Request help with a functional task using any communication mode
Live goal preview
By the annual IEP review date, with access to their communication device or system when they need adult help with a task during snack, arrival, or art (e.g., a closed container, a material out of reach), the student will request help by selecting HELP on their communication device, signing HELP, handing a help card to an adult, or saying "help" independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and arrival routines.
Baseline: 1 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Requesting Help.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who are building early functional communication and currently get help by crying, leaving, or waiting for an adult to notice. Present levels, the student's communication system, and SLP input, not grade, decide fit.
- Baseline considerations
- Set up 10 planned opportunities across routines and record the student's response: independent request, request after a pause, request after a model, or other behavior (reaching, crying, leaving, waiting). Confirm with the SLP that HELP is accessible on the device and the student can reach it.
- Usage notes
- Score each planned or natural opportunity as independent, after a pause, after a model, or not demonstrated. All modes count equally. Give help immediately after any request. Adults should model HELP on the device throughout the day (aided language input), not only during data trials. Write this goal with the SLP.
- Known limitations
- Planned opportunities can become predictable; vary materials and settings. The goal measures one communicative function; plan other functions (requesting items, protesting, commenting) as separate goals.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-rh-005.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack and arrival routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, with access to their communication device or system when they need adult help with a task during snack, arrival, or art (e.g., a closed container, a material out of reach), the student will request help by selecting HELP on their communication device, signing HELP, handing a help card to an adult, or saying "help" independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and arrival routines.
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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.