Score own draft on the class rubric
When to use this goal
For students who turn in drafts without checking them and are surprised by their scores. Present levels should show the student can read the class rubric with help; the target is scoring their own draft close to the teacher's score and choosing a revision goal from it.
- Baseline
- For five drafts, compare the student's row scores with the teacher's. Count an opportunity as met when every row is within one point of the teacher's score and a revision row is named. Note whether the student scores high across the board or low across the board.
- Tips
- Self-assessment builds student ownership; let the student choose the revision goal. Use the same rubric the class uses. Talk through disagreements with the student; the reasons are often more useful than the scores.
- Limits
- Agreement with the teacher depends on the rubric's clarity. A student may match the teacher's score without understanding why. The goal does not measure revision quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-076.
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Goal
By the annual IEP review date, after finishing a draft, given the class writing rubric with student-friendly wording, the student will score the draft on each rubric row, write one sentence of evidence from the draft for each score, and name one row to raise in revision independently in at least 4 of 5 opportunities, across 5 consecutive scored drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 1 of 5 opportunities.
- Annual goal446 characters
- By the annual IEP review date, after finishing a draft, given the class writing rubric with student-friendly wording, the student will score the draft on each rubric row, write one sentence of evidence from the draft for each score, and name one row to raise in revision independently in at least 4 of 5 opportunities, across 5 consecutive scored drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After finishing a draft, given the class writing rubric with student-friendly wording
- Behavior
- The student will score the draft on each rubric row, write one sentence of evidence from the draft for each score, and name one row to raise in revision independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive scored drafts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per draft, at least twice monthly
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 5 consecutive scored drafts
- Collection schedule:
- per draft, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after finishing a draft, given the class writing rubric with student-friendly wording, the student will score the draft on each rubric row, write one sentence of evidence from the draft for each score, and name one row to raise in revision independently in at least 4 of 5 opportunities, across 5 consecutive scored drafts, as measured by opportunity-by-opportunity data collected per draft, at least twice monthly.
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.