Show finished work and ask for feedback
When to use this goal
For students who get adult attention mostly through problem behavior and seldom through their work, and who can finish short tasks. Fit depends on the FBA (attention function) and work data, not grade. Teaching the student to recruit praise gives them a positive way to get attention.
- Baseline
- Count positive bids for adult attention (showing work, asking for a check) and problem behavior during the same work period for five days. Note how the teacher responded to each. The target should fit how often the teacher can respond; two or three times per period is plenty.
- Tips
- Teachers should answer every bid warmly and specifically while the skill is new. Teach timing too: wait until the teacher is not talking with someone else. Pair with bh-rep-021 if calling out is tracked. Too many bids can be thinned later with a check-in schedule.
- Limits
- Counts bids, not work quality. Some teachers find frequent bids hard to manage in large classes; plan the response ahead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-040.
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Goal
By the annual IEP review date, during a 30-minute independent work period after finishing a section of the work, the student will show the finished work to the teacher and ask a feedback question ("how does this look?" or "is this right?") independently at least 3 times per 30-minute independent work period, on 4 of 5 consecutive observed days, as measured by frequency recording collected one work period daily.
Baseline: 0 times per 30-minute independent work period.
- 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
- 0 times per 30-minute independent work period.
- Annual goal414 characters
- By the annual IEP review date, during a 30-minute independent work period after finishing a section of the work, the student will show the finished work to the teacher and ask a feedback question ("how does this look?" or "is this right?") independently at least 3 times per 30-minute independent work period, on 4 of 5 consecutive observed days, as measured by frequency recording collected one work period daily.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute independent work period after finishing a section of the work
- Behavior
- The student will show the finished work to the teacher and ask a feedback question ("how does this look?" or "is this right?") independently
- Criteria
- At least 3 times per 30-minute independent work period, on 4 of 5 consecutive observed days
- Evaluation method
- Frequency recording
- Schedule
- One work period daily
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:
- at least 3 times per 30-minute independent work period
- Mastery rule:
- on 4 of 5 consecutive observed days
- Collection schedule:
- one work period daily
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute independent work period after finishing a section of the work, the student will show the finished work to the teacher and ask a feedback question ("how does this look?" or "is this right?") independently at least 3 times per 30-minute independent work period, on 4 of 5 consecutive observed days, as measured by frequency recording collected one work period daily.
| 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 independent work period.
- 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.