Ask the recess or lunch monitor for help with a problem
When to use this goal
For students who ask their classroom teacher for help but, at recess or lunch, respond to problems (a game dispute, a lost item, being left out, a spill) by crying, hitting, or doing nothing because the adults are unfamiliar. Base the choice on recess and lunch reports.
- Baseline
- Ask recess and lunch monitors to note problems involving the student for a week and what the student did. Introduce the monitors by name and photo, then run 2 planned practices with a small set-up problem. Check whether the student can identify who the monitors are in a crowded area.
- Tips
- An opportunity is a problem at recess or lunch observed or reported by a monitor. Score correct when the student goes to a monitor and states the problem within 2 minutes, before hitting, leaving the area, or prolonged crying. Monitors need a one-line briefing: respond to the student's report every time. Keep the photo card current as staff change.
- Limits
- Monitors supervise many students and will miss events; data are a sample. Problems at recess vary widely in severity; record the type. Some problems (being excluded) need adult action on the peer group, not just a report.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-023.
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Goal
By the annual IEP review date, during recess or lunch when a problem occurs that they cannot solve alone (such as a dispute, a lost item, a spilled tray, being excluded), the student will go to the recess or lunch monitor and state the problem (such as "They won't let me play," "I spilled my milk") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, from monitor reports and planned practice.
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. Direct observation 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, during recess or lunch when a problem occurs that they cannot solve alone (such as a dispute, a lost item, a spilled tray, being excluded), the student will go to the recess or lunch monitor and state the problem (such as "They won't let me play," "I spilled my milk") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, from monitor reports and planned practice.
- Timeframe
- By the annual IEP review date
- Condition
- During recess or lunch when a problem occurs that they cannot solve alone (such as a dispute, a lost item, a spilled tray, being excluded)
- Behavior
- The student will go to the recess or lunch monitor and state the problem (such as "They won't let me play," "I spilled my milk") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, from monitor reports and planned practice
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 weeks
- Collection schedule:
- weekly, from monitor reports and planned practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess or lunch when a problem occurs that they cannot solve alone (such as a dispute, a lost item, a spilled tray, being excluded), the student will go to the recess or lunch monitor and state the problem (such as "They won't let me play," "I spilled my milk") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, from monitor reports and planned practice.
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.