Rate own work and compare with the supervisor
When to use this goal
For students who rate every shift as great or cannot say how it went, which blocks learning from feedback. Present levels in self-monitoring and in reading a simple rating scale decide the number of rating items.
- Baseline
- Have the student and supervisor rate 3 shifts separately and count matching items. Note the direction of mismatch (student rates higher is typical) and which item is most often off.
- Tips
- Keep the items observable so the supervisor's rating is fair. Compare side by side and talk through mismatches without criticism. Agreement is the measure; the goal is honest self-assessment, not high ratings.
- Limits
- Supervisor ratings are also judgments; train supervisors on the items. Agreement can rise because the student copies the supervisor's pattern; rate before seeing the supervisor's sheet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-019.
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Goal
By the annual IEP review date, at the end of each shift, given a 4-item self-rating sheet (on time, stayed on task, asked for help, finished the list) with a yes-or-no scale, the student will complete the self-rating sheet and compare it with the supervisor's rating independently with at least 90% accuracy on self-rating items matching the supervisor's rating, on 4 of 5 consecutive shifts, as measured by work-sample analysis collected at each shift.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 50% accuracy.
- Annual goal453 characters
- By the annual IEP review date, at the end of each shift, given a 4-item self-rating sheet (on time, stayed on task, asked for help, finished the list) with a yes-or-no scale, the student will complete the self-rating sheet and compare it with the supervisor's rating independently with at least 90% accuracy on self-rating items matching the supervisor's rating, on 4 of 5 consecutive shifts, as measured by work-sample analysis collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each shift, given a 4-item self-rating sheet (on time, stayed on task, asked for help, finished the list) with a yes-or-no scale
- Behavior
- The student will complete the self-rating sheet and compare it with the supervisor's rating independently
- Criteria
- With at least 90% accuracy on self-rating items matching the supervisor's rating, on 4 of 5 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each shift
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on self-rating items matching the supervisor's rating
- Mastery rule:
- on 4 of 5 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, at the end of each shift, given a 4-item self-rating sheet (on time, stayed on task, asked for help, finished the list) with a yes-or-no scale, the student will complete the self-rating sheet and compare it with the supervisor's rating independently with at least 90% accuracy on self-rating items matching the supervisor's rating, on 4 of 5 consecutive shifts, as measured by work-sample analysis collected at each shift.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.