Write a growth reflection for their portfolio
When to use this goal
For secondary students who dismiss their own growth or who can name a grade but not what they now do differently. Present levels decide fit, not grade. Reflections can be written, typed, dictated, or recorded.
- Baseline
- Ask for one reflection with no frames at the end of a unit and score it on the rubric. Check that the portfolio holds work that actually shows growth before setting a target. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Use the student's real goal graphs where they exist so the reflection connects to IEP progress. The evidence row matters most: it turns a vague claim into a fact the student can return to.
- Limits
- Scores a written product. It does not show whether the student's day-to-day talk about themselves changes. Reading or writing the reflection should not be the barrier; offer speech-to-text or dictation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-017.
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Goal
By the annual IEP review date, at the end of a unit or grading period, given their portfolio and their own progress graph, the student will write a reflection that names a skill they grew in, points to evidence from their work or graph, and names a next step independently, earning a score of at least 7 out of 9 on a 9-point growth reflection rubric, on 2 of 3 consecutive reflections, as measured by a defined scoring rubric collected at the end of each unit or grading period.
Baseline: 3 out of 9 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 9 rubric points.
- Annual goal479 characters
- By the annual IEP review date, at the end of a unit or grading period, given their portfolio and their own progress graph, the student will write a reflection that names a skill they grew in, points to evidence from their work or graph, and names a next step independently, earning a score of at least 7 out of 9 on a 9-point growth reflection rubric, on 2 of 3 consecutive reflections, as measured by a defined scoring rubric collected at the end of each unit or grading period.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a unit or grading period, given their portfolio and their own progress graph
- Behavior
- The student will write a reflection that names a skill they grew in, points to evidence from their work or graph, and names a next step independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point growth reflection rubric, on 2 of 3 consecutive reflections
- Evaluation method
- A defined scoring rubric
- Schedule
- At the end of each unit or grading period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 9 on a 9-point growth reflection rubric
- Mastery rule:
- on 2 of 3 consecutive reflections
- Collection schedule:
- at the end of each unit or grading period
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, at the end of a unit or grading period, given their portfolio and their own progress graph, the student will write a reflection that names a skill they grew in, points to evidence from their work or graph, and names a next step independently, earning a score of at least 7 out of 9 on a 9-point growth reflection rubric, on 2 of 3 consecutive reflections, as measured by a defined scoring rubric collected at the end of each unit or grading period.
| Date | Task / sample | Names a specific skill they grew in (0 to 3) | Points to evidence from their own work or graph (0 to 3) | Names a realistic next step (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point growth reflection rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.