Lead the AT part of own IEP meeting
When to use this goal
For older students who are ready to take part in their IEP meeting and explain the AT they use. Present levels in self-advocacy decide fit.
- Baseline
- Score a practice explanation with the rubric. Ask the student which parts of the meeting they want to lead.
- Tips
- Student-led IEP practice builds self-determination. The student chooses how to present (speech, slides, video).
- Limits
- IEP meetings happen rarely, so practice meetings carry most of the data. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-035.
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Goal
By the annual IEP review date, during the student's annual IEP meeting or transition planning meeting, the student will explain the AT they use, how it helps, what is not working, and what they want to try next without notes, earning a score of at least 7 out of 8 on a 4-row AT self-advocacy rubric scored 0 to 2 per row, in 2 of 3 consecutive opportunities, as measured by a defined scoring rubric collected at each practice and IEP meeting.
Baseline: 3 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 Assistive Technology Use.
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
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 3 out of 8 rubric points.
- Annual goal443 characters
- By the annual IEP review date, during the student's annual IEP meeting or transition planning meeting, the student will explain the AT they use, how it helps, what is not working, and what they want to try next without notes, earning a score of at least 7 out of 8 on a 4-row AT self-advocacy rubric scored 0 to 2 per row, in 2 of 3 consecutive opportunities, as measured by a defined scoring rubric collected at each practice and IEP meeting.
- Timeframe
- By the annual IEP review date
- Condition
- During the student's annual IEP meeting or transition planning meeting
- Behavior
- The student will explain the AT they use, how it helps, what is not working, and what they want to try next without notes
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row AT self-advocacy rubric scored 0 to 2 per row, in 2 of 3 consecutive opportunities
- Evaluation method
- A defined scoring rubric
- Schedule
- At each practice and IEP meeting
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 AT self-advocacy rubric scored 0 to 2 per row
- Mastery rule:
- in 2 of 3 consecutive opportunities
- Collection schedule:
- at each practice and IEP meeting
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during the student's annual IEP meeting or transition planning meeting, the student will explain the AT they use, how it helps, what is not working, and what they want to try next without notes, earning a score of at least 7 out of 8 on a 4-row AT self-advocacy rubric scored 0 to 2 per row, in 2 of 3 consecutive opportunities, as measured by a defined scoring rubric collected at each practice and IEP meeting.
| Date | Task / sample | Names the AT tools they use | Explains how each tool helps with specific tasks | Describes what is not working or barriers | States what they want to try or change next | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row AT self-advocacy rubric scored 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.