Rate own behavior to match the teacher
When to use this goal
For secondary students who see their own behavior differently from teachers, which leads to arguments about points or consequences. Fit depends on whether the student will rate honestly with practice; present levels, not grade, decide fit. The rating should cover two or three named expectations.
- Baseline
- Have the student and teacher rate the same periods for a week and count matches within 1 point. Look at which expectation has the biggest gaps; that one may need a clearer definition or an example list.
- Tips
- Give a small bonus for matching, even when the rating is low; honesty is the skill. Fade the teacher's rating to random periods once matches are steady. This is the secondary version of bh-cls-043.
- Limits
- Matching shows accurate self-rating, not better behavior; keep the teacher's rating graphed too. Teachers rate differently from each other, so compare within a class.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-050.
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Goal
By the annual IEP review date, at the end of each class period on a self-monitoring sheet with two or three named expectations, the student will rate their own class behavior on the self-monitoring sheet within 1 point of the teacher's rating on each expectation without seeing the teacher's rating first in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily across rated periods.
Baseline: 2 of 6 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 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
- 2 of 6 opportunities.
- Annual goal458 characters
- By the annual IEP review date, at the end of each class period on a self-monitoring sheet with two or three named expectations, the student will rate their own class behavior on the self-monitoring sheet within 1 point of the teacher's rating on each expectation without seeing the teacher's rating first in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily across rated periods.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each class period on a self-monitoring sheet with two or three named expectations
- Behavior
- The student will rate their own class behavior on the self-monitoring sheet within 1 point of the teacher's rating on each expectation without seeing the teacher's rating first
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across rated periods
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 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily across rated periods
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of each class period on a self-monitoring sheet with two or three named expectations, the student will rate their own class behavior on the self-monitoring sheet within 1 point of the teacher's rating on each expectation without seeing the teacher's rating first in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily across rated periods.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.