Request a listed accommodation when a task calls for it
Live goal preview
By the annual IEP review date, when given a classroom task or assessment for which one of their IEP accommodations applies, the student will request the accommodation by naming it to the teacher (spoken, written, signed, or shown on an accommodation card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly across at least two class periods.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Self-Advocacy.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who already use one or more accommodations but rely on adults to offer them. Present levels and observation of who currently initiates the accommodation, not grade, decide fit. Students still learning what their accommodations are may need se-sa-002 first.
- Baseline considerations
- Before teaching, record 5 or more naturally occurring opportunities across settings where an accommodation applies, noting whether the student requested it, accepted it when offered, or neither. Note which accommodations are requested most and least often, and whether the setting or adult makes a difference.
- Usage notes
- Score an opportunity as independent when the student, before or within the first 2 minutes of the task, names or shows the specific accommodation (e.g., "Can I have the test read aloud?", pointing to "extra time" on a card) without an adult mentioning it. Only count opportunities where the accommodation actually applies. Honor every request so the skill is reinforced, and coordinate with general educators so they know the request is the goal, not a disruption.
- Known limitations
- Opportunities depend on the schedule, so the denominator may vary week to week; fix the number sampled (e.g., the first 5 applicable opportunities). This goal does not measure whether the accommodation helped, and it does not fit accommodations that are delivered automatically without any request.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-sa-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has 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 weekly data collection sessions
- Collection schedule:
- weekly across at least two class periods
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a classroom task or assessment for which one of their IEP accommodations applies, the student will request the accommodation by naming it to the teacher (spoken, written, signed, or shown on an accommodation card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly across at least two class periods.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.