Ask a teacher for feedback or a chance to revise an assignment
When to use this goal
For students who receive low scores and either accept them silently or complain to peers, rather than finding out what to change. Base the choice on gradebook patterns. For students who already turn in most work.
- Baseline
- With the student, set a personal score target and review the last grading period's returned work below it. Count how many times the student asked a teacher about the work and what happened. Interview the student about what they think a low score means and what they could do about it.
- Tips
- An opportunity is a returned assignment or test below the student's target. Score correct when the student asks the teacher a feedback or revision question within two school days (in person, email, or message). Brief teachers to answer specifically and, where policy allows, offer revisions. Do not score whether the student then revises; that belongs to an assignment completion goal.
- Limits
- Opportunities depend on grading cycles and the student's target; use a fixed sample per grading period. Some teachers do not allow revisions, which limits one behavior option; the feedback question still applies. Does not measure learning from the feedback.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-019.
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Goal
By the annual IEP review date, when they receive a score below their personal target on an assignment or test, the student will ask the teacher what they could change to earn a higher score, or ask whether they can revise and resubmit independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly by reviewing returned work and teacher confirmations.
Baseline: 0 of 4 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 0 of 4 opportunities.
- Annual goal438 characters
- By the annual IEP review date, when they receive a score below their personal target on an assignment or test, the student will ask the teacher what they could change to earn a higher score, or ask whether they can revise and resubmit independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly by reviewing returned work and teacher confirmations.
- Timeframe
- By the annual IEP review date
- Condition
- When they receive a score below their personal target on an assignment or test
- Behavior
- The student will ask the teacher what they could change to earn a higher score, or ask whether they can revise and resubmit independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly by reviewing returned work and teacher confirmations
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- weekly by reviewing returned work and teacher confirmations
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they receive a score below their personal target on an assignment or test, the student will ask the teacher what they could change to earn a higher score, or ask whether they can revise and resubmit independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly by reviewing returned work and teacher confirmations.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.