Compare old and new work samples
When to use this goal
For elementary students who say they "never get better" or are "the worst" even when their work has grown. Present levels decide fit, not grade. Use the student's own work so the comparison is with themselves, never with classmates.
- Baseline
- Show 4 pairs of early and recent work and record what the student says about each pair. Choose pairs with a clear, visible change at first. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Writing, drawing, handwriting, and math work all make good samples. Date every sample. A change the student notices that the adult did not plan still counts if it is real.
- Limits
- Measures noticing growth in prepared samples. It does not show whether the student uses this in hard moments, and it fits only when real growth exists to see.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-016.
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Goal
By the annual IEP review date, given an early and a recent sample of their own work from a portfolio, the student will point to or name one specific way their recent work is stronger than the early sample independently in at least 3 of 4 opportunities, across 3 consecutive monthly conferences, as measured by opportunity-by-opportunity data collected monthly, 4 sample pairs per conference.
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. 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
- 0 of 4 opportunities.
- Annual goal391 characters
- By the annual IEP review date, given an early and a recent sample of their own work from a portfolio, the student will point to or name one specific way their recent work is stronger than the early sample independently in at least 3 of 4 opportunities, across 3 consecutive monthly conferences, as measured by opportunity-by-opportunity data collected monthly, 4 sample pairs per conference.
- Timeframe
- By the annual IEP review date
- Condition
- Given an early and a recent sample of their own work from a portfolio
- Behavior
- The student will point to or name one specific way their recent work is stronger than the early sample independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive monthly conferences
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly, 4 sample pairs per conference
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 3 consecutive monthly conferences
- Collection schedule:
- monthly, 4 sample pairs per conference
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an early and a recent sample of their own work from a portfolio, the student will point to or name one specific way their recent work is stronger than the early sample independently in at least 3 of 4 opportunities, across 3 consecutive monthly conferences, as measured by opportunity-by-opportunity data collected monthly, 4 sample pairs per conference.
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.