Ask an employee or supervisor for help in a community or work setting
When to use this goal
For transition-age students who ask for help at school but not from unfamiliar adults in stores, offices, or work sites. Base the choice on community-based instruction data. For students using speech, a card, or a device.
- Baseline
- During 2 or 3 community or work sessions, set up natural needs (an item not on the shelf, a missing supply) and record whether the student asks an employee, asks the job coach, searches alone, or stops. Note whether the student can identify who works there.
- Tips
- An opportunity is a need that the student cannot meet alone in the setting. Score correct when the student approaches an employee or supervisor, gets their attention, and states the need within 2 minutes, in any mode. Staff should stand back so the student has the chance to ask. Teach how to identify employees (uniforms, name tags, counters) as part of instruction.
- Limits
- Community sessions are infrequent, so data accumulate slowly; keep each session's opportunities consistent. Employee responses vary and are outside the student's control. Safety planning (who is safe to ask) belongs in community safety goals and should be in place first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during community-based instruction when they cannot find an item, a location, or a price, the student will ask an employee or supervisor for help by getting their attention and stating what they need (such as "Excuse me, where is the bread?", "I'm out of boxes, where do I get more?") independently in at least 3 of 4 opportunities, across 3 consecutive community or work sessions, as measured by opportunity-by-opportunity data collected each community-based instruction or work-based learning session.
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 goal534 characters
- By the annual IEP review date, during community-based instruction when they cannot find an item, a location, or a price, the student will ask an employee or supervisor for help by getting their attention and stating what they need (such as "Excuse me, where is the bread?", "I'm out of boxes, where do I get more?") independently in at least 3 of 4 opportunities, across 3 consecutive community or work sessions, as measured by opportunity-by-opportunity data collected each community-based instruction or work-based learning session.
- Timeframe
- By the annual IEP review date
- Condition
- During community-based instruction when they cannot find an item, a location, or a price
- Behavior
- The student will ask an employee or supervisor for help by getting their attention and stating what they need (such as "Excuse me, where is the bread?", "I'm out of boxes, where do I get more?") independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive community or work sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each community-based instruction or work-based learning session
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 3 consecutive community or work sessions
- Collection schedule:
- each community-based instruction or work-based learning session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during community-based instruction when they cannot find an item, a location, or a price, the student will ask an employee or supervisor for help by getting their attention and stating what they need (such as "Excuse me, where is the bread?", "I'm out of boxes, where do I get more?") independently in at least 3 of 4 opportunities, across 3 consecutive community or work sessions, as measured by opportunity-by-opportunity data collected each community-based instruction or work-based learning session.
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.