Ask for a worked example before starting a new task type
When to use this goal
For students who struggle with new task formats and either wait for the teacher to notice or produce work that misses the format entirely. Base the choice on work samples on new task types. A good fit for students who do well once they have seen one example.
- Baseline
- Across one or two weeks, note each new task type and whether the student asked for a model, started without one, or waited. Compare the quality of work when a model was given with work done without one to confirm that examples help this student.
- Tips
- An opportunity is a new or unfamiliar task type (planned or natural). Score correct when the student requests an example before beginning or within the first 2 minutes. Any mode counts. Teachers should provide the example promptly and briefly. This is a self-advocacy strategy, not a sign the student cannot work independently.
- Limits
- Opportunities are uneven across weeks; planned probes keep the sample fixed. Teachers who always provide examples remove the need to ask, which is fine instructionally but gives no data for this goal. Does not measure the quality of the completed work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-016.
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Goal
By the annual IEP review date, when assigned a task type they have not done before or have not done in several weeks, the student will ask the teacher to show an example or model the first item before they begin (such as "Can you show me one first?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus observed new tasks.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal438 characters
- By the annual IEP review date, when assigned a task type they have not done before or have not done in several weeks, the student will ask the teacher to show an example or model the first item before they begin (such as "Can you show me one first?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus observed new tasks.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a task type they have not done before or have not done in several weeks
- Behavior
- The student will ask the teacher to show an example or model the first item before they begin (such as "Can you show me one first?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly through planned probes plus observed new tasks
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 weeks
- Collection schedule:
- weekly through planned probes plus observed new tasks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when assigned a task type they have not done before or have not done in several weeks, the student will ask the teacher to show an example or model the first item before they begin (such as "Can you show me one first?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus observed new tasks.
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.