Tell the teacher when a task is too hard or too easy
When to use this goal
For students who shut down, rush, or misbehave when work does not match their level instead of saying so. Base the choice on work samples and observation of what happens when tasks are mismatched. Pair with a requesting-help goal if the student also needs to ask for help within tasks.
- Baseline
- Observe several work periods and note what the student does when a task is mismatched (stops, rushes, draws, leaves the seat, guesses) and how long before an adult notices. Run 3 or 4 planned probes with a task that is clearly mismatched and record the response.
- Tips
- An opportunity is a task the team can confirm is mismatched (planned probe or a task the student could not start or finished in under a quarter of the allotted time). Score correct when the student tells an adult within 3 minutes of starting or finishing. Always respond with a real adjustment; the goal only works if asking changes something. Teach that saying "too hard" is a smart move, not a complaint.
- Limits
- Mismatch is hard to verify in natural work, so planned probes supply most of the data at first. Students may use "too hard" to avoid work; check against work samples and keep the response consistent (a different version, not no work). Does not measure whether the student then completes the adjusted task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-015.
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Goal
By the annual IEP review date, when assigned a task that is above or below their instructional level, the student will tell the teacher the task is too hard or too easy and ask for a change (such as "This is too hard, can I have the other version?", "I'm done, can I have a challenge?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly through planned probes and natural work periods.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal496 characters
- By the annual IEP review date, when assigned a task that is above or below their instructional level, the student will tell the teacher the task is too hard or too easy and ask for a change (such as "This is too hard, can I have the other version?", "I'm done, can I have a challenge?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly through planned probes and natural work periods.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a task that is above or below their instructional level
- Behavior
- The student will tell the teacher the task is too hard or too easy and ask for a change (such as "This is too hard, can I have the other version?", "I'm done, can I have a challenge?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly through planned probes and natural work periods
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:
- twice weekly through planned probes and natural work periods
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when assigned a task that is above or below their instructional level, the student will tell the teacher the task is too hard or too easy and ask for a change (such as "This is too hard, can I have the other version?", "I'm done, can I have a challenge?") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly through planned probes and natural work 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. Sheets print blank; no student data is stored.