Check own credits toward graduation
When to use this goal
For high school students who do not know how many credits they have or need, and who are surprised by graduation shortfalls. Present levels in reading transcripts and adding decide whether a credit audit sheet with totals is used.
- Baseline
- Score one audit on a sample transcript, then one on the student's own. Note whether errors come from reading the transcript or from adding.
- Tips
- Review audits with the school counselor so errors do not cause worry. Students on an alternate diploma path use the requirements for that path. A shortfall found early can be planned for.
- Limits
- Transcripts can lag a grading period. The audit does not replace the counselor's official check.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-022.
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Goal
By the annual IEP review date, given own unofficial transcript and a credit audit sheet listing the graduation requirements, the student will complete the credit audit by recording credits earned and still needed in each area independently with at least 90% accuracy on credit audit entries, on 3 consecutive credit audits, as measured by work-sample analysis collected each grading period.
Baseline: 40% 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
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given own unofficial transcript and a credit audit sheet listing the graduation requirements, the student will complete the credit audit by recording credits earned and still needed in each area independently with at least 90% accuracy on credit audit entries, on 3 consecutive credit audits, as measured by work-sample analysis collected each grading period.
- Timeframe
- By the annual IEP review date
- Condition
- Given own unofficial transcript and a credit audit sheet listing the graduation requirements
- Behavior
- The student will complete the credit audit by recording credits earned and still needed in each area independently
- Criteria
- With at least 90% accuracy on credit audit entries, on 3 consecutive credit audits
- Evaluation method
- Work-sample analysis
- Schedule
- Each grading period
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 90% accuracy on credit audit entries
- Mastery rule:
- on 3 consecutive credit audits
- Collection schedule:
- each grading period
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given own unofficial transcript and a credit audit sheet listing the graduation requirements, the student will complete the credit audit by recording credits earned and still needed in each area independently with at least 90% accuracy on credit audit entries, on 3 consecutive credit audits, as measured by work-sample analysis collected each grading period.
| 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.