Ask an employee for help in a store or public place
When to use this goal
For students who wander or give up when they cannot find an item, the restroom, or the exit, rather than asking someone who works there. Use present levels in communication and in identifying helpers (fn-cs-006) to decide the response mode.
- Baseline
- Plan 5 opportunities across 2 outings (an item not on the shelf, a restroom to find). Record whether the student asked without a prompt, whom they asked (employee or any person), and whether they followed the answer.
- Tips
- Teach the employee cues (uniform, name tag, behind the counter) first. Students who use AAC can show a programmed request. Build the opportunity into the outing on purpose, because real needs are unpredictable.
- Limits
- Employees respond differently; a brusque answer can discourage the student, so debrief. Planned opportunities are easier than real confusion in a crowded place.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-016.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a community-based instruction outing, when the student cannot find an item, the restroom, or the exit, the student will approach an employee and ask for the help needed independently in 5 of 5 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, with planned opportunities built in.
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. Direct observation 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal372 characters
- By the annual IEP review date, during a community-based instruction outing, when the student cannot find an item, the restroom, or the exit, the student will approach an employee and ask for the help needed independently in 5 of 5 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, with planned opportunities built in.
- Timeframe
- By the annual IEP review date
- Condition
- During a community-based instruction outing, when the student cannot find an item, the restroom, or the exit
- Behavior
- The student will approach an employee and ask for the help needed independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive outings
- Evaluation method
- Direct observation
- Schedule
- At each outing, with planned opportunities built in
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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive outings
- Collection schedule:
- at each outing, with planned opportunities built in
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community-based instruction outing, when the student cannot find an item, the restroom, or the exit, the student will approach an employee and ask for the help needed independently in 5 of 5 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, with planned opportunities built in.
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.