is usually honored. Keep the list short (3 to 5 options). Record what was requested so the team can see whether one modification is doing all the work. Pair with bh-rep-022 if the plan tracks walking out.
- Limits
- Not a fit for students who cannot yet name what makes a task hard; start with bh-rep-007 or a self-advocacy goal. Does not measure whether the modified work was completed; add an assignment-completion goal for that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-008.
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Goal
By the annual IEP review date, when assigned a task the student has previously refused or left incomplete, the student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each applicable assignment, logged by the teacher and summarized every 2 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. 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 Replacement Behaviors.
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 - Replacement Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal491 characters
- By the annual IEP review date, when assigned a task the student has previously refused or left incomplete, the student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each applicable assignment, logged by the teacher and summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a task the student has previously refused or left incomplete
- Behavior
- The student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each applicable assignment, logged by the teacher and summarized every 2 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 2-week data summaries
- Collection schedule:
- each applicable assignment, logged by the teacher and summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when assigned a task the student has previously refused or left incomplete, the student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each applicable assignment, logged by the teacher and summarized every 2 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.