Make a second attempt on a hard task
When to use this goal
For elementary students who quit, push work away, or ask an adult to do it after one unsuccessful attempt. Present levels decide fit, not grade. The task must be at the student's instructional level: hard but possible, never frustration level.
- Baseline
- Record the first 5 unsuccessful first attempts each day for a week and what the student did next. Check that the work is at the right level; a student who meets frustration-level work all day needs a work change, not a persistence goal. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Asking for help after a second attempt is a good outcome, not a failure. Praise the attempt, not the result. Keep the strategy card short: reread, try a different way, check an example.
- Limits
- Measures one more attempt, not stamina on long tasks. Persistence on hard math strategies overlaps with cognitive flexibility; choose the skill that matches the main concern.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-014.
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Goal
By the annual IEP review date, when a first attempt at a classwork item at their instructional level is wrong or does not work, the student will make a second attempt at the item, using a different step or a strategy from their card, before asking for help or stopping independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 unsuccessful first attempts.
Baseline: 1 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-Concept & Positive Self-Talk.
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-Concept & Positive Self-Talk
- Baseline
- 1 of 5 opportunities.
- Annual goal442 characters
- By the annual IEP review date, when a first attempt at a classwork item at their instructional level is wrong or does not work, the student will make a second attempt at the item, using a different step or a strategy from their card, before asking for help or stopping independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 unsuccessful first attempts.
- Timeframe
- By the annual IEP review date
- Condition
- When a first attempt at a classwork item at their instructional level is wrong or does not work
- Behavior
- The student will make a second attempt at the item, using a different step or a strategy from their card, before asking for help or stopping independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, first 5 unsuccessful first attempts
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:
- on 4 of 5 observed days
- Collection schedule:
- daily, first 5 unsuccessful first attempts
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a first attempt at a classwork item at their instructional level is wrong or does not work, the student will make a second attempt at the item, using a different step or a strategy from their card, before asking for help or stopping independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 unsuccessful first attempts.
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.