Self-rate job performance in agreement with the supervisor
When to use this goal
For transition-age students whose present levels show their view of a work shift differs sharply from the supervisor's. Fits work-based learning with a simple performance checklist.
- Baseline
- Have the student and supervisor rate the same checklist independently after several shifts and count matching items. Note which items disagree most; those are the areas the student does not see.
- Tips
- Each shift is one opportunity. Met means at least 4 of 5 items match. Ratings should be simple (met, partly, not yet). The supervisor rates first and privately; then the two compare and discuss. Keep the checklist to the same five items for the semester.
- Limits
- Supervisors vary in how closely they observe. Items must be observable (on time, task finished, asked for help when stuck) or agreement is luck.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-015.
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Goal
By the annual IEP review date, at the end of a shift at a work-based learning site, using a 5-item performance checklist, the student will self-rate the five checklist items in agreement with the supervisor's ratings (no more than one item rated differently) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
Baseline: 1 of 5 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 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
- 1 of 5 opportunities.
- Annual goal435 characters
- By the annual IEP review date, at the end of a shift at a work-based learning site, using a 5-item performance checklist, the student will self-rate the five checklist items in agreement with the supervisor's ratings (no more than one item rated differently) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a shift at a work-based learning site, using a 5-item performance checklist
- Behavior
- The student will self-rate the five checklist items in agreement with the supervisor's ratings (no more than one item rated differently) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of shifts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each shift 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks of shifts
- Collection schedule:
- each shift and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of a shift at a work-based learning site, using a 5-item performance checklist, the student will self-rate the five checklist items in agreement with the supervisor's ratings (no more than one item rated differently) independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.