Review own transition assessment results
When to use this goal
For high school students whose transition assessments (interest inventories, interviews, situational assessments) are summarized for the team but never explained to them. Present levels in reading and communication decide whether the summary is plain-language text, a chart or photos.
- Baseline
- Score the first review with the sheet only. Note whether the student recognizes the assessments by name; many do not remember taking them.
- Tips
- Postsecondary goals must be based on age-appropriate transition assessments (34 CFR 300.320(b)), and the student's view of the results belongs in that conversation. Disagreement with a reason is valuable data. Bring the sheet to the IEP meeting.
- Limits
- Few assessments per year, so few data points. The rubric scores the review, not the quality of the assessments.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-020.
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Goal
By the annual IEP review date, before the annual IEP meeting, given a plain-language summary of own transition assessment results and a review sheet, the student will summarize what the assessments say about own interests, strengths and needs and mark where the student agrees or disagrees independently, earning a score of at least 7 out of 8 on a 4-row assessment review rubric (0 to 2 per row), on 2 consecutive reviews, as measured by a defined scoring rubric collected after each assessment, at least twice a year.
Baseline: 2 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 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
- 2 out of 8 rubric points.
- Annual goal519 characters
- By the annual IEP review date, before the annual IEP meeting, given a plain-language summary of own transition assessment results and a review sheet, the student will summarize what the assessments say about own interests, strengths and needs and mark where the student agrees or disagrees independently, earning a score of at least 7 out of 8 on a 4-row assessment review rubric (0 to 2 per row), on 2 consecutive reviews, as measured by a defined scoring rubric collected after each assessment, at least twice a year.
- Timeframe
- By the annual IEP review date
- Condition
- Before the annual IEP meeting, given a plain-language summary of own transition assessment results and a review sheet
- Behavior
- The student will summarize what the assessments say about own interests, strengths and needs and mark where the student agrees or disagrees independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row assessment review rubric (0 to 2 per row), on 2 consecutive reviews
- Evaluation method
- A defined scoring rubric
- Schedule
- After each assessment, at least twice a year
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 assessment review rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive reviews
- Collection schedule:
- after each assessment, at least twice a year
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, before the annual IEP meeting, given a plain-language summary of own transition assessment results and a review sheet, the student will summarize what the assessments say about own interests, strengths and needs and mark where the student agrees or disagrees independently, earning a score of at least 7 out of 8 on a 4-row assessment review rubric (0 to 2 per row), on 2 consecutive reviews, as measured by a defined scoring rubric collected after each assessment, at least twice a year.
| Date | Task / sample | Names the assessments taken this year | States one interest and one strength the results show | States one need or area to build that the results show | Marks agreement or disagreement with a reason from own experience | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row assessment review 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.