Complete a help exchange from getting attention to resuming work
When to use this goal
For students who get help in disruptive ways (calling out, interrupting, following the teacher) or who leave the exchange before the help is actually given. Base the choice on observation of current help exchanges. Steps can be adapted for AAC users and students who use a help card.
- Baseline
- Observe 3 or more help exchanges and score each step. Note where the routine breaks: calling out instead of signaling, leaving while waiting, or not returning to the task. Decide which steps are needed for this student and remove any that do not apply.
- Tips
- Score each step as independent, prompted, or not completed. Waiting does not require stillness; working on another item, fidgeting, or looking around all count as waiting. For AAC users, the signal and the help request can both be device messages. Keep adult response times short while the routine is new.
- Limits
- Long adult response times make the waiting step unfair; record response time alongside the checklist. The checklist measures the routine, not whether the help was useful. Not needed for students who already request help smoothly but rarely (see se-rh-001).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-018.
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Goal
By the annual IEP review date, when they need help from an adult during independent or small-group work, the student will complete the steps of their help routine with no adult reminder beforehand, performing at least 5 of 6 steps independently, across 3 consecutive observed exchanges, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal351 characters
- By the annual IEP review date, when they need help from an adult during independent or small-group work, the student will complete the steps of their help routine with no adult reminder beforehand, performing at least 5 of 6 steps independently, across 3 consecutive observed exchanges, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they need help from an adult during independent or small-group work
- Behavior
- The student will complete the steps of their help routine with no adult reminder beforehand
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive observed exchanges
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive observed exchanges
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they need help from an adult during independent or small-group work, the student will complete the steps of their help routine with no adult reminder beforehand, performing at least 5 of 6 steps independently, across 3 consecutive observed exchanges, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Uses the class help signal (raises hand, places the help card, or selects HELP) instead of calling out | ||||||||
| 2. Waits for the adult to come or respond, continuing another item or waiting quietly | ||||||||
| 3. States what they need help with | ||||||||
| 4. Listens to or watches the help without walking away | ||||||||
| 5. Says or signals thanks or acknowledgment | ||||||||
| 6. Returns to the task within 1 minute | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.