Complete a daily self-evaluation on personal goals
Live goal preview
By the annual IEP review date, at the end of each school day during a check-out meeting, the student will complete a written self-evaluation that rates performance on each personal goal and gives an example independently, earning a score of at least 6 out of 8 on a 4-row self-evaluation rubric scored 0 to 2 per row, on 4 of 5 consecutive school days, as measured by a defined scoring rubric collected daily and summarized weekly.
Baseline: 3 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
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. Rubric score 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. Rubric scoring can produce rubric score 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 Self-Monitoring.
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.
About this template
- Level guidance
- For students with a check-in/check-out or point-card system whose present levels show inaccurate or rushed self-evaluation. Writing demands should match present levels; grade does not decide fit.
- Baseline considerations
- Score several self-evaluations before instruction. Compare student and adult ratings to see whether the student overrates, underrates, or rates inconsistently.
- Usage notes
- Use when a point card or daily report exists and the goal is a more accurate, reflective student role. Define score levels for each row (2 = all goals, 1 = some, 0 = none). The adult rates independently before seeing the student's ratings.
- Known limitations
- Depends on the quality of the adult's rating. A good self-evaluation does not ensure behavior change the next day.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-sm-004.
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.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet 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 self-evaluation rubric scored 0 to 2 per row
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily and summarized weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, at the end of each school day during a check-out meeting, the student will complete a written self-evaluation that rates performance on each personal goal and gives an example independently, earning a score of at least 6 out of 8 on a 4-row self-evaluation rubric scored 0 to 2 per row, on 4 of 5 consecutive school days, as measured by a defined scoring rubric collected daily and summarized weekly.
| Date | Task / sample | Rates each goal using the agreed scale | Each rating is within one point of the adult's rating | Gives a specific example from the day for each rating | Names one specific next step | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row self-evaluation rubric scored 0 to 2 per row. 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.