Rate understanding during a lesson and act on a low rating
When to use this goal
For students who show a thumbs-up at every check for understanding and then cannot do the work. Fits classrooms that use quick rating signals.
- Baseline
- Record the student's rating at each check and their accuracy on the first practice item that follows. A high rating with a wrong first item is the mismatch to count. Also note whether a low rating ever leads to a question or re-teach.
- Tips
- Each rating check is one opportunity. Met means the rating matches the first practice result (high rating with a correct item, or low rating with a question asked or re-teach joined). Define each rating level in student words on the card.
- Limits
- Ratings are public and can be shaped by peers; a private signal (a card on the desk) may give truer data. One practice item is a rough check of understanding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-014.
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Goal
By the annual IEP review date, when the teacher asks for a rating of understanding (fist to five, thumbs) during a lesson, the student will give a rating that matches performance on the first practice item and, after a low rating, ask a question or join the re-teach group independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one lesson and summarized weekly.
Baseline: 2 of 10 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. Direct observation 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 Self-Monitoring.
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
- Executive Function - Self-Monitoring
- Baseline
- 2 of 10 opportunities.
- Annual goal440 characters
- By the annual IEP review date, when the teacher asks for a rating of understanding (fist to five, thumbs) during a lesson, the student will give a rating that matches performance on the first practice item and, after a low rating, ask a question or join the re-teach group independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one lesson and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher asks for a rating of understanding (fist to five, thumbs) during a lesson
- Behavior
- The student will give a rating that matches performance on the first practice item and, after a low rating, ask a question or join the re-teach group independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during one lesson and summarized weekly
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during one lesson and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher asks for a rating of understanding (fist to five, thumbs) during a lesson, the student will give a rating that matches performance on the first practice item and, after a low rating, ask a question or join the re-teach group independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one lesson and summarized 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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.