Ask a substitute or new adult for help using the class help signal
When to use this goal
For students who ask familiar adults for help but go silent, wander, or shut down on substitute days. Base the choice on substitute-day reports. The class help signal (hand, card, device) stays the same; only the adult changes.
- Baseline
- Compare help requests on familiar-adult days with substitute days from staff notes. Run 2 planned probes with an unfamiliar staff member and record whether the student used the signal, asked a peer, waited, or stopped working. Ask the student what is different when a new adult is there.
- Tips
- An opportunity is a verified moment of being stuck (same definition as se-rh-001) with a new adult in charge. Score correct when the student uses the signal and states the need within 1 minute. Leave the substitute a note explaining the signal and the help card so the request is answered. Asking a peer first is fine but does not count unless the student then asks the adult.
- Limits
- Substitute days are unplanned, so planned probes supply most data. Substitute responsiveness varies and is outside the student's control. Generalization to new adults often needs explicit practice; this goal supplies it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-021.
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Goal
By the annual IEP review date, when a substitute teacher or new staff member is leading the class and they need help, the student will use the class help signal and state what they need to the new adult independently in at least 3 of 4 opportunities, across 3 consecutive probe or substitute days, as measured by opportunity-by-opportunity data collected each substitute day plus a monthly planned probe.
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 goal404 characters
- By the annual IEP review date, when a substitute teacher or new staff member is leading the class and they need help, the student will use the class help signal and state what they need to the new adult independently in at least 3 of 4 opportunities, across 3 consecutive probe or substitute days, as measured by opportunity-by-opportunity data collected each substitute day plus a monthly planned probe.
- Timeframe
- By the annual IEP review date
- Condition
- When a substitute teacher or new staff member is leading the class and they need help
- Behavior
- The student will use the class help signal and state what they need to the new adult independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive probe or substitute days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each substitute day plus a monthly planned probe
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 3 consecutive probe or substitute days
- Collection schedule:
- each substitute day plus a monthly planned probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a substitute teacher or new staff member is leading the class and they need help, the student will use the class help signal and state what they need to the new adult independently in at least 3 of 4 opportunities, across 3 consecutive probe or substitute days, as measured by opportunity-by-opportunity data collected each substitute day plus a monthly planned probe.
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.