Ask a coworker for help with a job task
When to use this goal
For students in work-based learning, a school job, or a community job site who stop working, guess, or wait for the job coach when a task goes wrong. Present levels in work skills and communication decide fit. Asking can be spoken, typed on a phone, shown on a help card, or from an AAC device.
- Baseline
- Over 2 or 3 shifts, have the job coach log each task problem and what the student did: asked a coworker, asked the job coach, waited, or kept going with the error. Ask the employer which coworkers are the right people to ask.
- Tips
- An opportunity is a task problem the student cannot solve alone. Score correct when the student asks a coworker, not the job coach, within about 2 minutes. Fade the job coach's distance over time so coworkers become the natural help. Prepare coworkers to answer kindly and briefly.
- Limits
- Coworker availability varies by shift; note who was on. The goal does not measure job accuracy. Some workplaces expect workers to ask a supervisor first; match the workplace's rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-024.
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Goal
By the annual IEP review date, at a work site when they run out of supplies, cannot find an item, or do not know the next step of a job task, the student will ask a coworker for help by getting their attention, naming the problem, and asking a question (such as "Where are the extra bags?" or "Can you show me how to do this one?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks at the job site, as measured by opportunity-by-opportunity data collected during each work shift.
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. 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
- 1 of 5 opportunities.
- Annual goal504 characters
- By the annual IEP review date, at a work site when they run out of supplies, cannot find an item, or do not know the next step of a job task, the student will ask a coworker for help by getting their attention, naming the problem, and asking a question (such as "Where are the extra bags?" or "Can you show me how to do this one?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks at the job site, as measured by opportunity-by-opportunity data collected during each work shift.
- Timeframe
- By the annual IEP review date
- Condition
- At a work site when they run out of supplies, cannot find an item, or do not know the next step of a job task
- Behavior
- The student will ask a coworker for help by getting their attention, naming the problem, and asking a question (such as "Where are the extra bags?" or "Can you show me how to do this one?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks at the job site
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each work shift
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 at the job site
- Collection schedule:
- during each work shift
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at a work site when they run out of supplies, cannot find an item, or do not know the next step of a job task, the student will ask a coworker for help by getting their attention, naming the problem, and asking a question (such as "Where are the extra bags?" or "Can you show me how to do this one?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks at the job site, as measured by opportunity-by-opportunity data collected during each work shift.
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.