Report when they cannot see, hear, or reach what they need
When to use this goal
For students who use glasses, hearing aids, an FM system, a device, or a specific seat, and who go without when something is not working or blocked rather than telling an adult. Base the choice on reports from the teacher of the deaf, vision teacher, or SLP.
- Baseline
- Log a week of equipment problems and access barriers reported by staff (dead battery, transmitter off, seat moved, glasses left at home) and note whether the student reported each one, waited, or kept working without access. Run 3 to 5 planned probes to see whether the student notices and reports when the problem is obvious.
- Tips
- An opportunity begins when access is lost in a way the team can verify (transmitter off, battery dead, view blocked). Score correct when the student reports the problem within 2 minutes and names or shows what would fix it. Fix the problem immediately every time. Build the list of problems and fixes with the student and the related service providers.
- Limits
- Some access losses are invisible to observers, so natural data undercount opportunities; planned probes should be gentle and brief. The goal measures reporting, not whether the fix was effective. Equipment reliability is the adults' job; the goal should never shift that responsibility onto the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-008.
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Goal
By the annual IEP review date, when they cannot hear the speaker, cannot see the board or materials, or their equipment is not working during instruction, the student will tell the adult what the problem is and what would fix it (such as "I can't hear you, can you turn on the mic?", "I can't see the board from here") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus logged natural events.
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 goal509 characters
- By the annual IEP review date, when they cannot hear the speaker, cannot see the board or materials, or their equipment is not working during instruction, the student will tell the adult what the problem is and what would fix it (such as "I can't hear you, can you turn on the mic?", "I can't see the board from here") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus logged natural events.
- Timeframe
- By the annual IEP review date
- Condition
- When they cannot hear the speaker, cannot see the board or materials, or their equipment is not working during instruction
- Behavior
- The student will tell the adult what the problem is and what would fix it (such as "I can't hear you, can you turn on the mic?", "I can't see the board from here") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly through planned probes plus 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly through planned probes plus logged natural events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they cannot hear the speaker, cannot see the board or materials, or their equipment is not working during instruction, the student will tell the adult what the problem is and what would fix it (such as "I can't hear you, can you turn on the mic?", "I can't see the board from here") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through planned probes plus 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 | 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.