Connect own courses to postsecondary goals
When to use this goal
For high school students who choose classes by friends or schedule, with no link to their postsecondary goals. Present levels in planning and reading course guides decide whether the course list is given or found by the student.
- Baseline
- Score a practice sheet before course selection. Note links that are stretched (art class for an engineering goal); ask the student to explain, since some are real.
- Tips
- The course of study is part of the transition services in the IEP (34 CFR 300.320(b)(2)). The student's sheet helps the team write it. Pair with tn-ce-023 when a CTE program is being chosen.
- Limits
- Course availability and scheduling limits affect the final plan. Once a year is the real opportunity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-021.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during course selection, given own postsecondary goals, the course guide and a course-to-goal planning sheet, the student will list courses for next year and explain how each one supports an education, training or employment goal independently, earning a score of at least 7 out of 8 on a 4-row course-to-goal rubric (0 to 2 per row), on 2 consecutive planning sheets, as measured by a defined scoring rubric collected during course selection, with a practice sheet each semester.
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 goal511 characters
- By the annual IEP review date, during course selection, given own postsecondary goals, the course guide and a course-to-goal planning sheet, the student will list courses for next year and explain how each one supports an education, training or employment goal independently, earning a score of at least 7 out of 8 on a 4-row course-to-goal rubric (0 to 2 per row), on 2 consecutive planning sheets, as measured by a defined scoring rubric collected during course selection, with a practice sheet each semester.
- Timeframe
- By the annual IEP review date
- Condition
- During course selection, given own postsecondary goals, the course guide and a course-to-goal planning sheet
- Behavior
- The student will list courses for next year and explain how each one supports an education, training or employment goal independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row course-to-goal rubric (0 to 2 per row), on 2 consecutive planning sheets
- Evaluation method
- A defined scoring rubric
- Schedule
- During course selection, with a practice sheet each semester
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 course-to-goal rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive planning sheets
- Collection schedule:
- during course selection, with a practice sheet each semester
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during course selection, given own postsecondary goals, the course guide and a course-to-goal planning sheet, the student will list courses for next year and explain how each one supports an education, training or employment goal independently, earning a score of at least 7 out of 8 on a 4-row course-to-goal rubric (0 to 2 per row), on 2 consecutive planning sheets, as measured by a defined scoring rubric collected during course selection, with a practice sheet each semester.
| Date | Task / sample | Lists required courses for graduation still needed | Chooses at least one elective or CTE course tied to a postsecondary goal | Explains the link between each chosen course and a goal | Names one course or program to explore in a later year | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row course-to-goal 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.