Explain their learning needs and supports in a mock intake or interview
When to use this goal
For students in transition planning who will need to request supports from a college office, employer, or training program without an IEP team. Base the choice on transition assessments and the student's own account of their needs. The student decides what to share; the goal scores clarity, not disclosure.
- Baseline
- Hold one mock intake with an unfamiliar adult and score it on the rubric. Compare with what the student can say in a familiar setting (see se-sa-002) to separate knowledge from the demands of a new listener. Ask the student which supports they expect to need after high school.
- Tips
- Score each rubric row 0 (absent), 1 (general), or 2 (specific and usable by a listener). Whether the student names a diagnosis is their choice and is not scored. Use different mock interviewers across probes so the skill generalizes. Pair with transition skills goals on documentation (for example, knowing what their summary of performance contains).
- Limits
- A rubric scores what the student can explain in a structured setting, not whether they will seek supports after graduation. Students with limited expressive language may need AAC pages or a written summary prepared with the SLP. Keep the student in control of what is shared.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-012.
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Goal
By the annual IEP review date, during a mock intake meeting with an adult playing a college accommodations coordinator or job supervisor, the student will explain their learning needs, the supports that help, and how to arrange those supports independently, earning a score of at least 8 out of 10 on a 5-row transition self-advocacy rubric scored 0 to 2 per row, on 2 consecutive quarterly probes, as measured by a defined scoring rubric collected quarterly, with monthly practice sessions.
Baseline: 3 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 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
- 3 out of 10 rubric points.
- Annual goal491 characters
- By the annual IEP review date, during a mock intake meeting with an adult playing a college accommodations coordinator or job supervisor, the student will explain their learning needs, the supports that help, and how to arrange those supports independently, earning a score of at least 8 out of 10 on a 5-row transition self-advocacy rubric scored 0 to 2 per row, on 2 consecutive quarterly probes, as measured by a defined scoring rubric collected quarterly, with monthly practice sessions.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock intake meeting with an adult playing a college accommodations coordinator or job supervisor
- Behavior
- The student will explain their learning needs, the supports that help, and how to arrange those supports independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row transition self-advocacy rubric scored 0 to 2 per row, on 2 consecutive quarterly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Quarterly, with monthly practice sessions
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 transition self-advocacy rubric scored 0 to 2 per row
- Mastery rule:
- on 2 consecutive quarterly probes
- Collection schedule:
- quarterly, with monthly practice sessions
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock intake meeting with an adult playing a college accommodations coordinator or job supervisor, the student will explain their learning needs, the supports that help, and how to arrange those supports independently, earning a score of at least 8 out of 10 on a 5-row transition self-advocacy rubric scored 0 to 2 per row, on 2 consecutive quarterly probes, as measured by a defined scoring rubric collected quarterly, with monthly practice sessions.
| Date | Task / sample | Names one or more specific strengths | Describes a learning need in plain, specific terms | Names the supports or accommodations that help | Explains how to request or set up each support (who, when, what documentation) | Answers follow-up questions with relevant information | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row transition self-advocacy rubric scored 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.