Request a counselor visit with a request slip
When to use this goal
For students who could use the school counselor but do not ask, or who leave class without permission to find the counselor. Present levels in writing or choosing on a form and in following a school procedure decide fit. The counselor's process sets the steps.
- Baseline
- Use 3 to 5 planned practice requests plus any real ones. Count correct if the slip had the needed information and reached the box. The counselor tells the teacher when slips arrive, without sharing content.
- Tips
- Teach that urgent worries go straight to an adult; slips are for things that can wait. Keep request content private. Students who use AAC can have a picture slip or a device page with the same choices.
- Limits
- The number of real requests is not a target; a student who has nothing to discuss is fine. Data mostly come from practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-022.
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Goal
By the annual IEP review date, when the student wants to talk to the counselor about something that is not urgent, with request slips and a drop box in the classroom, the student will fill out a counselor request slip and put it in the drop box independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each request or planned practice, summarized each grading period.
Baseline: 0 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 0 of 5 opportunities.
- Annual goal443 characters
- By the annual IEP review date, when the student wants to talk to the counselor about something that is not urgent, with request slips and a drop box in the classroom, the student will fill out a counselor request slip and put it in the drop box independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each request or planned practice, summarized each grading period.
- Timeframe
- By the annual IEP review date
- Condition
- When the student wants to talk to the counselor about something that is not urgent, with request slips and a drop box in the classroom
- Behavior
- The student will fill out a counselor request slip and put it in the drop box independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- At each request or planned practice, summarized each grading period
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 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- at each request or planned practice, summarized each grading period
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student wants to talk to the counselor about something that is not urgent, with request slips and a drop box in the classroom, the student will fill out a counselor request slip and put it in the drop box independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each request or planned practice, summarized each grading period.
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.