Pick a work strategy and rate it
When to use this goal
For elementary students who have been taught several work strategies but use only the one an adult hands them. Present levels in self-reflection decide whether the judgment is a thumbs rating, a word or a sentence.
- Baseline
- Offer the menu for 5 work tasks and record each part: chose, used, rated. Students often choose but never use, or use without rating; note which part is missing.
- Tips
- Keep a simple log of which strategies the student rates as helpful; it is useful evidence for the IEP. Strategies are the student's choice, not a reward or a consequence.
- Limits
- The student's rating is self-report; compare it with work output now and then. Does not cover asking for accommodations, which is a self-advocacy goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-031.
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Goal
By the annual IEP review date, before an independent reading or math task, given a menu of three work strategies, such as a timer, a quiet spot or a checklist, the student will choose a strategy, use it and say afterward whether it helped independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected daily during one work block, summarized weekly.
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. Direct observation 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 goal422 characters
- By the annual IEP review date, before an independent reading or math task, given a menu of three work strategies, such as a timer, a quiet spot or a checklist, the student will choose a strategy, use it and say afterward whether it helped independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected daily during one work block, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Before an independent reading or math task, given a menu of three work strategies, such as a timer, a quiet spot or a checklist
- Behavior
- The student will choose a strategy, use it and say afterward whether it helped independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during one work block, summarized weekly
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 weeks
- Collection schedule:
- daily during one work block, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, before an independent reading or math task, given a menu of three work strategies, such as a timer, a quiet spot or a checklist, the student will choose a strategy, use it and say afterward whether it helped independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected daily during one work block, summarized weekly.
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.