Explain own diploma path and where it leads
When to use this goal
For high school students, often on an alternate or certificate path, who do not know which diploma they are working toward or what it allows after school. Present levels in communication decide whether answers are spoken, written or chosen from a card.
- Baseline
- Ask in 5 planned conversations. Count an answer that names the path correctly and gives at least one accurate consequence; write the accurate answers for this student on the sheet.
- Tips
- Diploma options and their effects (for example on college admission or on staying in services until 21) differ by state. Families should hear the same plain-language explanation. The decision about diploma path belongs to the IEP team, including the student.
- Limits
- This template gives no legal advice; state rules govern. Explaining the path does not mean the student agrees with it; record disagreement for the team.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-023.
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Goal
By the annual IEP review date, when asked by the case manager or counselor about own diploma path, using a plain-language diploma options sheet, the student will name own diploma path and one door it opens and one limit it has after school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal406 characters
- By the annual IEP review date, when asked by the case manager or counselor about own diploma path, using a plain-language diploma options sheet, the student will name own diploma path and one door it opens and one limit it has after school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by the case manager or counselor about own diploma path, using a plain-language diploma options sheet
- Behavior
- The student will name own diploma path and one door it opens and one limit it has after school independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked by the case manager or counselor about own diploma path, using a plain-language diploma options sheet, the student will name own diploma path and one door it opens and one limit it has after school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.