Request a fresh copy instead of tearing work
When to use this goal
For students who tear up, crumple, or scribble over their work after a mistake, and whose FBA points to escape from the flawed product. Fit depends on the FBA and ABC data, not grade. Spare copies must be available.
- Baseline
- Record five mistake moments: did the student ask, tear up the work, or keep going? Note the type of task; some students only react to writing.
- Tips
- Always give the fresh copy at first. Later, offer an eraser or a correction strip as a first choice. Praise the request, not just the finished work. Pair with bh-rep-053 if the plan counts destroyed work.
- Limits
- Endless restarts can happen; set a sensible limit later. The goal does not address fear of mistakes directly, which may need counseling support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-052.
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Goal
By the annual IEP review date, during independent writing or drawing work after the student makes a mistake, the student will ask for a fresh copy ("can I start over?" or the redo card) before tearing or crumpling the work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each mistake episode, summarized weekly.
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. 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
- 1 of 5 opportunities.
- Annual goal412 characters
- By the annual IEP review date, during independent writing or drawing work after the student makes a mistake, the student will ask for a fresh copy ("can I start over?" or the redo card) before tearing or crumpling the work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each mistake episode, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent writing or drawing work after the student makes a mistake
- Behavior
- The student will ask for a fresh copy ("can I start over?" or the redo card) before tearing or crumpling the work independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each mistake episode, 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 3 consecutive weekly data summaries
- Collection schedule:
- each mistake episode, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent writing or drawing work after the student makes a mistake, the student will ask for a fresh copy ("can I start over?" or the redo card) before tearing or crumpling the work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each mistake episode, 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.