Tell two things they do well
When to use this goal
For elementary students who say they are not good at anything, or who can name only what is hard. Present levels in expressive language decide whether answers are spoken, pointed to on a picture board or written.
- Baseline
- Ask in a few different ways and settings over 2 sessions. Count any real strength, including outside school (drawing, helping at home, a sport); I don't know or a shrug counts as no response.
- Tips
- Collect strengths from family and teachers first so the board has true examples. This is the elementary root of the strengths work in tn-sd-023 and tn-sd-024.
- Limits
- Naming a strength on request is a first step; it does not show the student uses that knowledge in choices. Answers can be copied from the board without belief.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-022.
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Goal
By the annual IEP review date, when asked by a teacher or counselor what they are good at, during a class or small-group lesson on strengths, the student will name two things they do well at school or outside school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
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-Determination.
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
- Transition & Postsecondary Skills - Self-Determination
- Baseline
- 1 of 5 opportunities.
- Annual goal382 characters
- By the annual IEP review date, when asked by a teacher or counselor what they are good at, during a class or small-group lesson on strengths, the student will name two things they do well at school or outside school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by a teacher or counselor what they are good at, during a class or small-group lesson on strengths
- Behavior
- The student will name two things they do well at school or outside school independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice monthly
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:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked by a teacher or counselor what they are good at, during a class or small-group lesson on strengths, the student will name two things they do well at school or outside school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
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.