Write the teacher a note instead of arguing
When to use this goal
For secondary students who argue with teachers in front of the class after a correction, a grade, or a rule, and whose FBA suggests the public setting fuels it (peer attention or saving face). Fit depends on the FBA, not grade. The teacher must read and answer notes.
- Baseline
- Record five disagreements: did the student argue aloud, shut down, or raise it privately? Note peer reactions; laughter or cheering supports the peer-attention hypothesis.
- Tips
- Answer every note within a day, and change your mind when the student has a point. Teachers can reduce public corrections by using private cues. The note is a replacement, not a way to silence the student.
- Limits
- Writing may be hard for some students; a voice memo or quick online form works too. Does not address anger itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-048.
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Goal
By the annual IEP review date, when the student disagrees with a correction, a grade, or a rule during class, the student will independently write the disagreement on a note or the online form and give it to the teacher instead of arguing aloud in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each disagreement during class, 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 goal430 characters
- By the annual IEP review date, when the student disagrees with a correction, a grade, or a rule during class, the student will independently write the disagreement on a note or the online form and give it to the teacher instead of arguing aloud in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each disagreement during class, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student disagrees with a correction, a grade, or a rule during class
- Behavior
- The student will independently write the disagreement on a note or the online form and give it to the teacher instead of arguing aloud
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each disagreement during class, 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 disagreement during class, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student disagrees with a correction, a grade, or a rule during class, the student will independently write the disagreement on a note or the online form and give it to the teacher instead of arguing aloud in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each disagreement during class, 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.