Lead part of own IEP meeting
When to use this goal
For students who attend their IEP meeting but say little, and who can present information with a prepared slide, card, or script. Present levels in communication and self-knowledge decide which parts of the meeting the student leads first; students who use AAC can lead with programmed messages.
- Baseline
- Score a practice meeting before the real one. Record the response mode (speech, AAC, slides) and which sections were led so later scores compare the same thing. Annual meetings are rare, so practice meetings provide most of the data.
- Tips
- Build the deck with the student from the present levels in plain language. Let the student decide which sections to lead first and add sections over time. Federal rules require inviting the student when postsecondary goals are discussed (34 CFR §300.321(b)); leading the meeting goes further than attending.
- Limits
- Few real meetings per year; the mastery rule uses practice meetings. A rubric scores the presentation, not the student's involvement in decisions over the year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during the annual IEP meeting, using a prepared one-page profile or slide deck, the student will present the student-led portion of the IEP meeting independently, earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings, as measured by a defined scoring rubric collected at each practice meeting (monthly) and at the annual meeting.
Baseline: 3 out of 10 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 Transition-Related 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
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 3 out of 10 rubric points.
- Annual goal445 characters
- By the annual IEP review date, during the annual IEP meeting, using a prepared one-page profile or slide deck, the student will present the student-led portion of the IEP meeting independently, earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings, as measured by a defined scoring rubric collected at each practice meeting (monthly) and at the annual meeting.
- Timeframe
- By the annual IEP review date
- Condition
- During the annual IEP meeting, using a prepared one-page profile or slide deck
- Behavior
- The student will present the student-led portion of the IEP meeting independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings
- Evaluation method
- A defined scoring rubric
- Schedule
- At each practice meeting (monthly) and at the annual 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 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive meetings or practice meetings
- Collection schedule:
- at each practice meeting (monthly) and at the annual meeting
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during the annual IEP meeting, using a prepared one-page profile or slide deck, the student will present the student-led portion of the IEP meeting independently, earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings, as measured by a defined scoring rubric collected at each practice meeting (monthly) and at the annual meeting.
| Date | Task / sample | Greets the team and introduces self and the meeting purpose | States two strengths with an example of each | States one area of need and one accommodation that helps | States one goal for the year in own words | Answers at least one question from a team member or asks one | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row student-led IEP 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.