Self-check on a 1-to-5 scale at set times
When to use this goal
For students who use a personal 1-to-5 scale with adult prompts and are ready to check themselves at set points in the day. Present levels decide fit, not grade. The scale and its action steps are written with the student.
- Baseline
- For one week, have the student complete the card with adult prompts and note how many set points they completed without a prompt and whether they did the listed action at 3 or higher. Compare their ratings with staff notes to see if the card is useful to them.
- Tips
- Score a set point correct when the student records a level and, if 3 or higher, starts the listed action. A level of 1 or 2 with no action is correct. Never use the card's numbers for consequences; that teaches students to report low numbers.
- Limits
- Self-ratings are honest only when they are safe to give; check that adults respond helpfully. The card shows self-checking, not whether the action lowered the level (see se-er-019).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-034.
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Goal
By the annual IEP review date, at 5 set points in the school day marked on their schedule (such as arrival, before lunch, after recess), the student will record their level on their 1-to-5 self-check card and carry out the action listed for a level of 3 or higher (such as taking a stretch, asking for a check-in) independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily from the self-check card.
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 goal485 characters
- By the annual IEP review date, at 5 set points in the school day marked on their schedule (such as arrival, before lunch, after recess), the student will record their level on their 1-to-5 self-check card and carry out the action listed for a level of 3 or higher (such as taking a stretch, asking for a check-in) independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily from the self-check card.
- Timeframe
- By the annual IEP review date
- Condition
- At 5 set points in the school day marked on their schedule (such as arrival, before lunch, after recess)
- Behavior
- The student will record their level on their 1-to-5 self-check card and carry out the action listed for a level of 3 or higher (such as taking a stretch, asking for a check-in) independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily from the self-check card
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 from the self-check card
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at 5 set points in the school day marked on their schedule (such as arrival, before lunch, after recess), the student will record their level on their 1-to-5 self-check card and carry out the action listed for a level of 3 or higher (such as taking a stretch, asking for a check-in) independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily from the self-check card.
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.