Explain a needed support to an unfamiliar adult
Live goal preview
By the annual IEP review date, when working with a substitute teacher, new staff member, or other unfamiliar adult, the student will tell the adult one support they use and how the adult can provide it (e.g., "I use a calculator for word problems. Could you get me one?") independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned probes plus any naturally occurring opportunities.
Baseline: 0 of 4 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
- For students who request supports with familiar staff but not with substitutes, new teachers, coaches, or community adults. Present levels and generalization data, not grade, decide fit. Students who don't yet request supports with familiar adults may need se-sa-001 first.
- Baseline considerations
- Arrange 3 or 4 planned probes with staff the student does not know well and record whether the student identifies a needed support, describes it, and asks for it. Compare with performance with familiar adults to confirm the need is generalization rather than skill.
- Usage notes
- Score correct when the student names a specific support and what the adult should do, before or within the first 5 minutes of the task. Brief the unfamiliar adult in advance not to offer the support until asked (but to provide it promptly when asked). This template targets generalization; keep se-sa-001 running if the student is still building the request with familiar staff.
- Known limitations
- Planned probes are less natural than real substitute days; mix both where possible. Naturally occurring opportunities are uneven, so a fixed number of probes per month keeps data comparable.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-sa-006.
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive monthly probe sets
- Collection schedule:
- monthly through planned probes plus any naturally occurring opportunities
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when working with a substitute teacher, new staff member, or other unfamiliar adult, the student will tell the adult one support they use and how the adult can provide it (e.g., "I use a calculator for word problems. Could you get me one?") independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned probes plus any naturally occurring opportunities.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.