Use teacher feedback to change their work
When to use this goal
For students who argue, rip up work, or shut down when a teacher marks a mistake or suggests a change. Base the choice on observations during work conferences and returned work. The goal leaves room for the student's own judgment: explaining a choice counts.
- Baseline
- For two weeks, log each time the student receives feedback, how they responded in the first minute (accepted, asked, argued, left, destroyed work), and whether any change was made. Note whether written or spoken feedback is harder; that shapes the first condition.
- Tips
- Score an opportunity as met when the student responds without leaving or damaging the work and either makes the change or gives a reason for keeping their version. Give feedback in small doses at first (one thing to fix). Strengths first, then the change, helps many students.
- Limits
- The goal does not judge whether the change is correct; that belongs to the academic goal. Feedback styles differ between teachers, so note who gave the feedback in the data. Respectful disagreement is a success, not a miss.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-050.
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Goal
By the annual IEP review date, when the teacher gives spoken or written feedback on a draft, a math problem, or a project during class, the student will respond to the feedback with a neutral statement, a thank-you, or a question and make one change the feedback asks for independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during writing and project work.
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. Direct observation 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
- 1 of 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, when the teacher gives spoken or written feedback on a draft, a math problem, or a project during class, the student will respond to the feedback with a neutral statement, a thank-you, or a question and make one change the feedback asks for independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during writing and project work.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives spoken or written feedback on a draft, a math problem, or a project during class
- Behavior
- The student will respond to the feedback with a neutral statement, a thank-you, or a question and make one change the feedback asks for independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly during writing and project work
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 weeks
- Collection schedule:
- weekly during writing and project work
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher gives spoken or written feedback on a draft, a math problem, or a project during class, the student will respond to the feedback with a neutral statement, a thank-you, or a question and make one change the feedback asks for independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during writing and project work.
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.