Use a check-in pass to ask for the counselor
When to use this goal
For young students who show distress (crying, hiding, stomachaches) but do not tell anyone they want to talk. Base the choice on teacher reports and counselor notes. The pass gives a quiet, non-verbal way to ask.
- Baseline
- For two weeks, the teacher logs times the student shows distress and whether the student asked anyone for help. Introduce the pass with a counselor visit so the student knows where it leads. Agree with the family on how the student shows worry at home.
- Tips
- An opportunity is a time when the student shows distress or reports worry. Honor every use of the pass quickly, even if only for a short check-in; delays teach the student that asking does not work. Using the pass more than expected is fine at first.
- Limits
- Opportunities depend on adults noticing distress, so some are missed. The goal does not measure what happens in the check-in. Any report of harm follows the school's reporting procedures, not this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-063.
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Goal
By the annual IEP review date, when they are upset or worried and want to talk with the counselor, with a check-in pass or picture card kept at their desk, the student will hand the check-in pass to the teacher or point to the counselor picture to ask for a counseling check-in independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly through teacher and counselor logs.
Baseline: 0 of 4 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 Emotional Regulation.
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 - Emotional Regulation
- Baseline
- 0 of 4 opportunities.
- Annual goal441 characters
- By the annual IEP review date, when they are upset or worried and want to talk with the counselor, with a check-in pass or picture card kept at their desk, the student will hand the check-in pass to the teacher or point to the counselor picture to ask for a counseling check-in independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly through teacher and counselor logs.
- Timeframe
- By the annual IEP review date
- Condition
- When they are upset or worried and want to talk with the counselor, with a check-in pass or picture card kept at their desk
- Behavior
- The student will hand the check-in pass to the teacher or point to the counselor picture to ask for a counseling check-in independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Weekly through teacher and counselor logs
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- weekly through teacher and counselor logs
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they are upset or worried and want to talk with the counselor, with a check-in pass or picture card kept at their desk, the student will hand the check-in pass to the teacher or point to the counselor picture to ask for a counseling check-in independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly through teacher and counselor logs.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.