Set up and attend a meeting with a teacher or counselor about a concern
When to use this goal
For high school students who have concerns about grades, schedules, peers, or supports but do not act on them without an adult arranging the conversation. Base the choice on transition assessment data. Steps can be completed in person, by email, or through the school's messaging system.
- Baseline
- Ask the student to describe a current concern and what they have done about it. Score one real or practice meeting on the checklist, noting which steps the student completed without help. Check whether writing, scheduling, or the conversation itself is the barrier.
- Tips
- Score each step as independent, prompted, or not completed. Practice meetings with a case manager or counselor count during early data collection; label them. Real concerns produce the most useful data, so plan the goal around concerns the student actually has. Let staff know the student is working on this so requests are welcomed.
- Limits
- Real concerns arise irregularly; add planned practice meetings so there are enough data points. The checklist measures the process, not whether the concern was resolved. Students with significant anxiety may need a regulation goal alongside this one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they have a concern about a grade, schedule, support, or situation at school that requires a staff member's help, the student will arrange and carry out a meeting with the staff member about the concern, performing at least 6 of 7 steps independently, across 3 consecutive meetings, as measured by a task-analysis checklist collected after each meeting, at least monthly.
Baseline: 2 of 7 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 Self-Advocacy.
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
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 2 of 7 steps independently.
- Annual goal407 characters
- By the annual IEP review date, when they have a concern about a grade, schedule, support, or situation at school that requires a staff member's help, the student will arrange and carry out a meeting with the staff member about the concern, performing at least 6 of 7 steps independently, across 3 consecutive meetings, as measured by a task-analysis checklist collected after each meeting, at least monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When they have a concern about a grade, schedule, support, or situation at school that requires a staff member's help
- Behavior
- The student will arrange and carry out a meeting with the staff member about the concern
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive meetings
- Evaluation method
- A task-analysis checklist
- Schedule
- After each meeting, at least monthly
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 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive meetings
- Collection schedule:
- after each meeting, at least monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they have a concern about a grade, schedule, support, or situation at school that requires a staff member's help, the student will arrange and carry out a meeting with the staff member about the concern, performing at least 6 of 7 steps independently, across 3 consecutive meetings, as measured by a task-analysis checklist collected after each meeting, at least monthly.
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. States the concern and what they want to happen in one or two sentences | ||||||||
| 2. Identifies the right staff member to meet with | ||||||||
| 3. Requests a meeting time by email, message, or in person | ||||||||
| 4. Arrives at the meeting on time with any needed materials | ||||||||
| 5. States the concern and the request at the meeting | ||||||||
| 6. Asks at least one question or responds to the staff member's questions | ||||||||
| 7. Records the outcome or next step after the meeting | ||||||||
| 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: 6 of 7).
- 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.