Fewer self-put-downs during independent work
When to use this goal
For secondary students whose frequent spoken or written put-downs about themselves ("I'm so stupid", "I can't do anything") disrupt their work and worry staff. Present levels decide fit, not grade. Screen for risk first: statements about self-harm follow the school safety protocol, not this goal.
- Baseline
- Tally put-downs across at least 5 work periods with the exact words, the task, and what happened next. Define a put-down narrowly (a global statement about the self), so ordinary frustration like "this is hard" is not counted. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Pair this decrease goal with teaching replacement phrases (se-sc-005 or se-sc-004) so the student has something to say instead. Never punish a put-down; respond privately and briefly. Statements about not wanting to be alive are a safety matter and go to the counselor right away.
- Limits
- Fewer spoken put-downs does not prove the student thinks differently about themselves. Some students simply stop saying them aloud; combine with a strengths or progress goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-006.
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Goal
By the annual IEP review date, during independent work periods in core classes, the student will reduce saying or write a global put-down about themselves (such as "I'm stupid" or "I'm useless") to no more than 1 time per 40-minute independent work period, on 4 of 5 observed periods, as measured by frequency recording collected three times weekly.
Baseline: 6 times per 40-minute independent work period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 6 times per 40-minute independent work period.
- Annual goal349 characters
- By the annual IEP review date, during independent work periods in core classes, the student will reduce saying or write a global put-down about themselves (such as "I'm stupid" or "I'm useless") to no more than 1 time per 40-minute independent work period, on 4 of 5 observed periods, as measured by frequency recording collected three times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work periods in core classes
- Behavior
- The student will reduce saying or write a global put-down about themselves (such as "I'm stupid" or "I'm useless")
- Criteria
- No more than 1 time per 40-minute independent work period, on 4 of 5 observed periods
- Evaluation method
- Frequency recording
- Schedule
- Three times weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per 40-minute independent work period
- Mastery rule:
- on 4 of 5 observed periods
- Collection schedule:
- three times weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during independent work periods in core classes, the student will reduce saying or write a global put-down about themselves (such as "I'm stupid" or "I'm useless") to no more than 1 time per 40-minute independent work period, on 4 of 5 observed periods, as measured by frequency recording collected three times weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 40-minute independent work period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.