Use own data to judge goal attainment
When to use this goal
For students who track data but cannot say whether the data show the goal was met, often calling a near miss a success or a success a failure. Present levels in graph reading and number comparison, not grade, decide how the data are shown.
- Baseline
- Give 5 sample cards with clear met, partly met and not met cases. Write the rule for partly met (for example, within a set range of the target) on the cards so scoring is consistent.
- Tips
- Move from sample cards to the student's own goals as accuracy rises. This judgment step feeds the self-evaluation in tn-sd-034 and the progress report in tn-sd-039.
- Limits
- Sample cards are cleaner than real data with missing days. Judging met or not met is one part of self-evaluation; explaining why is another.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-029.
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Goal
By the annual IEP review date, given five sample goal cards, each with a goal statement and a short graph or log, the student will state whether each goal was met, partly met or not met and point to the data that show it independently with at least 85% accuracy on goal reviews, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 40% accuracy.
- Annual goal380 characters
- By the annual IEP review date, given five sample goal cards, each with a goal statement and a short graph or log, the student will state whether each goal was met, partly met or not met and point to the data that show it independently with at least 85% accuracy on goal reviews, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given five sample goal cards, each with a goal statement and a short graph or log
- Behavior
- The student will state whether each goal was met, partly met or not met and point to the data that show it independently
- Criteria
- With at least 85% accuracy on goal reviews, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on goal reviews
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given five sample goal cards, each with a goal statement and a short graph or log, the student will state whether each goal was met, partly met or not met and point to the data that show it independently with at least 85% accuracy on goal reviews, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.