Review own present levels and give feedback
When to use this goal
For high school students who hear their present levels for the first time at the meeting and have no say in them. Present levels in reading decide whether the summary is read aloud, simplified or shown with graphs.
- Baseline
- Use the first review as baseline, with each of 5 sections as one opportunity. Count a response when the student gives an opinion with any reason; silence or I don't know is recorded as no response.
- Tips
- Write the summary in plain language before the review. Changes the student suggests that the team accepts should appear in the draft; that is the point. Pair with tn-sd-037 to move from feedback to drafting goals.
- Limits
- Few sessions per year, so practice with a sample student's present levels between meetings. The student's view and the data may differ; both belong in the IEP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-036.
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Goal
By the annual IEP review date, during a pre-meeting review of a plain-language summary of own present levels, with each section read aloud or shown on screen, the student will state for each section whether it fits own experience and suggest one change or addition independently in at least 4 of 5 opportunities, across 2 consecutive IEP preparation sessions, as measured by opportunity-by-opportunity data collected at each IEP preparation session, at least twice a year.
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. Opportunity (trial) recording 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 goal472 characters
- By the annual IEP review date, during a pre-meeting review of a plain-language summary of own present levels, with each section read aloud or shown on screen, the student will state for each section whether it fits own experience and suggest one change or addition independently in at least 4 of 5 opportunities, across 2 consecutive IEP preparation sessions, as measured by opportunity-by-opportunity data collected at each IEP preparation session, at least twice a year.
- Timeframe
- By the annual IEP review date
- Condition
- During a pre-meeting review of a plain-language summary of own present levels, with each section read aloud or shown on screen
- Behavior
- The student will state for each section whether it fits own experience and suggest one change or addition independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive IEP preparation sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each IEP preparation session, at least twice a year
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 2 consecutive IEP preparation sessions
- Collection schedule:
- at each IEP preparation session, at least twice a year
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a pre-meeting review of a plain-language summary of own present levels, with each section read aloud or shown on screen, the student will state for each section whether it fits own experience and suggest one change or addition independently in at least 4 of 5 opportunities, across 2 consecutive IEP preparation sessions, as measured by opportunity-by-opportunity data collected at each IEP preparation session, at least twice a year.
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.