Name the transition services in own IEP
When to use this goal
For students with a transition plan who cannot say what services and activities the plan includes or who provides them. Present levels in communication decide whether answers are spoken, read from the plan or chosen from photos.
- Baseline
- Ask about each of 5 services or activities in the plan. Count an answer with the service and either the provider or the purpose.
- Tips
- Transition services are a coordinated set of activities in the IEP (34 CFR 300.43). A student who knows the plan can follow up on it; pair with fn-tr-040 for completing activities.
- Limits
- Knowing the plan is not the same as acting on it. Plans change yearly, so update the card.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-025.
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Goal
By the annual IEP review date, when asked by the case manager about own transition plan, with a plain-language copy of the plan, the student will name a transition service or activity in own plan, who provides it and what it is for 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 goal398 characters
- By the annual IEP review date, when asked by the case manager about own transition plan, with a plain-language copy of the plan, the student will name a transition service or activity in own plan, who provides it and what it is for 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 about own transition plan, with a plain-language copy of the plan
- Behavior
- The student will name a transition service or activity in own plan, who provides it and what it is for 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 about own transition plan, with a plain-language copy of the plan, the student will name a transition service or activity in own plan, who provides it and what it is for 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.