Match community problems to the right government office
When to use this goal
For older students who will need to solve problems with government services (a broken streetlight, a lost ID, a benefits question) and do not know which level or office handles them. Present levels in reading short scenarios decide fit.
- Baseline
- Use problems from local life (trash pickup, a pothole, a state ID, mail, a park). Score the level and the office as separate items.
- Tips
- Use the student's own city or county services page so the answers are real. Links civics to independent living and self-advocacy. Extend to finding the office's contact information.
- Limits
- Responsibilities vary by place; check local answers in advance. The goal does not include making the call or filing the request.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-037.
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Goal
By the annual IEP review date, given 8 everyday problem cards and a chart of local, state and federal offices, the student will name the level of government and the office that handles each problem independently with at least 75% accuracy on government office matches, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Social Studies Skills.
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
- Science, Social Studies & Digital Literacy - Social Studies Skills
- Baseline
- 25% accuracy.
- Annual goal370 characters
- By the annual IEP review date, given 8 everyday problem cards and a chart of local, state and federal offices, the student will name the level of government and the office that handles each problem independently with at least 75% accuracy on government office matches, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 everyday problem cards and a chart of local, state and federal offices
- Behavior
- The student will name the level of government and the office that handles each problem independently
- Criteria
- With at least 75% accuracy on government office matches, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 75% accuracy on government office matches
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 8 everyday problem cards and a chart of local, state and federal offices, the student will name the level of government and the office that handles each problem independently with at least 75% accuracy on government office matches, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.