Ask for missing materials instead of waiting or going without
When to use this goal
For students who sit without a pencil, book, or worksheet rather than asking, or who wander or take items from peers. Base the choice on observation at the start of work periods. Pairs with organization goals if the student frequently loses materials.
- Baseline
- For several days, note each time the student begins a work period without a needed material and what happens: asks, waits, takes from a peer, wanders, or an adult notices. Time how long the student sits without the material; this shows how much work time is lost.
- Tips
- An opportunity begins when a needed material is missing (verified by the observer). Score correct when the student asks within 1 minute, naming the item. Taking an item from a shared supply without asking, if that is the class routine, is also correct; record it separately. Provide the material right away without comment.
- Limits
- Adults often hand out materials before the student can ask, so planned probes are needed. Does not address why materials are missing (see organization goals). Some students will ask for materials as a way to leave their seat; keep the response simple and brief.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-017.
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Goal
By the annual IEP review date, at the start of a work period when they are missing a needed material (such as pencil, paper, book, glue), the student will ask an adult or peer for the missing material by naming it (such as "I need a pencil," "Can I have the blue paper?") 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 at the start of work periods.
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 goal470 characters
- By the annual IEP review date, at the start of a work period when they are missing a needed material (such as pencil, paper, book, glue), the student will ask an adult or peer for the missing material by naming it (such as "I need a pencil," "Can I have the blue paper?") 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 at the start of work periods.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a work period when they are missing a needed material (such as pencil, paper, book, glue)
- Behavior
- The student will ask an adult or peer for the missing material by naming it (such as "I need a pencil," "Can I have the blue paper?") 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 at the start of work periods
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 at the start of work periods
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the start of a work period when they are missing a needed material (such as pencil, paper, book, glue), the student will ask an adult or peer for the missing material by naming it (such as "I need a pencil," "Can I have the blue paper?") 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 at the start of work periods.
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.