Bring a prepared question to office hours
When to use this goal
For students in college-style courses who never visit instructors outside class, even when stuck or behind. Present levels in comfort with adults and communication decide whether the student brings written questions.
- Baseline
- Track moments when the student had a question or a low grade over 4 to 6 weeks. Count each as an opportunity and record whether an office hours visit or a virtual meeting followed.
- Tips
- Virtual office hours count. Students who are anxious can start with a quick check-in at the end of class. Office hours are also a good time to discuss accommodations (tn-pse-005).
- Limits
- Depends on the student noticing when help is needed. Instructors' office hours vary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-013.
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Goal
By the annual IEP review date, when the student has a question or is behind in a dual enrollment or college-style course with posted office hours, the student will go to office hours with a written question and record the instructor's answer independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from the student's course log.
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 Postsecondary Education Readiness.
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
- Transition & Postsecondary Skills - Postsecondary Education Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal423 characters
- By the annual IEP review date, when the student has a question or is behind in a dual enrollment or college-style course with posted office hours, the student will go to office hours with a written question and record the instructor's answer independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from the student's course log.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has a question or is behind in a dual enrollment or college-style course with posted office hours
- Behavior
- The student will go to office hours with a written question and record the instructor's answer independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, from the student's course log
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 2 consecutive grading periods
- Collection schedule:
- weekly, from the student's course log
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student has a question or is behind in a dual enrollment or college-style course with posted office hours, the student will go to office hours with a written question and record the instructor's answer independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from the student's course log.
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.