Compare options for the year after senior year
When to use this goal
For seniors who are eligible to stay in an 18 to 21 transition program and must choose, with the team and family, between staying, graduating to work or college, or another path. Present levels in decision making decide whether options are shown with photos and plain language.
- Baseline
- Score a first comparison after the options are explained once. Note whether the student knows that accepting a regular diploma usually ends school services; state rules vary.
- Tips
- The decision is made by the IEP team with the student and family; the student's preference must be heard. Diploma rules and eligibility to 21 differ by state; this template gives no legal advice.
- Limits
- One decision per student, with a few practice comparisons. Options depend on local programs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-039.
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Goal
By the annual IEP review date, during senior year exit planning, given plain-language descriptions of own options and a comparison sheet, the student will compare own options on what each offers, what it means for services and how it fits own goals, then state a preference independently, earning a score of at least 8 out of 10 on a 5-row exit options rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly during senior 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 goal485 characters
- By the annual IEP review date, during senior year exit planning, given plain-language descriptions of own options and a comparison sheet, the student will compare own options on what each offers, what it means for services and how it fits own goals, then state a preference independently, earning a score of at least 8 out of 10 on a 5-row exit options rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly during senior year.
- Timeframe
- By the annual IEP review date
- Condition
- During senior year exit planning, given plain-language descriptions of own options and a comparison sheet
- Behavior
- The student will compare own options on what each offers, what it means for services and how it fits own goals, then state a preference independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row exit options rubric (0 to 2 per row), on 2 consecutive comparisons
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly during senior 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 exit options rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive comparisons
- Collection schedule:
- monthly during senior year
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during senior year exit planning, given plain-language descriptions of own options and a comparison sheet, the student will compare own options on what each offers, what it means for services and how it fits own goals, then state a preference independently, earning a score of at least 8 out of 10 on a 5-row exit options rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly during senior year.
| Date | Task / sample | Describes what each option offers day to day | States what each option means for school services | Connects each option to own postsecondary goals | Names questions still to answer with the family | States a preference with a reason | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row exit options 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.