Answer a denied request with a taught reply
When to use this goal
For students who argue, walk out, or repeat the request many times after hearing no or not now. Fits students who can use a short spoken, written, or device reply. Present levels, not grade, decide fit.
- Baseline
- For two weeks, log each no or not now, the request, what the student said or did next, and whether it grew into an argument. Look for patterns by adult and time of day; a few adults or requests may account for most of the problems.
- Tips
- Write the reply with the student so it sounds like them; accept speech, writing, sign, or a device message. Score as met when the student uses the reply or a close version and picks an alternative or moves on. Adults should give the reason for a no when they can, and say yes later when the answer can change.
- Limits
- The goal does not ask the student to agree with every no; a calm question or a request to talk later is a fair response. It does not measure whether the no was reasonable. If most denied requests are for breaks, review the break plan first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-074.
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Goal
By the annual IEP review date, when an adult says no or not now to a request (such as a pass, phone time, a seat change, or leaving early), the student will use their taught reply (such as "Okay, can I ask again later?" or "Okay, what can I do instead?") and choose an available alternative independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily as requests occur, summarized weekly.
Baseline: 2 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 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
- 2 of 5 opportunities.
- Annual goal454 characters
- By the annual IEP review date, when an adult says no or not now to a request (such as a pass, phone time, a seat change, or leaving early), the student will use their taught reply (such as "Okay, can I ask again later?" or "Okay, what can I do instead?") and choose an available alternative independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily as requests occur, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult says no or not now to a request (such as a pass, phone time, a seat change, or leaving early)
- Behavior
- The student will use their taught reply (such as "Okay, can I ask again later?" or "Okay, what can I do instead?") and choose an available alternative independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily as requests occur, summarized weekly
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 weeks
- Collection schedule:
- daily as requests occur, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when an adult says no or not now to a request (such as a pass, phone time, a seat change, or leaving early), the student will use their taught reply (such as "Okay, can I ask again later?" or "Okay, what can I do instead?") and choose an available alternative independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily as requests occur, summarized weekly.
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.