Apply for vocational rehabilitation with family
When to use this goal
For students 16 to 21 who will use vocational rehabilitation or pre-employment transition services and whose families are unsure how to start. Present levels in forms and communication decide supports; the family and transition coordinator stay involved.
- Baseline
- Use a practice referral with a sample form first. Real referrals happen once, so record which steps the student did then for the record.
- Tips
- Agency names, forms and timing differ by state; many states accept referrals from age 14 for pre-employment transition services. Consent rules apply; the family and student decide. The transition coordinator explains the process in plain language.
- Limits
- One real referral per student. Eligibility is decided by the agency, not the school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-026.
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Goal
By the annual IEP review date, during the junior or senior year, given the state vocational rehabilitation referral form and a referral checklist, the student will complete the student's steps of the vocational rehabilitation referral and record the intake date, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice referral, as measured by a task-analysis checklist collected at each referral session.
Baseline: 1 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 7 steps independently.
- Annual goal445 characters
- By the annual IEP review date, during the junior or senior year, given the state vocational rehabilitation referral form and a referral checklist, the student will complete the student's steps of the vocational rehabilitation referral and record the intake date, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice referral, as measured by a task-analysis checklist collected at each referral session.
- Timeframe
- By the annual IEP review date
- Condition
- During the junior or senior year, given the state vocational rehabilitation referral form and a referral checklist
- Behavior
- The student will complete the student's steps of the vocational rehabilitation referral and record the intake date
- Criteria
- Performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice referral
- Evaluation method
- A task-analysis checklist
- Schedule
- At each referral session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 7 steps independently
- Mastery rule:
- on 2 consecutive sessions, including a practice referral
- Collection schedule:
- at each referral session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the junior or senior year, given the state vocational rehabilitation referral form and a referral checklist, the student will complete the student's steps of the vocational rehabilitation referral and record the intake date, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice referral, as measured by a task-analysis checklist collected at each referral session.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Finds the referral form or online portal for the state agency | ||||||||
| 2. Fills in own contact and school information | ||||||||
| 3. Lists own work goal and interests | ||||||||
| 4. Gathers documents with the family, such as the IEP or evaluation summary | ||||||||
| 5. Submits the referral with the family's or own signature | ||||||||
| 6. Records the confirmation and the expected contact date | ||||||||
| 7. Writes the intake appointment in own calendar | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.