Tell a paraprofessional which steps they want to do alone
When to use this goal
For students with a paraprofessional or one-to-one aide who have become dependent on prompts for steps they can do, and who do not yet direct their own support. Base the choice on prompt-level data and the student's own view of what they can do. The student's statement can be spoken, on a card, or on a device.
- Baseline
- Observe 3 supported tasks and record the prompts given for each step and whether the student could do the step alone (based on past data). Ask the student which parts they can do by themselves. Build the alone list together with the paraprofessional so expectations match.
- Tips
- An opportunity is the start of a supported task or an adult beginning to help with an alone-list step. Score correct when the student states or shows which steps they will do alone within the first minute (or within 10 seconds of the help starting). The paraprofessional must then step back and check at the agreed time; the goal only works if the student's direction changes the support. Substitute paraprofessionals are a good generalization test.
- Limits
- Requires the paraprofessional to accept direction from the student, which takes training. Students may overestimate or underestimate what they can do; the alone list is reviewed weekly. The goal measures the student's direction, not task accuracy, which is tracked by academic goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-023.
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Goal
By the annual IEP review date, at the start of a task when a paraprofessional is assigned to support them, the student will tell the paraprofessional which steps they will do alone and when to check back (such as "I'll do the first page myself, check on me in 10 minutes") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly across at least two 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 goal439 characters
- By the annual IEP review date, at the start of a task when a paraprofessional is assigned to support them, the student will tell the paraprofessional which steps they will do alone and when to check back (such as "I'll do the first page myself, check on me in 10 minutes") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly across at least two tasks.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a task when a paraprofessional is assigned to support them
- Behavior
- The student will tell the paraprofessional which steps they will do alone and when to check back (such as "I'll do the first page myself, check on me in 10 minutes") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly across at least two 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 across at least two tasks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the start of a task when a paraprofessional is assigned to support them, the student will tell the paraprofessional which steps they will do alone and when to check back (such as "I'll do the first page myself, check on me in 10 minutes") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly across at least two 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.