Pass a turn instead of leaving the group
When to use this goal
For students whose FBA hypothesis is escape from social demands (reading aloud, presenting, answering in front of peers) and who leave the group, act silly, or shut down at those moments. Fit depends on the FBA, not grade. Passing must be an accepted choice in the class.
- Baseline
- Record five turns: did the student take the turn, pass, leave, or act out? Note the demand type; reading aloud and presenting often differ. Check for reading or speech needs that make public turns hard.
- Tips
- Allow passing for the whole class so the student is not singled out. Over time, offer easier public turns (reading a sentence they practiced) so the student also gets successes. Pair with a social-emotional goal if worry about public turns is high.
- Limits
- Passing too often can mean missing practice; plan the shift toward taking some turns. Does not apply when public speaking is required by the course; plan an accommodation instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-038.
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Goal
By the annual IEP review date, during small-group instruction when the student is asked to read aloud or answer in front of peers, the student will say "pass please" or show the pass card and stay with the group independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected five group turns per week.
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 goal374 characters
- By the annual IEP review date, during small-group instruction when the student is asked to read aloud or answer in front of peers, the student will say "pass please" or show the pass card and stay with the group independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected five group turns per week.
- Timeframe
- By the annual IEP review date
- Condition
- During small-group instruction when the student is asked to read aloud or answer in front of peers
- Behavior
- The student will say "pass please" or show the pass card and stay with the group independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Five group turns per week
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:
- five group turns per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during small-group instruction when the student is asked to read aloud or answer in front of peers, the student will say "pass please" or show the pass card and stay with the group independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected five group turns per week.
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.