Use a fix-it phrase after a mistake
When to use this goal
For young students who call themselves bad or dumb, cry, or crumple work after a small error. Present levels decide fit, not grade. The phrase is chosen with the student and can be said, signed, whispered, or pointed to on a card.
- Baseline
- Record the first 5 mistakes you see each day for a week and write what the student said or did right after each one. Note which tasks bring the strongest reactions. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Model the phrase yourself when you make mistakes, out loud. Count the phrase whether it is said, signed, or pointed to. Do not demand a cheerful tone; a flat "oops, I can fix it" still counts.
- Limits
- Measures a taught phrase, not a change in what the student believes about themselves. If the student becomes very upset after mistakes, add a calm-down goal from emotional regulation first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-004.
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Goal
By the annual IEP review date, after making a mistake on classwork, such as a wrong answer or a letter written backward, the student will say, sign, or point to a fix-it phrase from their card (such as "Oops, I can fix it" or "Mistakes help me learn") independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 observed mistakes.
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 goal415 characters
- By the annual IEP review date, after making a mistake on classwork, such as a wrong answer or a letter written backward, the student will say, sign, or point to a fix-it phrase from their card (such as "Oops, I can fix it" or "Mistakes help me learn") independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 observed mistakes.
- Timeframe
- By the annual IEP review date
- Condition
- After making a mistake on classwork, such as a wrong answer or a letter written backward
- Behavior
- The student will say, sign, or point to a fix-it phrase from their card (such as "Oops, I can fix it" or "Mistakes help me learn") independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, first 5 observed mistakes
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 4 of 5 observed days
- Collection schedule:
- daily, first 5 observed mistakes
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after making a mistake on classwork, such as a wrong answer or a letter written backward, the student will say, sign, or point to a fix-it phrase from their card (such as "Oops, I can fix it" or "Mistakes help me learn") independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily, first 5 observed mistakes.
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.