Draft a weekly routine for life after school
When to use this goal
For students 18 to 21 nearing exit whose week will no longer be set by a school schedule. Present levels in time concepts and planning decide whether the routine is built with times, pictures or both.
- Baseline
- Score a first draft. Many students plan only work and leave the rest empty; the empty rows show where community and leisure options need to be explored.
- Tips
- Use real options available to the student after exit. Share the routine with the family and adult service providers. Daily choice-making inside the program is in tn-sd-044.
- Limits
- A planned week is not a lived one; try the routine during breaks. Options depend on services and transportation available.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-029.
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Goal
By the annual IEP review date, during exit planning, given a weekly planner, own work or day program schedule and a list of activities the student wants, the student will plan a typical week after school with work or learning, home tasks, leisure, social time and travel independently, earning a score of at least 8 out of 10 on a 5-row adult routine rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
Baseline: 2 out of 10 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 10 rubric points.
- Annual goal480 characters
- By the annual IEP review date, during exit planning, given a weekly planner, own work or day program schedule and a list of activities the student wants, the student will plan a typical week after school with work or learning, home tasks, leisure, social time and travel independently, earning a score of at least 8 out of 10 on a 5-row adult routine rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
- Timeframe
- By the annual IEP review date
- Condition
- During exit planning, given a weekly planner, own work or day program schedule and a list of activities the student wants
- Behavior
- The student will plan a typical week after school with work or learning, home tasks, leisure, social time and travel independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row adult routine rubric (0 to 2 per row), on 2 consecutive drafts
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly during the exit year
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 8 out of 10 on a 5-row adult routine rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive drafts
- Collection schedule:
- monthly during the exit year
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during exit planning, given a weekly planner, own work or day program schedule and a list of activities the student wants, the student will plan a typical week after school with work or learning, home tasks, leisure, social time and travel independently, earning a score of at least 8 out of 10 on a 5-row adult routine rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
| Date | Task / sample | Places work, learning or day program time | Adds home tasks such as shopping, laundry and meals | Adds leisure and social activities the student chose | Adds travel for each activity | Names who the student will contact if the routine changes | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row adult routine 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.