Ask for help on a long-term assignment before the due date
When to use this goal
For students who ask for help on projects and essays only after they are late, if at all. Base the choice on gradebook data and planner use. Pairs with planning goals that break long assignments into steps.
- Baseline
- List the last grading period's long-term assignments and, for each, record whether the student asked for help, when (before or after the due date), and the outcome. Ask the student when they usually realize they need help on a long assignment.
- Tips
- An opportunity is a long-term assignment with at least one week between assignment and due date. Score correct when a specific help request reaches a teacher or case manager at least 2 school days before the due date, in any mode. Write the "ask by" date in the planner together when the assignment is given. Teachers should respond within a day so the request leads somewhere.
- Limits
- Opportunities depend on how many long-term assignments are given; a fixed sample per grading period keeps data comparable. Asking early does not ensure completion; pair with an assignment completion goal. Students who do not record assignments will miss opportunities for reasons unrelated to help seeking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-020.
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Goal
By the annual IEP review date, when a long-term assignment (project, essay, lab report) is assigned with a due date at least one week away, the student will ask the teacher or case manager for help with a specific part of the assignment at least 2 school days before the due date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with teachers.
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 goal477 characters
- By the annual IEP review date, when a long-term assignment (project, essay, lab report) is assigned with a due date at least one week away, the student will ask the teacher or case manager for help with a specific part of the assignment at least 2 school days before the due date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with teachers.
- Timeframe
- By the annual IEP review date
- Condition
- When a long-term assignment (project, essay, lab report) is assigned with a due date at least one week away
- Behavior
- The student will ask the teacher or case manager for help with a specific part of the assignment at least 2 school days before the due date independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during planner checks, confirmed with teachers
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 2 consecutive grading periods
- Collection schedule:
- weekly during planner checks, confirmed with teachers
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a long-term assignment (project, essay, lab report) is assigned with a due date at least one week away, the student will ask the teacher or case manager for help with a specific part of the assignment at least 2 school days before the due date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with teachers.
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.