Try one listed strategy before asking the teacher for help
When to use this goal
For students who ask for help immediately on every item, before reading directions or checking the example, so that help requests crowd out independent work. Base the choice on work samples and a tally of requests per period. Confirm the work is at the student's instructional level first.
- Baseline
- Tally help requests during several independent work periods and, for each, note whether any strategy was visible first (rereading, looking at the example, asking a peer). Compare requests on familiar tasks with requests on new task types. Check error rates on the work to confirm the level is right.
- Tips
- Each moment the student is about to ask for help (hand up, help card, approaching the teacher) is an opportunity. Score correct when a listed strategy was used first, as shown by observation or the marked strategy card. Still help promptly when the student asks after trying; the goal is not to make help harder to get. Keep the list short (3 or 4 strategies) and taught.
- Limits
- Strategy use can be hard to see; a self-marked card helps but relies on honesty. Students with reading difficulties may not benefit from rereading directions; choose strategies that fit the student. Not appropriate when the student rarely asks for help at all (see se-rh-001).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-009.
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Goal
By the annual IEP review date, during independent work when they reach an item they are unsure about, the student will use one strategy from their "before I ask" list (reread the directions, check the example, look at a completed item, ask a peer) and then ask the teacher if still stuck independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.
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 Requesting Help.
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 - Requesting Help
- Baseline
- 1 of 5 opportunities.
- Annual goal481 characters
- By the annual IEP review date, during independent work when they reach an item they are unsure about, the student will use one strategy from their "before I ask" list (reread the directions, check the example, look at a completed item, ask a peer) and then ask the teacher if still stuck independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work when they reach an item they are unsure about
- Behavior
- The student will use one strategy from their "before I ask" list (reread the directions, check the example, look at a completed item, ask a peer) and then ask the teacher if still stuck independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times per week during independent work
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:
- three times per week during independent work
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent work when they reach an item they are unsure about, the student will use one strategy from their "before I ask" list (reread the directions, check the example, look at a completed item, ask a peer) and then ask the teacher if still stuck independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.
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.