Message a teacher through the learning platform
When to use this goal
For older students in online or hybrid courses who get stuck on an assignment and wait days instead of messaging the teacher. Present levels in writing a clear question decide fit.
- Baseline
- Ask the online teacher to log times the student was stuck (missed work, help ticket, check-in) and whether a message came that day. Count a message only if it names the assignment and the problem.
- Tips
- Online courses depend on students reaching out. Pairs with requesting help goals. A saved template lowers the barrier.
- Limits
- Being stuck is hard to see from outside; rely on teacher logs and check-ins. The goal does not measure whether the help fixed the problem.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-029.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the student is stuck on an online assignment or cannot open a file, during online course work, the student will send a same-day message through the platform that names the assignment, the exact problem and what they already tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected 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 Digital Literacy & Online Safety.
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
- Science, Social Studies & Digital Literacy - Digital Literacy & Online Safety
- Baseline
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, when the student is stuck on an online assignment or cannot open a file, during online course work, the student will send a same-day message through the platform that names the assignment, the exact problem and what they already tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student is stuck on an online assignment or cannot open a file, during online course work
- Behavior
- The student will send a same-day message through the platform that names the assignment, the exact problem and what they already tried independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student is stuck on an online assignment or cannot open a file, during online course work, the student will send a same-day message through the platform that names the assignment, the exact problem and what they already tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected 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.