Finish planned transition activities on time
When to use this goal
For students whose transition plan lists activities, such as touring a program, applying for an ID or meeting a counselor, that slip because no one owns them. Present levels in planning decide whether activities are tracked on paper or in an app.
- Baseline
- Review the last grading period's activities. Count only activities the student was responsible for; activities owned by staff or agencies are tracked separately.
- Tips
- Mark each activity with who is responsible when the plan is written. Report progress at the IEP meeting. Pair with fn-tr-025 so the student knows the activities.
- Limits
- Some activities depend on others (an agency appointment, a family signature); note those. Completion does not show quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-040.
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Goal
By the annual IEP review date, during each grading period, given a list of the transition activities in own plan with due dates, the student will complete each transition activity assigned to the student by its due date and mark it done with evidence independently, completing at least 80% of assigned transition activities due this grading period, in 2 of 3 consecutive grading periods, as measured by work-sample analysis collected every two weeks.
Baseline: 30% of assigned work.
- 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. Work completion 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 work completion 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
- 30% of assigned work.
- Annual goal450 characters
- By the annual IEP review date, during each grading period, given a list of the transition activities in own plan with due dates, the student will complete each transition activity assigned to the student by its due date and mark it done with evidence independently, completing at least 80% of assigned transition activities due this grading period, in 2 of 3 consecutive grading periods, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During each grading period, given a list of the transition activities in own plan with due dates
- Behavior
- The student will complete each transition activity assigned to the student by its due date and mark it done with evidence independently
- Criteria
- Completing at least 80% of assigned transition activities due this grading period, in 2 of 3 consecutive grading periods
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 80% of assigned transition activities due this grading period
- Mastery rule:
- in 2 of 3 consecutive grading periods
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during each grading period, given a list of the transition activities in own plan with due dates, the student will complete each transition activity assigned to the student by its due date and mark it done with evidence independently, completing at least 80% of assigned transition activities due this grading period, in 2 of 3 consecutive grading periods, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # transition activities due this grading period completed | # transition activities due this grading period assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record how many assigned items were completed and how many were assigned for the defined work period.
- 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.