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Requesting Help IEP goals

Requesting-help goals teach students to get the help they need instead of guessing, waiting silently, or leaving a task. The most useful goals define what "stuck" looks like so observers agree, then measure whether, how quickly, or how specifically the student asks. Help requests can be spoken, signed, written, typed, or made with a card or communication device.

6 templates · Not yet educator-reviewed · How we write and review goals

Sample requesting help goals

Numbers are illustrative. Set targets from the student's own baseline data.

  • Unreviewed draftK-2, 3-5, 6-8Opportunities

    Request help when stuck during independent work

    Requesting help when stuck during independent work

    By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.

    Customize this goalOpportunity tracker
  • Unreviewed draft3-5, 6-8Opportunities

    Make a specific help request that names the problem

    Making specific help requests

    By the annual IEP review date, when they request help during independent or small-group work, the student will make a specific help request that names the step or part of the task they are stuck on and what they have tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draft3-5, 6-8Latency

    Request help promptly after getting stuck

    Reducing time spent stuck before requesting help

    By the annual IEP review date, during independent work, after they stop making progress on an item, the student will initiate a help request using their help signal or a spoken, signed, or typed request independently within 90 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected twice weekly during independent work.

    Customize this goalLatency tracker
  • Unreviewed draft3-5, 6-8Frequency

    Ask a peer for help or information during group work

    Asking peers for help or information

    By the annual IEP review date, during small-group or partner work in general education classes, the student will ask a peer a question about the task or materials (e.g., "What page are we on?" or "Can you show me how you did that?") independently at least 2 times per 20-minute group work session, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly during group work.

    Customize this goalFrequency & rate tracker
  • Unreviewed draftK-2, 3-5Opportunities

    Request help with a functional task using any communication mode

    Requesting help with functional tasks (including AAC)

    By the annual IEP review date, with access to their communication device or system when they need adult help with a task during snack, arrival, or art (e.g., a closed container, a material out of reach), the student will request help by selecting HELP on their communication device, signing HELP, handing a help card to an adult, or saying "help" independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and arrival routines.

    Customize this goalOpportunity tracker
  • Unreviewed draft6-8Opportunities

    Send a written help request about an assignment

    Requesting help in writing or online

    By the annual IEP review date, when an assignment is missing, unclear, or not started by the day before it is due, the student will send a written help request by email or learning management system message that names the assignment and asks a specific question independently in at least 3 of 4 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing sent messages and the gradebook with the student.

    Customize this goalOpportunity tracker

Social-Emotional & Communication · Requesting Help

Customize a goal

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of opportunities in which the behavior is demonstrated, out of a fixed number.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.

Baseline: 1 of 5 opportunities.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Requesting Help.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Opportunity tracker. Your goal counts opportunities, so the sheet has 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 data collection days
Collection schedule:
three times per week during independent work
Method:
Opportunity (trial) recording
Data collector:
 

Goal: By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.

Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred

Opportunity tracker
DateActivity / context12345# + (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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Prefer more room? Open this template in the full builder.

skill_page

What requesting help involves

  • Noticing they are stuck and using a help signal
  • Making a request specific enough that the helper knows what to do
  • Asking promptly instead of waiting a long time
  • Asking peers as well as adults
  • Requesting help with functional tasks using AAC, sign, or a help card
  • Contacting teachers in writing about missing or unclear work

Baseline and measurement considerations

  • Write a shared definition of "stuck" (for example, no progress on the same item for 30 seconds) before collecting data.
  • Use opportunities when the question is whether the student asks; use latency when the student asks eventually but too late.
  • Make sure the work is at the student's instructional level so help is needed occasionally, not on every item.
  • Record the student's exact request when the goal is specificity.
  • Respond quickly to requests while the skill is new.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Latency recording: The time between a cue (such as a direction) and the start of the response is timed.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Latency tracker: Times the gap between a cue and the start of the response.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.

Common mistakes when writing requesting help goals

  • Writing "will ask for help when needed" with no definition of when help is needed.
  • Counting requests without counting opportunities, so a drop in requests could mean progress or regression.
  • Placing the student in work that is too hard, which makes the goal measure task difficulty.
  • Requiring hand-raising when the student uses a card, sign, or device.
  • Forgetting to plan for adult response time, so requests go unanswered.

Frequently asked questions

Opportunities or frequency: which should I use for requesting help?

Opportunities is usually better, because the right number of requests depends on how often the student actually needs help. Frequency fits when the opportunities are hard to define but the activity is consistent, such as asking peers questions during group work of a set length.

What if the student asks for help on everything?

Check whether the work matches the student's instructional level first. If it does, a goal for asking specific questions (naming the part they're stuck on) or trying one strategy before asking may fit better than a goal for asking more often.

How do I write a help-request goal for a student who uses AAC?

Make HELP easy to reach on the device, model it throughout the day, and create natural reasons to ask, such as a container the student can't open. Score requests in any mode and develop the goal with the SLP.

Do these goals need short-term objectives or benchmarks?

Federal regulations require short-term objectives or benchmarks only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Many states and districts require them more broadly, so check local policy. The builder can generate objectives from a template's progression steps or from intermediate targets.

References

IEP Atlas is a drafting aid. Every goal is a starting point that needs to be individualized from assessment data and reviewed by the IEP team. It does not determine compliance or appropriateness for any student.