Ask "how did I do?" after a task
When to use this goal
For older students who wait to be noticed, then act out or shut down when no feedback comes, especially in classes or job placements with little praise. Fit depends on the FBA or behavior data, not grade. The skill is common at work and in college.
- Baseline
- Record five finished tasks: did the student ask for feedback, show the work silently, or do something else? Note what happened after the task (a problem behavior a few minutes later is a clue that recognition matters).
- Tips
- Tell teachers and supervisors the student is practicing this so they answer specifically and kindly. Critical feedback is fine if it is calm and short. The second behavior option builds toward self-evaluation.
- Limits
- Measures asking, not using the feedback. Some placements have supervisors who rarely respond; choose the placement for the early weeks with care.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-041.
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Goal
By the annual IEP review date, at the end of a class assignment or lab activity, the student will ask the teacher or supervisor for feedback on the finished task ("how did I do?" or "anything I should change?") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected five finished tasks per week.
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 goal389 characters
- By the annual IEP review date, at the end of a class assignment or lab activity, the student will ask the teacher or supervisor for feedback on the finished task ("how did I do?" or "anything I should change?") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected five finished tasks per week.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a class assignment or lab activity
- Behavior
- The student will ask the teacher or supervisor for feedback on the finished task ("how did I do?" or "anything I should change?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Five finished tasks 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 finished tasks per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of a class assignment or lab activity, the student will ask the teacher or supervisor for feedback on the finished task ("how did I do?" or "anything I should change?") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected five finished tasks 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.