Call a busy adult over
When to use this goal
For children who request only when an adult is already close and ready, and wait or cry when the adult is busy. Present levels decide fit. Getting attention first makes every other request work.
- Baseline
- Tally attention-getting acts across three 20-minute periods. Note what the student does instead when they want something and the adult is busy: waiting, crying, grabbing, or leaving.
- Tips
- Count an act when the student directs a signal to a person who is not already attending to them. Respond quickly at first so the signal works. Agree as a team on which touches are fine (a tap on the arm) and teach that form.
- Limits
- Counts depend on how often adults are busy during the period; keep the structure similar. This goal does not measure what is requested. Group attention-getting in class belongs in classroom expectations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-019.
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Goal
By the annual IEP review date, during a 20-minute center or play period, when the familiar adult is a few feet away and busy with another child, the student will get a partner's attention before a request or comment by tapping them, calling their name or a sound, signing, or activating a call button or device message independently at least 3 times per 20-minute center or play period, on 4 of 5 observed days, as measured by frequency recording collected 3 times per week.
Baseline: 0 times per 20-minute center or play period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 0 times per 20-minute center or play period.
- Annual goal474 characters
- By the annual IEP review date, during a 20-minute center or play period, when the familiar adult is a few feet away and busy with another child, the student will get a partner's attention before a request or comment by tapping them, calling their name or a sound, signing, or activating a call button or device message independently at least 3 times per 20-minute center or play period, on 4 of 5 observed days, as measured by frequency recording collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute center or play period, when the familiar adult is a few feet away and busy with another child
- Behavior
- The student will get a partner's attention before a request or comment by tapping them, calling their name or a sound, signing, or activating a call button or device message independently
- Criteria
- At least 3 times per 20-minute center or play period, on 4 of 5 observed days
- Evaluation method
- Frequency recording
- Schedule
- 3 times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 20-minute center or play period
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- 3 times per week
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute center or play period, when the familiar adult is a few feet away and busy with another child, the student will get a partner's attention before a request or comment by tapping them, calling their name or a sound, signing, or activating a call button or device message independently at least 3 times per 20-minute center or play period, on 4 of 5 observed days, as measured by frequency recording collected 3 times per week.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute center or play period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.