Ask privately for personal care help
When to use this goal
For students who need some help with personal care (a stuck zipper, a period, a spill) but either say nothing or ask loudly in front of peers. Present levels in communication and the student's AAC system decide fit. The goal is a private request in the student's mode.
- Baseline
- Combine real needs and 3 or 4 planned practice scenarios. Record whether the student made a request, to whom, and whether it was private. Count a request to any approved staff member as correct.
- Tips
- Let the student choose the staff members and the wording. Program a discreet message on the AAC device (for example, a button labeled "I need a private word"). Staff must respond quietly and quickly so the request is worth making.
- Limits
- Real needs are irregular; practice scenarios fill the gaps but may not show real use. Does not teach the care skill itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-048.
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Goal
By the annual IEP review date, when the student needs help with clothing, hygiene, or supplies during the school day, the student will make a private request for personal care help to a chosen staff member using speech, a card, or an AAC device independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at each real or practice opportunity, summarized monthly.
Baseline: 1 of 6 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 Daily Living 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 - Daily Living Skills
- Baseline
- 1 of 6 opportunities.
- Annual goal429 characters
- By the annual IEP review date, when the student needs help with clothing, hygiene, or supplies during the school day, the student will make a private request for personal care help to a chosen staff member using speech, a card, or an AAC device independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at each real or practice opportunity, summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student needs help with clothing, hygiene, or supplies during the school day
- Behavior
- The student will make a private request for personal care help to a chosen staff member using speech, a card, or an AAC device independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive data periods
- Evaluation method
- Direct observation
- Schedule
- At each real or practice opportunity, summarized monthly
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive data periods
- Collection schedule:
- at each real or practice opportunity, summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student needs help with clothing, hygiene, or supplies during the school day, the student will make a private request for personal care help to a chosen staff member using speech, a card, or an AAC device independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at each real or practice opportunity, summarized monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.