Tell an adult about a physical need such as bathroom, hunger, or pain
When to use this goal
For young students or early communicators who show physical needs through crying, holding themselves, or leaving the area rather than telling an adult. Base the choice on the student's current communication mode. Works with speech, sign, picture cards, or a device with need vocabulary.
- Baseline
- For several days, record each time a physical need becomes evident (the student holds themselves, cries, reaches for food, limps) and whether the student told an adult before or after the adult noticed. Ask the family which words, signs, or gestures the student uses at home for each need.
- Tips
- Score an opportunity as independent when the student communicates the need before an adult names it. Any recognizable form counts, including a gesture the team has agreed on. Respond to every communication right away; a need that is met quickly teaches the student that telling works. Coordinate vocabulary with the SLP so the same symbols are used in every setting.
- Limits
- Observers can only count needs they notice, so some opportunities are missed; planned opportunities at predictable times keep the data comparable. The goal does not address toileting independence itself (see daily living goals). Pain reports should always be believed and checked.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-007.
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Goal
By the annual IEP review date, when they need the bathroom, are hungry or thirsty, are hurt, or are too hot or cold during the school day, the student will tell a familiar adult what they need by saying, signing, pointing to a symbol, or selecting it on their device (such as "potty," "drink," "hurt") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, outdoor play, and bathroom routines.
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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal506 characters
- By the annual IEP review date, when they need the bathroom, are hungry or thirsty, are hurt, or are too hot or cold during the school day, the student will tell a familiar adult what they need by saying, signing, pointing to a symbol, or selecting it on their device (such as "potty," "drink," "hurt") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, outdoor play, and bathroom routines.
- Timeframe
- By the annual IEP review date
- Condition
- When they need the bathroom, are hungry or thirsty, are hurt, or are too hot or cold during the school day
- Behavior
- The student will tell a familiar adult what they need by saying, signing, pointing to a symbol, or selecting it on their device (such as "potty," "drink," "hurt") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across snack, outdoor play, and bathroom routines
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 data collection days
- Collection schedule:
- daily across snack, outdoor play, and bathroom routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they need the bathroom, are hungry or thirsty, are hurt, or are too hot or cold during the school day, the student will tell a familiar adult what they need by saying, signing, pointing to a symbol, or selecting it on their device (such as "potty," "drink," "hurt") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, outdoor play, and bathroom routines.
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.