Name a learning strength and the tool that helps
When to use this goal
For younger students who are starting to talk about how they learn. Choose it when the student answers simple questions about school but has not yet linked a tool to a task. Present levels, not grade, decide fit.
- Baseline
- Ask the conference questions at five check-ins without prompts and record what the student says. Note whether they name a tool at all, name one that matches the task, or say "I don't know." Ask the family what the student says about school at home.
- Tips
- Count an opportunity as correct when the tool named actually fits the task named. Keep the tool menu short and real: only tools the student has used. Praise accurate links, not only positive statements.
- Limits
- Measures talking about tools, not using them; track tool use separately if that is the need. Young students may repeat the last tool they used, so vary the tasks across the week.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-025.
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Goal
By the annual IEP review date, during a weekly 5-minute conference when the teacher asks, "What are you good at, and what helps you?", the student will name one thing they do well and one tool or strategy that helps them, linking the tool to a task (such as "The number line helps me with take-away problems") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly during student conferences.
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. 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
- 1 of 5 opportunities.
- Annual goal477 characters
- By the annual IEP review date, during a weekly 5-minute conference when the teacher asks, "What are you good at, and what helps you?", the student will name one thing they do well and one tool or strategy that helps them, linking the tool to a task (such as "The number line helps me with take-away problems") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly during student conferences.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly 5-minute conference when the teacher asks, "What are you good at, and what helps you?"
- Behavior
- The student will name one thing they do well and one tool or strategy that helps them, linking the tool to a task (such as "The number line helps me with take-away problems") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during student conferences
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 student conferences
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a weekly 5-minute conference when the teacher asks, "What are you good at, and what helps you?", the student will name one thing they do well and one tool or strategy that helps them, linking the tool to a task (such as "The number line helps me with take-away problems") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly during student conferences.
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.