Set a learning goal and check it weekly
When to use this goal
For upper elementary students who are ready to set a small goal for something they are learning, such as books read, spelling words or math facts. Present levels in number sense decide whether the goal uses a number or a picture scale.
- Baseline
- Score the first two goal cards with only the blank card. Young students often set goals far too high or too low; note this, because choosing a reachable goal is part of the skill.
- Tips
- Let the student pick the subject. A goal that is met every week can be raised by the student; one never met can be lowered. This is the elementary start of tn-sd-001.
- Limits
- Scores the goal routine, not academic growth; the academic data come from the class or IEP goal. Weekly conferences need a protected time to happen.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a weekly goal conference with the teacher, using a learning goal card, the student will write a learning goal with a number, record the week's result and say whether it was met independently, earning a score of at least 5 out of 6 on a 3-row learning goal rubric (0 to 2 per row), on 3 of 4 consecutive weekly goal cards, as measured by a defined scoring rubric collected weekly.
Baseline: 2 out of 6 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-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
- 2 out of 6 rubric points.
- Annual goal417 characters
- By the annual IEP review date, during a weekly goal conference with the teacher, using a learning goal card, the student will write a learning goal with a number, record the week's result and say whether it was met independently, earning a score of at least 5 out of 6 on a 3-row learning goal rubric (0 to 2 per row), on 3 of 4 consecutive weekly goal cards, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly goal conference with the teacher, using a learning goal card
- Behavior
- The student will write a learning goal with a number, record the week's result and say whether it was met independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row learning goal rubric (0 to 2 per row), on 3 of 4 consecutive weekly goal cards
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
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 5 out of 6 on a 3-row learning goal rubric (0 to 2 per row)
- Mastery rule:
- on 3 of 4 consecutive weekly goal cards
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a weekly goal conference with the teacher, using a learning goal card, the student will write a learning goal with a number, record the week's result and say whether it was met independently, earning a score of at least 5 out of 6 on a 3-row learning goal rubric (0 to 2 per row), on 3 of 4 consecutive weekly goal cards, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | The goal names something the student will do, with a number | The week's result is recorded on the card from the student's own work | The end-of-week review says met or not met and names the next goal | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row learning goal rubric (0 to 2 per row). 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.