Ask to show what they know in a different format
When to use this goal
For students whose IEP allows alternative response formats (oral answers, typing, a recorded response, a drawing with labels) but who struggle through the standard format in silence. Base the choice on the accommodation list. The request names the format, not the reason.
- Baseline
- List the response formats in the student's IEP and review a week of assignments for tasks where an alternative applied. Record whether the student asked, struggled through the standard format, or left the task blank. Run 3 planned probes to see whether the student asks when the mismatch is obvious.
- Tips
- An opportunity is a task where a listed alternative format applies. Score correct when the student asks for the alternative by name before starting or within the first 3 minutes, in any mode. Teachers should grant the request without discussion; the IEP already settled it. Score the request, not the quality of the work that follows.
- Limits
- Opportunities depend on assignment formats; a fixed sample per week keeps data comparable. Some students prefer the standard format on some tasks, which is their choice; count only tasks where they show difficulty. Does not measure whether the alternative format is then provided correctly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-021.
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Goal
By the annual IEP review date, when assigned a task in a format that is hard for them and an alternative format is listed in their IEP, the student will ask the teacher to complete the task in an alternative format, naming the format (such as "Can I type this instead?", "Can I tell you my answers?") 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 observed natural tasks.
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 goal492 characters
- By the annual IEP review date, when assigned a task in a format that is hard for them and an alternative format is listed in their IEP, the student will ask the teacher to complete the task in an alternative format, naming the format (such as "Can I type this instead?", "Can I tell you my answers?") 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 observed natural tasks.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a task in a format that is hard for them and an alternative format is listed in their IEP
- Behavior
- The student will ask the teacher to complete the task in an alternative format, naming the format (such as "Can I type this instead?", "Can I tell you my answers?") 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 observed natural tasks
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 observed natural tasks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when assigned a task in a format that is hard for them and an alternative format is listed in their IEP, the student will ask the teacher to complete the task in an alternative format, naming the format (such as "Can I type this instead?", "Can I tell you my answers?") 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 observed natural tasks.
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.