Self-monitor comments during class discussion
When to use this goal
For upper elementary students who call out often in discussions and want to change it. Base the choice on event counts. The student tallies held comments and comments without a turn on a card, and an adult checks the tally against their own count.
- Baseline
- Count comments without a turn in the same discussion block for 5 days. Show the student the data and set the target together. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it. Look at when and why the impulsive response happens (excitement, wanting a turn, wanting to be first, avoiding a wait) and adjust the setting too: shorter waits, more turns, and quick acknowledgment of the student's ideas.
- Tips
- The tally card counts held comments, the replacement; the adult counts comments without a turn. Match counts twice a week and praise honest tallies. Make sure the student gets real turns.
- Limits
- Self-tallies are only as accurate as the matching checks. Hand raising itself is a classroom-expectations goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-016.
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Goal
By the annual IEP review date, during a 30-minute class discussion, with a tally card on the desk, the student will reduce making comments without a turn (speaking while another person has the floor, as defined in their plan) to no more than 3 times per 30-minute discussion, using a tally card to mark each comment held for a turn, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, with an adult tally match twice weekly.
Baseline: 10 times per 30-minute discussion.
- 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 Impulse Control & Inhibition.
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
- Executive Function - Impulse Control & Inhibition
- Baseline
- 10 times per 30-minute discussion.
- Annual goal459 characters
- By the annual IEP review date, during a 30-minute class discussion, with a tally card on the desk, the student will reduce making comments without a turn (speaking while another person has the floor, as defined in their plan) to no more than 3 times per 30-minute discussion, using a tally card to mark each comment held for a turn, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, with an adult tally match twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute class discussion, with a tally card on the desk
- Behavior
- The student will reduce making comments without a turn (speaking while another person has the floor, as defined in their plan), using a tally card to mark each comment held for a turn
- Criteria
- No more than 3 times per 30-minute discussion, on 4 of 5 consecutive school days
- Evaluation method
- Frequency recording
- Schedule
- Daily, with an adult tally match twice weekly
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:
- no more than 3 times per 30-minute discussion
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily, with an adult tally match twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute class discussion, with a tally card on the desk, the student will reduce making comments without a turn (speaking while another person has the floor, as defined in their plan) to no more than 3 times per 30-minute discussion, using a tally card to mark each comment held for a turn, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, with an adult tally match twice weekly.
| 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 discussion.
- 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.