Restate their idea when the group passes over it
When to use this goal
For students who share an idea in a group, are talked over or ignored, and then stop contributing. Present levels, not grade, decide fit. Spoken, written, and device-based contributions all count.
- Baseline
- Watch several group sessions and note each time the student's idea is passed over. Record what they do next: restate it, wait, leave the group, or stop talking. Ask the student how often this happens and how they would like to respond.
- Tips
- Count only times the idea was actually passed over. Adults can also set group norms so every voice is heard; that is their job, not only the student's.
- Limits
- Peers' behavior shapes how many opportunities occur. The goal does not measure the quality of the idea.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-046.
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Goal
By the annual IEP review date, during small-group discussions or projects in class when the group moves on without responding to their idea, the student will restate their idea or ask the group to consider it (such as "I had an idea about that, can I say it again?") independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during group work.
Baseline: 0 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
- 0 of 4 opportunities.
- Annual goal418 characters
- By the annual IEP review date, during small-group discussions or projects in class when the group moves on without responding to their idea, the student will restate their idea or ask the group to consider it (such as "I had an idea about that, can I say it again?") independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during group work.
- Timeframe
- By the annual IEP review date
- Condition
- During small-group discussions or projects in class when the group moves on without responding to their idea
- Behavior
- The student will restate their idea or ask the group to consider it (such as "I had an idea about that, can I say it again?") independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly during group work
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 3 consecutive weeks
- Collection schedule:
- twice weekly during group work
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during small-group discussions or projects in class when the group moves on without responding to their idea, the student will restate their idea or ask the group to consider it (such as "I had an idea about that, can I say it again?") independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during group work.
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.