Rate their level on a 1-to-5 scale and pick the matching strategy
When to use this goal
For students who have a personal 1-to-5 scale built with them (1 = ready and okay, 5 = too big to handle) and who need to link each level to an action. Present levels and the student's understanding of the scale decide fit, not grade. Any mode counts for the rating.
- Baseline
- Build the scale with the student first, using their own words or pictures for each level and the strategies they pick. Then run 5 check-ins and record whether the student gives a level and whether they name a strategy that is listed for it.
- Tips
- Score correct when the strategy chosen is one listed for the rated level. The rating itself is never wrong; adults do not argue the number. Let the student revise the scale's strategies each month. Keep the scale where the student can reach it without asking.
- Limits
- A scale only works when adults respond to the levels (a 4 means the break is offered). The goal measures choosing, not carrying out, the strategy. Students who rate the same number every time may need a simpler 3-point scale.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at 3 scheduled check-ins a day and when an adult notices a change in the student's level, the student will point to or name their level on their 1-to-5 scale and choose a strategy listed for that level on the scale (such as a stretch at 3, a break at 4) independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at scheduled check-ins.
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 Emotional Regulation.
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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 2 of 5 opportunities.
- Annual goal454 characters
- By the annual IEP review date, at 3 scheduled check-ins a day and when an adult notices a change in the student's level, the student will point to or name their level on their 1-to-5 scale and choose a strategy listed for that level on the scale (such as a stretch at 3, a break at 4) independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at scheduled check-ins.
- Timeframe
- By the annual IEP review date
- Condition
- At 3 scheduled check-ins a day and when an adult notices a change in the student's level
- Behavior
- The student will point to or name their level on their 1-to-5 scale and choose a strategy listed for that level on the scale (such as a stretch at 3, a break at 4) independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily at scheduled check-ins
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:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at scheduled check-ins
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at 3 scheduled check-ins a day and when an adult notices a change in the student's level, the student will point to or name their level on their 1-to-5 scale and choose a strategy listed for that level on the scale (such as a stretch at 3, a break at 4) independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at scheduled check-ins.
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.