Ask a teacher to review a grade they question
When to use this goal
For students who either say nothing when a grade looks wrong or argue about it in front of the class. Present levels, not grade level, decide fit.
- Baseline
- Ask the student what they did the last few times a grade seemed wrong. Run two role-plays with real assignments and record whether they choose a private time, name the item, and give a reason.
- Tips
- Score correct when the request is private or written, names the item, and gives a reason. The outcome does not matter: a request that leads to no change still counts.
- Limits
- The student may choose not to question every grade they disagree with, and that is their call; count only the times they say they want to. For grade problems caused by missing accommodations, use se-sa-018.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-042.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they receive a graded assignment or test with a score they think is wrong or unclear, the student will ask the teacher privately or in writing to look at the grade again, point to the specific item, and explain their reason independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected each time a grade is questioned, plus monthly role-play.
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. 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 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 goal446 characters
- By the annual IEP review date, when they receive a graded assignment or test with a score they think is wrong or unclear, the student will ask the teacher privately or in writing to look at the grade again, point to the specific item, and explain their reason independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected each time a grade is questioned, plus monthly role-play.
- Timeframe
- By the annual IEP review date
- Condition
- When they receive a graded assignment or test with a score they think is wrong or unclear
- Behavior
- The student will ask the teacher privately or in writing to look at the grade again, point to the specific item, and explain their reason independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- Each time a grade is questioned, plus monthly role-play
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:
- each time a grade is questioned, plus monthly role-play
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they receive a graded assignment or test with a score they think is wrong or unclear, the student will ask the teacher privately or in writing to look at the grade again, point to the specific item, and explain their reason independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected each time a grade is questioned, plus monthly role-play.
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.