Accept corrective feedback and fix the work
When to use this goal
For students who argue, shut down, or ignore a supervisor's correction, or who agree and then keep doing it the old way. Base the choice on present levels in regulation and in following directions; planned corrections with a trained supervisor provide the opportunities.
- Baseline
- Record the next 5 real corrections: the student's first response (words, face, body), whether the item was fixed, and whether the next items were done the corrected way. The last part is the skill; many students fix one item and revert.
- Tips
- Train supervisors to give feedback the same way: brief, specific, with the fix. Score an opportunity as met when the student acknowledges, fixes, and continues correctly, with no argument. Rehearse with role-plays if real corrections provoke strong reactions.
- Limits
- Corrections given harshly or publicly provoke reactions in most people; data from those events should be noted separately. Strong emotional responses may call for a regulation goal first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-011.
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Goal
By the annual IEP review date, when the supervisor points out an error and states how to fix it during a school-based job, the student will acknowledge the feedback and redo the work as directed independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each correction, summarized every five.
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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal388 characters
- By the annual IEP review date, when the supervisor points out an error and states how to fix it during a school-based job, the student will acknowledge the feedback and redo the work as directed independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each correction, summarized every five.
- Timeframe
- By the annual IEP review date
- Condition
- When the supervisor points out an error and states how to fix it during a school-based job
- Behavior
- The student will acknowledge the feedback and redo the work as directed independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each correction, summarized every five
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 data collection periods
- Collection schedule:
- at each correction, summarized every five
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the supervisor points out an error and states how to fix it during a school-based job, the student will acknowledge the feedback and redo the work as directed independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each correction, summarized every five.
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.