Attend a help session when a grade or assignment is at risk
When to use this goal
For high school students with access to office hours, tutoring, a resource period, or a learning center who do not use them even when failing. Base the choice on gradebook data and the student's schedule. Pair with se-rh-006 if the student also needs to contact teachers in writing.
- Baseline
- Review the last grading period for triggers (grade drops, late work, failed tests) and count how many were followed by a help session visit, using sign-in sheets or teacher confirmation. Ask the student what gets in the way (schedule, transportation, not knowing what to ask, embarrassment).
- Tips
- An opportunity is a trigger identified at the weekly review. Score correct when the student attends a help session within one week and asks about the relevant class, confirmed by the staff member. Agree on the grade threshold with the student so the trigger is not a surprise. Make the first few visits low-stakes by arranging for the staff member to expect the student.
- Limits
- Depends on help sessions existing at times the student can attend; transportation and jobs can block attendance. Attendance does not guarantee the help was useful; the staff member's confirmation that the student asked about the class is the minimum. Opportunities vary by grading period, so use a fixed sample.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late, the student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during grade reviews, confirmed with sign-in sheets or staff.
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. 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
- 0 of 4 opportunities.
- Annual goal537 characters
- By the annual IEP review date, when their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late, the student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during grade reviews, confirmed with sign-in sheets or staff.
- Timeframe
- By the annual IEP review date
- Condition
- When their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late
- Behavior
- The student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during grade reviews, confirmed with sign-in sheets or staff
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 grading periods
- Collection schedule:
- weekly during grade reviews, confirmed with sign-in sheets or staff
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late, the student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during grade reviews, confirmed with sign-in sheets or staff.
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.