Reduce calling out while using the attention signal
When to use this goal
A reduction goal for students whose plan defines calling out (speaking to the teacher or class without being called on) and who are learning an attention signal. Base the choice on present levels (a counted baseline during one instruction block). Pair with bh-rep-004 and bh-rep-014.
- Baseline
- Tally callouts during 3 to 5 instruction blocks of the same length, counting each separate utterance that meets the definition. Also count how many were answered by the teacher; if most were, calling out is working and the attention signal must be answered faster than callouts to compete.
- Tips
- Valid only with the attention signal goal (bh-rep-004) in place; reduction should come from the signal getting attention, not from ignoring the student. Peers who call out freely in the same class make this goal unfair; set the target relative to the class norm. Count during the same block each time so numbers are comparable.
- Limits
- Frequency depends on how much the teacher talks and how many questions are asked; a lecture block and a discussion block are not comparable. Does not distinguish answers to questions from unrelated comments; add that to the definition if it matters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-021.
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Goal
By the annual IEP review date, during a 30-minute whole-group instruction block with the attention signal taught and acknowledged, the student will reduce calling out as defined in the behavior plan (speaking to the teacher or class without being called on) to no more than 3 times per 30-minute instruction block, with the attention signal acknowledged within 5 seconds each time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same instruction block, summarized weekly.
Baseline: 12 times per 30-minute instruction block.
- 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 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
- 12 times per 30-minute instruction block.
- Annual goal552 characters
- By the annual IEP review date, during a 30-minute whole-group instruction block with the attention signal taught and acknowledged, the student will reduce calling out as defined in the behavior plan (speaking to the teacher or class without being called on) to no more than 3 times per 30-minute instruction block, with the attention signal acknowledged within 5 seconds each time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same instruction block, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute whole-group instruction block with the attention signal taught and acknowledged
- Behavior
- The student will reduce calling out as defined in the behavior plan (speaking to the teacher or class without being called on), with the attention signal acknowledged within 5 seconds each time it is used
- Criteria
- No more than 3 times per 30-minute instruction block, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- 3 times per week during the same instruction block, 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 30-minute instruction block
- Mastery rule:
- across 4 consecutive weekly data summaries
- Collection schedule:
- 3 times per week during the same instruction block, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute whole-group instruction block with the attention signal taught and acknowledged, the student will reduce calling out as defined in the behavior plan (speaking to the teacher or class without being called on) to no more than 3 times per 30-minute instruction block, with the attention signal acknowledged within 5 seconds each time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same instruction block, 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 30-minute instruction block.
- 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.