Act on an indirect request from a teacher
When to use this goal
For young students who answer indirect requests literally in class ("Who can pass out the papers?" answered with "Me" and no action, or no response to "Is everyone ready?"). Base the choice on classroom observation and teacher report.
- Baseline
- Ask the teacher to note five indirect requests aimed at the student across a few days and the student's response. Run five planned requests in a session for comparison.
- Tips
- Each indirect request aimed at the student is one opportunity; score correct when the student acts on it or checks what is wanted. Checking is a correct response. Group requests count only when the student was one of the people asked.
- Limits
- Indirect requests are not always heard as aimed at the student. The goal is about interpreting the request, not about following every adult direction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-045.
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Goal
By the annual IEP review date, during classroom routines when the teacher gives an indirect request to the student or the group (such as "Can you put the books away?"), the student will do what the indirect request asks or say what they will do independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly in class and during each therapy session.
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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal440 characters
- By the annual IEP review date, during classroom routines when the teacher gives an indirect request to the student or the group (such as "Can you put the books away?"), the student will do what the indirect request asks or say what they will do independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly in class and during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During classroom routines when the teacher gives an indirect request to the student or the group (such as "Can you put the books away?")
- Behavior
- The student will do what the indirect request asks or say what they will do independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly in class and during each therapy session
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:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly in class and during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during classroom routines when the teacher gives an indirect request to the student or the group (such as "Can you put the books away?"), the student will do what the indirect request asks or say what they will do independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly in class and during each therapy session.
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.