Send a written help request about an assignment
Live goal preview
By the annual IEP review date, when an assignment is missing, unclear, or not started by the day before it is due, the student will send a written help request by email or learning management system message that names the assignment and asks a specific question independently in at least 3 of 4 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing sent messages and the gradebook with the student.
Baseline: 0 of 4 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 have access to email or a learning management system and fall behind because they don't contact teachers outside class time. Present levels, typing or AAC access, and current missing-work data, not grade, decide fit.
- Baseline considerations
- Review the last month's gradebook and absences with the student to count opportunities (missing, unclear, or missed assignments) and check sent messages for any requests. Interview the student about barriers (not knowing how, worry about bothering the teacher, typing access).
- Usage notes
- An opportunity is an assignment that meets the condition. Score correct when a message reaches the teacher by the end of the next school day and includes the assignment name plus a specific question. Review sent messages together with the student, with their permission. Let teachers know to reply, since replies reinforce the habit.
- Known limitations
- Depends on reliable technology access and teacher response. Opportunities may be uneven across months; use a fixed sample (e.g., the first 4 qualifying assignments each month). Does not measure whether the work was later completed (see assignment completion goals).
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-rh-006.
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive monthly reviews
- Collection schedule:
- weekly by reviewing sent messages and the gradebook with the student
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an assignment is missing, unclear, or not started by the day before it is due, the student will send a written help request by email or learning management system message that names the assignment and asks a specific question independently in at least 3 of 4 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing sent messages and the gradebook with the student.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.