Sort school and adult services
When to use this goal
For students and families preparing for exit who expect adult services to work like school, where services are provided by right. Present levels in reading decide whether statements are read aloud with examples.
- Baseline
- Give 10 statements before teaching. Note the belief that services will continue automatically; it is the most important one to change.
- Tips
- Key ideas: school services end at graduation or aging out; adult services require applying and meeting eligibility; some have waiting lists; the student or family must ask. Pair with fn-tr-014 for the specific agencies.
- Limits
- Rules differ by state and agency. Knowing the difference does not replace applying.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-036.
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Goal
By the annual IEP review date, given statement cards about school services and adult services, such as who applies, who decides eligibility and whether there are waiting lists, the student will sort each statement into school services, adult services or both independently with at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
Baseline: 35% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 35% accuracy.
- Annual goal444 characters
- By the annual IEP review date, given statement cards about school services and adult services, such as who applies, who decides eligibility and whether there are waiting lists, the student will sort each statement into school services, adult services or both independently with at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given statement cards about school services and adult services, such as who applies, who decides eligibility and whether there are waiting lists
- Behavior
- The student will sort each statement into school services, adult services or both independently
- Criteria
- With at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during the unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on statements and scenario questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during the unit
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given statement cards about school services and adult services, such as who applies, who decides eligibility and whether there are waiting lists, the student will sort each statement into school services, adult services or both independently with at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.