Complete self-monitoring checks without an adult cue
Live goal preview
By the annual IEP review date, during independent work periods with scheduled self-monitoring checkpoints, the student will mark the self-monitoring card at each scheduled checkpoint without an adult cue using the classroom clock and checkpoint times written on the card in at least 5 of 6 opportunities, in 4 of 5 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 opportunities.
- 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. 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 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 who use a self-monitoring card accurately when cued but whose present levels show they depend on an adult to start each check. Present levels, not grade, decide fit.
- Baseline considerations
- Record how many checkpoints the student marks within 1 minute of the scheduled time without a cue. Confirm the student marks the card accurately when cued (see accuracy goals) before fading cues.
- Usage notes
- Each scheduled checkpoint is one opportunity. A checkpoint is met when the card is marked within 1 minute of the scheduled time without adult prompting. Fading-support objectives move from an adult-set timer to a self-set alarm to the classroom clock; the skill progression lengthens the work period and adds checkpoints.
- Known limitations
- Measures whether checks happen, not whether ratings are accurate; keep accuracy spot-checks going. Checkpoints missed because of schedule interruptions should be excluded.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
ef-sm-005.
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
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 5 of 6 opportunities
- Mastery rule:
- in 4 of 5 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent work periods with scheduled self-monitoring checkpoints, the student will mark the self-monitoring card at each scheduled checkpoint without an adult cue using the classroom clock and checkpoint times written on the card in at least 5 of 6 opportunities, in 4 of 5 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.