Schedule a counselor meeting online
When to use this goal
For high school students who need to see their counselor about classes, credits, or plans after graduation but wait for the counselor to call them. Present levels in device use and in reading a calendar decide fit. Steps follow the school's booking system or email.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Plan at least one booking per grading period so data exist.
- Tips
- Tie this to the transition plan: the student books their own planning meetings. An email template with blanks for the reason and times makes the message clear.
- Limits
- Counselors may book for students directly; agree with them to let the student do it. Does not measure the meeting itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-033.
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Goal
By the annual IEP review date, when the student needs to meet the counselor about a schedule change, credits, or post-school plans, using the online booking page, the student will book a meeting time with the counselor and add it to the phone calendar, performing at least 5 of 6 steps independently, across 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least once per grading period.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 School-Related Independence.
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
- Functional & Independence Skills - School-Related Independence
- Baseline
- 1 of 6 steps independently.
- Annual goal433 characters
- By the annual IEP review date, when the student needs to meet the counselor about a schedule change, credits, or post-school plans, using the online booking page, the student will book a meeting time with the counselor and add it to the phone calendar, performing at least 5 of 6 steps independently, across 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least once per grading period.
- Timeframe
- By the annual IEP review date
- Condition
- When the student needs to meet the counselor about a schedule change, credits, or post-school plans, using the online booking page
- Behavior
- The student will book a meeting time with the counselor and add it to the phone calendar
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive bookings
- Evaluation method
- A task-analysis checklist
- Schedule
- At each booking, at least once per grading period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive bookings
- Collection schedule:
- at each booking, at least once per grading period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student needs to meet the counselor about a schedule change, credits, or post-school plans, using the online booking page, the student will book a meeting time with the counselor and add it to the phone calendar, performing at least 5 of 6 steps independently, across 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least once per grading period.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Opens the booking page or a new email to the counselor | ||||||||
| 2. Writes or chooses the reason for the meeting | ||||||||
| 3. Picks an open time that does not conflict with a class | ||||||||
| 4. Sends the request or confirms the booking | ||||||||
| 5. Adds the meeting to the phone calendar with a reminder | ||||||||
| 6. Goes to the meeting at the booked time | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.