Ask before taking or using someone else's item
When to use this goal
For students who take peers' materials or use shared equipment without asking, which leads to conflict. Base the choice on observation of conflicts over materials. The request can be spoken, signed, or on a device.
- Baseline
- Observe group work and centers for several sessions and record each time the student wants an item in a peer's use: asks and waits, takes it, or grabs then asks. Set up 3 planned opportunities with a peer partner to confirm the pattern. Note how peers currently react.
- Tips
- An opportunity begins when the student reaches toward or moves to an item someone else has. Score correct when the student asks before touching it and waits for the answer, in any mode. A "no" from the peer is a valid outcome; the student's response to a refusal is scored under se-sa-017 if that goal is also in place. Coach peers to answer clearly.
- Limits
- Fast grabs can happen before observers see the reach; planned practice gives cleaner data. Peers who always say no make the skill unrewarding; set up practice where yes is likely. Does not measure returning items unless the second behavior option is chosen.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-021.
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Goal
By the annual IEP review date, when they want an item that belongs to a peer or is in a peer's use, the student will ask the owner or user for the item before touching it (such as "Can I use that when you're done?") and wait for the answer independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during group work and centers.
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. Opportunity (trial) recording 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 Functional Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, when they want an item that belongs to a peer or is in a peer's use, the student will ask the owner or user for the item before touching it (such as "Can I use that when you're done?") and wait for the answer independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during group work and centers.
- Timeframe
- By the annual IEP review date
- Condition
- When they want an item that belongs to a peer or is in a peer's use
- Behavior
- The student will ask the owner or user for the item before touching it (such as "Can I use that when you're done?") and wait for the answer independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly during group work and centers
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 3 consecutive data collection days
- Collection schedule:
- twice weekly during group work and centers
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they want an item that belongs to a peer or is in a peer's use, the student will ask the owner or user for the item before touching it (such as "Can I use that when you're done?") and wait for the answer independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during group work and centers.
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.