Ask a staff member for directions when unsure where to go
When to use this goal
For students who freeze, wander, or cry in the hallway when they are unsure where to go (a new room, a changed schedule, a lost line). Present levels decide fit. Asking can be spoken, signed, a printed card, or a device message such as "Where is the library?"
- Baseline
- Run 3 or 4 practice walks to less familiar rooms with an adult following at a distance. Record whether the student asked, found the way, or stopped. Ask staff about times the student was lost.
- Tips
- Score correct when the student asks any staff member and names or shows the place. Teach the student which adults wear school badges. Practice walks should be short, safe, and always shadowed.
- Limits
- Natural events are rare; practice walks give the data. The goal does not replace a safety plan for students who leave supervised areas.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-030.
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Goal
By the annual IEP review date, when they are in the hallway and do not know how to get to their destination, the student will ask a staff member for directions by naming where they need to go independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly during practice walks and from logged natural events.
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 goal385 characters
- By the annual IEP review date, when they are in the hallway and do not know how to get to their destination, the student will ask a staff member for directions by naming where they need to go independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly during practice walks and from logged natural events.
- Timeframe
- By the annual IEP review date
- Condition
- When they are in the hallway and do not know how to get to their destination
- Behavior
- The student will ask a staff member for directions by naming where they need to go independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during practice walks and from logged natural events
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 weeks
- Collection schedule:
- weekly during practice walks and from logged natural events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they are in the hallway and do not know how to get to their destination, the student will ask a staff member for directions by naming where they need to go independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly during practice walks and from logged natural events.
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.