Ask a question during whole-class instruction
When to use this goal
For students who ask for help one-on-one but never in front of the class, so confusion during lessons goes unaddressed until independent work. Base the choice on observation across lesson formats. Written questions (exit tickets, chat, a question box) count for students who do not speak up in groups.
- Baseline
- Tally questions asked during 3 or more whole-class lessons, including written questions, and compare with questions asked one-on-one during the same week. Ask the student what makes asking in class hard (worry about peers, not knowing how to word it, not noticing the pause).
- Tips
- Count a question when the student asks the teacher about the content or directions during the lesson, in any mode. One question per lesson is a meaningful target; more is not necessarily better. Teachers should answer every question respectfully and build in planned pauses. Do not count questions that are really requests to leave or comments.
- Limits
- Lesson format strongly affects opportunity; record whether the lesson included planned pauses. A written channel makes the count more reliable but requires the teacher to check it. Does not measure whether the question resolved the confusion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-019.
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Goal
By the annual IEP review date, during a 30-minute whole-class lesson that introduces new content, the student will ask the teacher a question about the content or directions (spoken, written on a question slip, or typed) independently at least 1 time per 30-minute whole-class lesson, on 4 of 5 consecutive observed lessons, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 30-minute whole-class lesson.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per 30-minute whole-class lesson.
- Annual goal383 characters
- By the annual IEP review date, during a 30-minute whole-class lesson that introduces new content, the student will ask the teacher a question about the content or directions (spoken, written on a question slip, or typed) independently at least 1 time per 30-minute whole-class lesson, on 4 of 5 consecutive observed lessons, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute whole-class lesson that introduces new content
- Behavior
- The student will ask the teacher a question about the content or directions (spoken, written on a question slip, or typed) independently
- Criteria
- At least 1 time per 30-minute whole-class lesson, on 4 of 5 consecutive observed lessons
- Evaluation method
- Frequency recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 1 time per 30-minute whole-class lesson
- Mastery rule:
- on 4 of 5 consecutive observed lessons
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute whole-class lesson that introduces new content, the student will ask the teacher a question about the content or directions (spoken, written on a question slip, or typed) independently at least 1 time per 30-minute whole-class lesson, on 4 of 5 consecutive observed lessons, as measured by frequency recording collected twice weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-minute whole-class lesson.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.