Write a quarterly self-evaluation of progress
When to use this goal
For high school students who track goals and are ready to sum up a whole grading period in their own words. Present levels in written expression decide whether the evaluation is written, typed or recorded.
- Baseline
- Score the first evaluation with only the form. Grading periods are few, so practice with a mid-period evaluation on one goal to add data points.
- Tips
- Send the student's evaluation home with the IEP progress report, with the student's permission. Use tn-sd-029 first if the student struggles to read own data.
- Limits
- Few data points per year. Writing load can hide strong reflection; allow other response modes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-034.
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Goal
By the annual IEP review date, at the end of each grading period, given own goal data and a self-evaluation form, the student will complete the self-evaluation with data for each goal, what helped, what got in the way and a change for next quarter independently, earning a score of at least 8 out of 10 on a 5-row self-evaluation rubric (0 to 2 per row), on 2 consecutive self-evaluations, as measured by a defined scoring rubric collected each grading period.
Baseline: 3 out of 10 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
- 3 out of 10 rubric points.
- Annual goal460 characters
- By the annual IEP review date, at the end of each grading period, given own goal data and a self-evaluation form, the student will complete the self-evaluation with data for each goal, what helped, what got in the way and a change for next quarter independently, earning a score of at least 8 out of 10 on a 5-row self-evaluation rubric (0 to 2 per row), on 2 consecutive self-evaluations, as measured by a defined scoring rubric collected each grading period.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each grading period, given own goal data and a self-evaluation form
- Behavior
- The student will complete the self-evaluation with data for each goal, what helped, what got in the way and a change for next quarter independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row self-evaluation rubric (0 to 2 per row), on 2 consecutive self-evaluations
- Evaluation method
- A defined scoring rubric
- Schedule
- Each grading period
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 8 out of 10 on a 5-row self-evaluation rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive self-evaluations
- Collection schedule:
- each grading period
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, at the end of each grading period, given own goal data and a self-evaluation form, the student will complete the self-evaluation with data for each goal, what helped, what got in the way and a change for next quarter independently, earning a score of at least 8 out of 10 on a 5-row self-evaluation rubric (0 to 2 per row), on 2 consecutive self-evaluations, as measured by a defined scoring rubric collected each grading period.
| Date | Task / sample | Names each goal worked on this period | Reports own data for each goal | Names one thing that helped progress | Names one thing that got in the way | Sets one change for the next period | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row self-evaluation 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.