Name something they are good at
When to use this goal
For young students who answer "I don't know" or "nothing" when asked what they are good at, or who name only what others are good at. Present levels and what the student does in class, not grade, decide fit. Accept speech, sign, a picture choice, or a device message.
- Baseline
- Ask the question in 5 natural moments across a week and write down exactly what the student says or shows. Note whether the answer names the student's own action or only a thing they like. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Count any answer that names something the student does, even if small ("I zip my coat"). A favorite thing ("I like dinosaurs") is an interest, not a strength, so prompt once for what they do with it. Keep the question low-pressure and offer the chance to pass.
- Limits
- Measures naming a strength on request, not spontaneous self-talk. A student may name the same strength every time; add a variety rule only after the basic skill is steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-001.
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Goal
By the annual IEP review date, when an adult or peer asks what they are good at during a morning meeting or small-group share, the student will name one thing they do well, such as a school task, a game, or a way they help others independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, across 5 planned asks.
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-Concept & Positive Self-Talk.
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-Concept & Positive Self-Talk
- Baseline
- 1 of 5 opportunities.
- Annual goal402 characters
- By the annual IEP review date, when an adult or peer asks what they are good at during a morning meeting or small-group share, the student will name one thing they do well, such as a school task, a game, or a way they help others independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, across 5 planned asks.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult or peer asks what they are good at during a morning meeting or small-group share
- Behavior
- The student will name one thing they do well, such as a school task, a game, or a way they help others independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, across 5 planned asks
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:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly, across 5 planned asks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult or peer asks what they are good at during a morning meeting or small-group share, the student will name one thing they do well, such as a school task, a game, or a way they help others independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, across 5 planned asks.
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.