Ask a peer mentor for help during study hall
When to use this goal
For older students who would rather ask a peer than an adult but do not use the peer mentor or study partner available to them. Present levels decide fit. Asking can be spoken, written, or a message.
- Baseline
- Tally help requests to peers and adults during 3 study halls and note unfinished work. Ask the student whom they like to ask and why.
- Tips
- Count specific requests to the mentor. Train mentors to guide, not do the work. Peer help can be easier for teens; it still counts as a full help request.
- Limits
- Mentor attendance affects data. Frequency does not show whether the help was accurate; check work samples sometimes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-034.
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Goal
By the annual IEP review date, during a 40-minute study hall or advisory period with a trained peer mentor, the student will ask the peer mentor for help with a specific assignment or step independently at least 2 times per study hall period, on 4 of 5 consecutive study halls, as measured by frequency recording collected twice weekly.
Baseline: 0 times per study hall period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per study hall period.
- Annual goal336 characters
- By the annual IEP review date, during a 40-minute study hall or advisory period with a trained peer mentor, the student will ask the peer mentor for help with a specific assignment or step independently at least 2 times per study hall period, on 4 of 5 consecutive study halls, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 40-minute study hall or advisory period with a trained peer mentor
- Behavior
- The student will ask the peer mentor for help with a specific assignment or step independently
- Criteria
- At least 2 times per study hall period, on 4 of 5 consecutive study halls
- Evaluation method
- Frequency recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 2 times per study hall period
- Mastery rule:
- on 4 of 5 consecutive study halls
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 40-minute study hall or advisory period with a trained peer mentor, the student will ask the peer mentor for help with a specific assignment or step independently at least 2 times per study hall period, on 4 of 5 consecutive study halls, as measured by frequency recording collected twice weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per study hall period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.