Reduce call-outs while tallying them privately
When to use this goal
For students whose present levels show frequent calling out during lessons and who can make an honest tally mark. Write it next to a hand-raising goal so the student is counting a behavior being replaced, not only one being removed.
- Baseline
- Count call-outs across five lessons without the card. Then run two lessons with the card and compare the student's tally with yours; agreement within two counts is close enough to use the card as data.
- Tips
- Define a call-out in one line on the card (talking about the lesson without being called on). Review the tally with the student at the end of the lesson and praise accurate counting even on high days. Keep a matching goal for raising a hand and waiting.
- Limits
- Self-recording often lowers the behavior at first and then drifts; keep reviewing the card. Call-outs depend on lesson style; keep observation lessons similar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-030.
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Goal
By the annual IEP review date, during a 30-minute whole-group lesson with a private tally card on the desk, the student will reduce calling out answers or comments before being called on to no more than 3 times per 30-minute whole-group lesson, while tallying each call-out on a private card, on 4 of 5 observed lessons, as measured by frequency recording collected three times per week.
Baseline: 9 times per 30-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
- 9 times per 30-minute whole-group lesson.
- Annual goal387 characters
- By the annual IEP review date, during a 30-minute whole-group lesson with a private tally card on the desk, the student will reduce calling out answers or comments before being called on to no more than 3 times per 30-minute whole-group lesson, while tallying each call-out on a private card, 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 30-minute whole-group lesson with a private tally card on the desk
- Behavior
- The student will reduce calling out answers or comments before being called on, while tallying each call-out on a private card
- Criteria
- No more than 3 times per 30-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:
- no more than 3 times per 30-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 30-minute whole-group lesson with a private tally card on the desk, the student will reduce calling out answers or comments before being called on to no more than 3 times per 30-minute whole-group lesson, while tallying each call-out on a private card, 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 30-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.