Behavior IEP goals

By the annual review date, when given a one-step direction, [Student] will begin the task within one minute and without argument in 8 of 10 opportunities, as measured by a frequency count kept during instructional periods.

By the annual review date, during whole-class instruction, [Student] will raise a hand and wait to be called on before speaking in 8 of 10 opportunities, as measured by a tally kept during whole-class instruction.

By the annual review date, during instruction, [Student] will call out without permission no more than 2 call-outs per class period, as measured by a frequency count kept each class period.

By the annual review date, during a structured activity, [Student] will remain in the assigned area for 20 minutes without leaving without permission, as measured by a timer and duration record kept during activities.

By the annual review date, during independent work, [Student] will be observably on task at 85% of momentary time-sampling intervals, as measured by momentary time sampling at fixed intervals.

By the annual review date, when a transition is announced, [Student] will stop the current activity, move to the next location and begin within 2 minutes, as measured by a transition latency record kept by staff.

By the annual review date, when told no or told a planned activity has changed, [Student] will acknowledge it and continue with the alternative without escalation in 8 of 10 opportunities, as measured by an incident and opportunity log kept by staff.

By the annual review date, when [Student] notices rising frustration, they will request a break using the agreed signal and return within the agreed time in 4 of 5 opportunities, as measured by a break request log kept by staff.

By the annual review date, when given an assignment they find difficult, [Student] will start it or ask for a specific support rather than refusing, in 4 of 5 opportunities, as measured by a work-initiation log kept during class.

By the annual review date, [Student] will keep hands and body to themselves, with no more than 1 incidents per week of physical contact toward others, as measured by incident reports and staff data sheets.

By the annual review date, during class activities, [Student] will use classroom materials for their purpose and return them intact in 9 of 10 periods, as measured by a daily checklist kept by classroom staff.

By the annual review date, using a self-monitoring form at set intervals, [Student] will rate their own behaviour and match the adult’s rating with 85% agreement, as measured by paired student and staff rating forms compared daily.

By the annual review date, when given a correction by an adult, [Student] will accept it without arguing and adjust what they are doing in 8 of 10 opportunities, as measured by a staff log of corrections and responses.

By the annual review date, [Student] will arrive at class on time with required materials and begin the opening task in 8 of 10 class periods, as measured by a daily arrival checklist kept by the teacher.

By the annual review date, during recess, lunch or other unstructured time, [Student] will follow school expectations without adult redirection in 8 of 10 observed periods, as measured by supervision staff observation records.

By the annual review date, [Student] will check their visual schedule and move to the next activity with no adult prompting, as measured by a prompting-level data sheet kept across the day.

By the annual review date, after an escalation, [Student] will return to the activity and resume work within 8 minutes, as measured by incident records with return-to-task times.

By the annual review date, when required to wait for a turn or for adult attention, [Student] will wait quietly for 6 minutes using a taught waiting strategy, as measured by a timer and duration record kept by staff.

By the annual review date, during partner work, [Student] will stay with the assigned partner and contribute to the task in 4 of 5 activities, as measured by observation records kept during partner work.

By the annual review date, [Student] will turn in assigned work on the day it is due, completing 90% of assignments across all classes, as measured by the gradebook completion record reviewed weekly.

By the annual review date, when given the agreed non-verbal signal, [Student] will stop the off-task behaviour and return to work in 8 of 10 opportunities, as measured by a signal-and-response tally kept by staff.

By the annual review date, [Student] will attend scheduled classes, present for 92% of periods across a grading term, as measured by the school attendance record reviewed each grading period.

By the annual review date, during independent work, [Student] will work without adult prompting for 15 minutes, as measured by a timer and duration record kept during independent work.