Propose one of their own IEP goals
When to use this goal
For students who can talk about their progress and are ready to suggest what to work on next. Present levels and the student's experience reviewing their own data, not grade, decide fit.
- Baseline
- Ask the student, "What do you want to get stronger at next year, and how would we know you did?" Score the answer with the rubric and note which parts are missing.
- Tips
- Treat the proposal as a real contribution: the team can adjust the wording, but the skill should stay the student's. Use their words in the draft goal where possible.
- Limits
- Students may choose goals that are easier or much harder than the data support; that is a teaching chance, not a failure. The team still decides the final goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-031.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a planning session with the case manager two to four weeks before the IEP meeting, the student will propose a goal for the coming year that names the skill, where they are now, where they want to be, and how progress could be checked independently, earning a score of at least 6 out of 8 on a 4-row goal proposal rubric scored 0 to 2 per row, on 3 of 4 consecutive planning sessions, as measured by a defined scoring rubric collected every two weeks during IEP planning.
Baseline: 1 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 8 rubric points.
- Annual goal508 characters
- By the annual IEP review date, during a planning session with the case manager two to four weeks before the IEP meeting, the student will propose a goal for the coming year that names the skill, where they are now, where they want to be, and how progress could be checked independently, earning a score of at least 6 out of 8 on a 4-row goal proposal rubric scored 0 to 2 per row, on 3 of 4 consecutive planning sessions, as measured by a defined scoring rubric collected every two weeks during IEP planning.
- Timeframe
- By the annual IEP review date
- Condition
- During a planning session with the case manager two to four weeks before the IEP meeting
- Behavior
- The student will propose a goal for the coming year that names the skill, where they are now, where they want to be, and how progress could be checked independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row goal proposal rubric scored 0 to 2 per row, on 3 of 4 consecutive planning sessions
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks during IEP planning
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row goal proposal rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive planning sessions
- Collection schedule:
- every two weeks during IEP planning
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a planning session with the case manager two to four weeks before the IEP meeting, the student will propose a goal for the coming year that names the skill, where they are now, where they want to be, and how progress could be checked independently, earning a score of at least 6 out of 8 on a 4-row goal proposal rubric scored 0 to 2 per row, on 3 of 4 consecutive planning sessions, as measured by a defined scoring rubric collected every two weeks during IEP planning.
| Date | Task / sample | Names a skill connected to a real need | States where they are now, using data or a clear example | States a target that is a reasonable next step | Says how they or an adult could check progress | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row goal proposal rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.