Tally own hand raises during a lesson
When to use this goal
For young students who are learning to raise a hand and wait during group lessons and who can make tally marks or move a counter. Fits students whose present levels show some hand raising that a self-count could build on. Present levels decide the target count.
- Baseline
- Count hand raises followed by waiting across five lessons without the tally card. Then try the card for two lessons and compare the student's tallies with your count to see whether counting is accurate enough to rely on.
- Tips
- Count a hand raise when the hand goes up and the student waits to be called on or for the question to pass. A raise followed by calling out does not count. Make sure the lesson has real chances to answer; a lecture with no questions makes the count meaningless.
- Limits
- The count depends on how many questions the teacher asks; keep lesson format steady. Tallying can distract some students from the lesson itself; switch to a bead counter if writing slows them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-022.
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Goal
By the annual IEP review date, during a 20-minute whole-group lesson with a tally card taped to the desk, the student will raise a hand and wait to be called on before speaking while tallying each hand raise on a desk card at least 4 times per 20-minute whole-group lesson, on 4 of 5 observed lessons, as measured by frequency recording collected three times per week.
Baseline: 1 times per 20-minute whole-group lesson.
- 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 Self-Monitoring.
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 - Self-Monitoring
- Baseline
- 1 times per 20-minute whole-group lesson.
- Annual goal368 characters
- By the annual IEP review date, during a 20-minute whole-group lesson with a tally card taped to the desk, the student will raise a hand and wait to be called on before speaking while tallying each hand raise on a desk card at least 4 times per 20-minute whole-group lesson, on 4 of 5 observed lessons, as measured by frequency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute whole-group lesson with a tally card taped to the desk
- Behavior
- The student will raise a hand and wait to be called on before speaking while tallying each hand raise on a desk card
- Criteria
- At least 4 times per 20-minute whole-group lesson, on 4 of 5 observed lessons
- Evaluation method
- Frequency recording
- Schedule
- Three times per week
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:
- at least 4 times per 20-minute whole-group lesson
- Mastery rule:
- on 4 of 5 observed lessons
- Collection schedule:
- three times per week
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute whole-group lesson with a tally card taped to the desk, the student will raise a hand and wait to be called on before speaking while tallying each hand raise on a desk card at least 4 times per 20-minute whole-group lesson, on 4 of 5 observed lessons, as measured by frequency recording collected three times per week.
| 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 20-minute whole-group lesson.
- 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.