Use a sign, word, or picture for help
When to use this goal
For children who already bring items to an adult for help (sl-ec-006) and are ready to add a symbol. Present levels decide fit. The help symbol can be a sign, a word, an approximation, a picture, or a device button.
- Baseline
- Set up 8 help situations across play and routines. Record whether the student uses a help symbol, gives the item without a symbol, tries alone and quits, or cries. Note the cue level.
- Tips
- Help right away after each request. Use real problems through the day, not only staged ones. Once the help request is steady, the requesting-help goals cover asking for help with schoolwork.
- Limits
- This is a first help request in play and care routines. Asking for help with tasks and schoolwork belongs in requesting-help. The template does not prescribe a program.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-018.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during play or snack, given a container, bag, or toy the student cannot open or work alone, with an adult nearby, the student will request help by signing, saying, or approximating "help", or by touching a help picture or device button independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Baseline: 1 of 8 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 Early Communication.
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
- Speech & Language - Early Communication
- Baseline
- 1 of 8 opportunities.
- Annual goal420 characters
- By the annual IEP review date, during play or snack, given a container, bag, or toy the student cannot open or work alone, with an adult nearby, the student will request help by signing, saying, or approximating "help", or by touching a help picture or device button independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During play or snack, given a container, bag, or toy the student cannot open or work alone, with an adult nearby
- Behavior
- The student will request help by signing, saying, or approximating "help", or by touching a help picture or device button independently
- Criteria
- In at least 6 of 8 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 3 times per week
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 6 of 8 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- 3 times per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play or snack, given a container, bag, or toy the student cannot open or work alone, with an adult nearby, the student will request help by signing, saying, or approximating "help", or by touching a help picture or device button independently in at least 6 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.