Meet the class expectations on a substitute-teacher day
When to use this goal
For students whose daily report card scores drop sharply on substitute days. Uses the same rubric as bh-cls-022, rated by the substitute, so substitute days can be compared with regular days. Base the choice on the card on past substitute days. The routine for substitute days is bh-dir-023.
- Baseline
- Compare the student's average card score on the last 3 to 5 substitute days with regular days. If there is no gap, this goal is not needed. Put the card, the rubric anchors, and the student's plan card in the substitute folder so the rating is fair.
- Tips
- Substitutes rate with the same anchors as the regular teacher; the folder must explain them in a few lines. Keep substitute-day data on the same graph as regular days with a marker so the gap is visible. Pair with bh-dir-023 for the student's own substitute routine.
- Limits
- Substitute days are rare and substitutes vary, so the data are noisy and mastery may take a semester. A substitute who does not rate the card leaves a gap, not a zero.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-029.
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Goal
By the annual IEP review date, on a substitute-teacher day with the daily report card left in the substitute folder and rated per period, the student will meet the posted expectations (in the assigned area, materials ready, voice at the posted level, follows directions the first time) as rated by the substitute independently, earning a score of at least 6 out of 8 on a 4-row daily report card scored 0 to 2 per row and averaged across substitute-rated periods, on 4 of 5 consecutive substitute days, as measured by a defined scoring rubric collected each substitute day, averaged across rated periods.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 3 out of 8 rubric points.
- Annual goal604 characters
- By the annual IEP review date, on a substitute-teacher day with the daily report card left in the substitute folder and rated per period, the student will meet the posted expectations (in the assigned area, materials ready, voice at the posted level, follows directions the first time) as rated by the substitute independently, earning a score of at least 6 out of 8 on a 4-row daily report card scored 0 to 2 per row and averaged across substitute-rated periods, on 4 of 5 consecutive substitute days, as measured by a defined scoring rubric collected each substitute day, averaged across rated periods.
- Timeframe
- By the annual IEP review date
- Condition
- On a substitute-teacher day with the daily report card left in the substitute folder and rated per period
- Behavior
- The student will meet the posted expectations (in the assigned area, materials ready, voice at the posted level, follows directions the first time) as rated by the substitute independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row daily report card scored 0 to 2 per row and averaged across substitute-rated periods, on 4 of 5 consecutive substitute days
- Evaluation method
- A defined scoring rubric
- Schedule
- Each substitute day, averaged across rated periods
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row daily report card scored 0 to 2 per row and averaged across substitute-rated periods
- Mastery rule:
- on 4 of 5 consecutive substitute days
- Collection schedule:
- each substitute day, averaged across rated periods
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, on a substitute-teacher day with the daily report card left in the substitute folder and rated per period, the student will meet the posted expectations (in the assigned area, materials ready, voice at the posted level, follows directions the first time) as rated by the substitute independently, earning a score of at least 6 out of 8 on a 4-row daily report card scored 0 to 2 per row and averaged across substitute-rated periods, on 4 of 5 consecutive substitute days, as measured by a defined scoring rubric collected each substitute day, averaged across rated periods.
| Date | Task / sample | In the assigned area for the period (0 = left 3 or more times, 1 = left 1 to 2 times, 2 = stayed or asked permission) | Materials ready within 2 minutes of the bell | Voice at the posted level (0 = 3 or more reminders, 1 = 1 to 2 reminders, 2 = none) | Followed the substitute's directions the first time (0 = rarely, 1 = after a repeat, 2 = first time) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row daily report card scored 0 to 2 per row and averaged across substitute-rated periods. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.