Request a check-in with a mentor adult
When to use this goal
For secondary students whose FBA hypothesis is adult attention (arguing, provoking staff, or escalating until an adult spends time with them) and who have a mentor or trusted adult available. Fit depends on the FBA, not grade.
- Baseline
- Use incident logs and teacher reports to count episodes of arguing with or provoking staff for two weeks and note who responded and for how long. Long adult conversations after incidents support the attention hypothesis.
- Tips
- Give the scheduled check-ins first so the student gets attention without asking; then teach the extra request. Keep check-ins warm and short. Adults should keep their responses to arguing brief and neutral, so the request works better than the problem behavior.
- Limits
- Depends on one adult's availability; name a backup. Does not fit when the FBA points to escape from class; a break or modified-task request fits better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-034.
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Goal
By the annual IEP review date, during the school day with a mentor adult named in the plan and a check-in request form (a text, a card, or a note), the student will request a check-in with the mentor adult using the agreed form and go at the agreed time independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each episode of arguing or provoking staff, summarized weekly.
Baseline: 0 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 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
- 0 of 5 opportunities.
- Annual goal465 characters
- By the annual IEP review date, during the school day with a mentor adult named in the plan and a check-in request form (a text, a card, or a note), the student will request a check-in with the mentor adult using the agreed form and go at the agreed time independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each episode of arguing or provoking staff, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the school day with a mentor adult named in the plan and a check-in request form (a text, a card, or a note)
- Behavior
- The student will request a check-in with the mentor adult using the agreed form and go at the agreed time independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each episode of arguing or provoking staff, 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 4 consecutive weekly data summaries
- Collection schedule:
- each episode of arguing or provoking staff, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during the school day with a mentor adult named in the plan and a check-in request form (a text, a card, or a note), the student will request a check-in with the mentor adult using the agreed form and go at the agreed time independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each episode of arguing or provoking staff, 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.