Pick a growth area from a self-rating survey
When to use this goal
For students who are ready to look at their own self-determination skills and choose what to build next. Present levels in reading decide whether the survey is read aloud or simplified; the student's answers are not right or wrong.
- Baseline
- Score the first growth plan right after the first survey. Use a self-rating tool the district has chosen and keep it the same so later ratings can be compared.
- Tips
- Repeat the survey each semester; the student's ratings over time are useful transition assessment data. The goal the student writes can become the next tn-sd-001 plan.
- Limits
- Self-ratings are opinions and can shift with mood. Survey choice affects results, so note which tool was used.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-048.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after completing a self-determination self-rating survey, given the survey results and a growth plan form, the student will name two strength areas and one growth area from own ratings and write a goal for the growth area independently, earning a score of at least 7 out of 8 on a 4-row growth plan rubric (0 to 2 per row), on 2 consecutive survey cycles, as measured by a defined scoring rubric collected each semester.
Baseline: 2 out of 8 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 8 rubric points.
- Annual goal451 characters
- By the annual IEP review date, after completing a self-determination self-rating survey, given the survey results and a growth plan form, the student will name two strength areas and one growth area from own ratings and write a goal for the growth area independently, earning a score of at least 7 out of 8 on a 4-row growth plan rubric (0 to 2 per row), on 2 consecutive survey cycles, as measured by a defined scoring rubric collected each semester.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a self-determination self-rating survey, given the survey results and a growth plan form
- Behavior
- The student will name two strength areas and one growth area from own ratings and write a goal for the growth area independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row growth plan rubric (0 to 2 per row), on 2 consecutive survey cycles
- Evaluation method
- A defined scoring rubric
- Schedule
- Each semester
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 7 out of 8 on a 4-row growth plan rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive survey cycles
- Collection schedule:
- each semester
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after completing a self-determination self-rating survey, given the survey results and a growth plan form, the student will name two strength areas and one growth area from own ratings and write a goal for the growth area independently, earning a score of at least 7 out of 8 on a 4-row growth plan rubric (0 to 2 per row), on 2 consecutive survey cycles, as measured by a defined scoring rubric collected each semester.
| Date | Task / sample | Answers every item on the survey | Names two strength areas from own ratings | Names one growth area with a reason | Writes a goal for the growth area | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row growth plan 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.