Identify adult services and what each provides
When to use this goal
For students approaching exit who will use vocational rehabilitation, developmental disability services, a community college access office, or public benefits, and who cannot yet name them or say what they do. Present levels and the transition plan's listed agencies decide which services are included.
- Baseline
- Give the matching sheet cold before any instruction and score it. Then teach each agency with a visit, a representative, or a video, and probe again. Keep the agency list stable for the year.
- Tips
- Use the actual agencies in the student's state and county; names differ by state. Invite representatives to speak and visit offices when possible, because real contact makes the names stick. Families should receive the same reference card.
- Limits
- Naming an agency is not applying to it; applications involve the family and adult consent. Eligibility rules change and differ by state, so the sheet describes services, not promises.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-014.
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Goal
By the annual IEP review date, given a list of 5 to 8 local adult service agencies named in the transition plan and a matching sheet of what each provides, the student will match each agency to the service it provides independently with at least 85% accuracy on agency items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal363 characters
- By the annual IEP review date, given a list of 5 to 8 local adult service agencies named in the transition plan and a matching sheet of what each provides, the student will match each agency to the service it provides independently with at least 85% accuracy on agency items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a list of 5 to 8 local adult service agencies named in the transition plan and a matching sheet of what each provides
- Behavior
- The student will match each agency to the service it provides independently
- Criteria
- With at least 85% accuracy on agency items, on 3 consecutive 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 85% accuracy on agency items
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a list of 5 to 8 local adult service agencies named in the transition plan and a matching sheet of what each provides, the student will match each agency to the service it provides independently with at least 85% accuracy on agency items, on 3 consecutive 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.