Request own school records before exit
When to use this goal
For students in the final year who will need copies of their IEP, evaluations, transcript or summary of performance for college, training or adult services. Present levels in forms and email decide supports; students 18 and older may make the request themselves.
- Baseline
- Ask the student which records they will need and where they are. Record what they know before teaching the request steps.
- Tips
- Schools often destroy special education records after a set number of years; students and families should keep copies. Rules on who may request records at 18 depend on the transfer of rights (fn-tr-017).
- Limits
- Few requests per student. Office processing times vary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during the exit year, given the school's records request form and a list of records needed, the student will request copies of each needed record and confirm they were received, performing at least 5 of 6 steps independently, on 2 consecutive requests, as measured by a task-analysis checklist collected at each request during the exit year.
Baseline: 1 of 6 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 6 steps independently.
- Annual goal372 characters
- By the annual IEP review date, during the exit year, given the school's records request form and a list of records needed, the student will request copies of each needed record and confirm they were received, performing at least 5 of 6 steps independently, on 2 consecutive requests, as measured by a task-analysis checklist collected at each request during the exit year.
- Timeframe
- By the annual IEP review date
- Condition
- During the exit year, given the school's records request form and a list of records needed
- Behavior
- The student will request copies of each needed record and confirm they were received
- Criteria
- Performing at least 5 of 6 steps independently, on 2 consecutive requests
- Evaluation method
- A task-analysis checklist
- Schedule
- At each request during the exit year
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 6 steps independently
- Mastery rule:
- on 2 consecutive requests
- Collection schedule:
- at each request during the exit year
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the exit year, given the school's records request form and a list of records needed, the student will request copies of each needed record and confirm they were received, performing at least 5 of 6 steps independently, on 2 consecutive requests, as measured by a task-analysis checklist collected at each request during the exit year.
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. Lists the records needed and why each is needed | ||||||||
| 2. Finds the request form or the office that handles records | ||||||||
| 3. Completes the request with signature or consent as required | ||||||||
| 4. Submits the request | ||||||||
| 5. Follows up if records have not arrived by the expected date | ||||||||
| 6. Stores the copies in a safe place at home or in a secure folder | ||||||||
| 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 6).
- 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.