Compare own rubric ratings with the teacher's
When to use this goal
For students who hand in work without checking it against the standard, or who rate everything they do the same way. Present levels in reading the rubric decide whether the class rubric is simplified.
- Baseline
- Have the student self-score 2 or 3 assignments, then compare row by row with the teacher. Note whether misses run high or low; each pattern needs a different conversation.
- Tips
- Teachers score without seeing the student's ratings first. Talk through the rows that differed; the talk is the instruction. For work-site self-ratings, use fn-voc-019.
- Limits
- Agreement with the teacher assumes the teacher's score is right; a second scorer helps on close calls. Does not measure whether the student fixes the work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-033.
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Goal
By the annual IEP review date, after finishing a writing piece, project or lab, given the class rubric, the student will score own assignment on each rubric row before the teacher scores it independently with at least 80% accuracy on rubric rows, counting a row correct when it is within one point of the teacher's score, on 3 consecutive scored assignments, as measured by work-sample analysis collected every two weeks.
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. Work-sample analysis 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 goal421 characters
- By the annual IEP review date, after finishing a writing piece, project or lab, given the class rubric, the student will score own assignment on each rubric row before the teacher scores it independently with at least 80% accuracy on rubric rows, counting a row correct when it is within one point of the teacher's score, on 3 consecutive scored assignments, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After finishing a writing piece, project or lab, given the class rubric
- Behavior
- The student will score own assignment on each rubric row before the teacher scores it independently
- Criteria
- With at least 80% accuracy on rubric rows, counting a row correct when it is within one point of the teacher's score, on 3 consecutive scored assignments
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 80% accuracy on rubric rows, counting a row correct when it is within one point of the teacher's score
- Mastery rule:
- on 3 consecutive scored assignments
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after finishing a writing piece, project or lab, given the class rubric, the student will score own assignment on each rubric row before the teacher scores it independently with at least 80% accuracy on rubric rows, counting a row correct when it is within one point of the teacher's score, on 3 consecutive scored assignments, as measured by work-sample analysis collected every two weeks.
| 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.