Score own presentation with the class rubric
When to use this goal
For students who rate their own projects or presentations much higher or lower than the teacher does. Fits classes that use a rubric with defined levels. Present levels decide how many rubric rows the student scores.
- Baseline
- Have the student score one or two finished projects on the rubric before seeing the teacher's scores, and count matching rows. Talk through one mismatched row to learn whether the student misreads the rubric or misjudges the work.
- Tips
- Each rubric row is one item; met means within one level of the teacher. Self-scoring is a skill to build before college and work reviews. Do not count the student's score toward the grade; it is for calibration.
- Limits
- Rubrics with vague levels make matching hard for anyone; use the clearest class rubric. Presentations happen rarely; projects add data points.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-037.
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Goal
By the annual IEP review date, after giving a class presentation scored on a 5-row rubric, before seeing the teacher's scores, the student will score each rubric row for their own work and give a rating that matches the teacher's or is one level away independently on at least 4 of 5 items, on 3 consecutive scored projects or presentations, as measured by opportunity-by-opportunity data collected each scored project or presentation.
Baseline: 2 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
- 2 of 5 opportunities.
- Annual goal435 characters
- By the annual IEP review date, after giving a class presentation scored on a 5-row rubric, before seeing the teacher's scores, the student will score each rubric row for their own work and give a rating that matches the teacher's or is one level away independently on at least 4 of 5 items, on 3 consecutive scored projects or presentations, as measured by opportunity-by-opportunity data collected each scored project or presentation.
- Timeframe
- By the annual IEP review date
- Condition
- After giving a class presentation scored on a 5-row rubric, before seeing the teacher's scores
- Behavior
- The student will score each rubric row for their own work and give a rating that matches the teacher's or is one level away independently
- Criteria
- On at least 4 of 5 items, on 3 consecutive scored projects or presentations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each scored project or presentation
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:
- on at least 4 of 5 items
- Mastery rule:
- on 3 consecutive scored projects or presentations
- Collection schedule:
- each scored project or presentation
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after giving a class presentation scored on a 5-row rubric, before seeing the teacher's scores, the student will score each rubric row for their own work and give a rating that matches the teacher's or is one level away independently on at least 4 of 5 items, on 3 consecutive scored projects or presentations, as measured by opportunity-by-opportunity data collected each scored project or presentation.
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.