Accept a compliment on their work
When to use this goal
For secondary students who brush off or contradict praise for their work ("It's trash", "I just got lucky"), which can push teachers and peers away from giving it. Present levels decide fit, not grade. Keep the focus on the student's response, not on whether they agree.
- Baseline
- Collect 5 compliment moments across classes, with the exact words the student used in reply. Ask teachers how often they now avoid praising the student, since that limits opportunities. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- A quiet "thanks" is a full response. Joking humility is fine if it does not contradict the compliment. Plan opportunities with teachers so the student gets enough real, specific compliments to practice with.
- Limits
- Counts the outward response only. Students may still disagree inside; that is not scored and should not be pushed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-008.
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Goal
By the annual IEP review date, when a teacher or peer compliments their work during class or a critique, the student will independently acknowledge the compliment with a short response (such as "thanks" or a comment about how they did it) without contradicting it in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly, across class and counseling.
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. 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-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 goal421 characters
- By the annual IEP review date, when a teacher or peer compliments their work during class or a critique, the student will independently acknowledge the compliment with a short response (such as "thanks" or a comment about how they did it) without contradicting it in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly, across class and counseling.
- Timeframe
- By the annual IEP review date
- Condition
- When a teacher or peer compliments their work during class or a critique
- Behavior
- The student will independently acknowledge the compliment with a short response (such as "thanks" or a comment about how they did it) without contradicting it
- Criteria
- In at least 4 of 5 opportunities, in 3 of 4 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly, across class and counseling
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:
- in 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly, across class and counseling
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a teacher or peer compliments their work during class or a critique, the student will independently acknowledge the compliment with a short response (such as "thanks" or a comment about how they did it) without contradicting it in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly, across class and counseling.
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.