Answer a classmate who asks about their accommodation
When to use this goal
For students who get upset, hide a tool, or stop using a support when classmates ask why they have it. Present levels and the student's own wishes, not grade, decide fit. The student decides how much to share.
- Baseline
- Ask the student what classmates say about their supports and what they do then. Run three role-plays with typical questions and record the responses. Ask teachers to log real questions for two weeks.
- Tips
- Write two or three answers with the student; they may choose humor, a simple fact, or "That's private." All count. Teachers can lower the load for everyone by making tools normal for the whole class.
- Limits
- Real questions are unpredictable, so role-play carries much of the data. If a classmate is teasing rather than asking, use a teasing-response goal such as se-cr-005 instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-040.
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Goal
By the annual IEP review date, when a classmate asks why they use a tool or get a change (such as "Why do you get to use that?"), the student will answer the classmate with a short explanation they chose ahead of time (such as "It helps me focus" or "Everyone needs different things") and keep using the support independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly in role-play and when staff log real questions.
Baseline: 1 of 4 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. Direct observation 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 4 opportunities.
- Annual goal487 characters
- By the annual IEP review date, when a classmate asks why they use a tool or get a change (such as "Why do you get to use that?"), the student will answer the classmate with a short explanation they chose ahead of time (such as "It helps me focus" or "Everyone needs different things") and keep using the support independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly in role-play and when staff log real questions.
- Timeframe
- By the annual IEP review date
- Condition
- When a classmate asks why they use a tool or get a change (such as "Why do you get to use that?")
- Behavior
- The student will answer the classmate with a short explanation they chose ahead of time (such as "It helps me focus" or "Everyone needs different things") and keep using the support independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Weekly in role-play and when staff log real questions
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- weekly in role-play and when staff log real questions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a classmate asks why they use a tool or get a change (such as "Why do you get to use that?"), the student will answer the classmate with a short explanation they chose ahead of time (such as "It helps me focus" or "Everyone needs different things") and keep using the support independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly in role-play and when staff log real questions.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.