Share a one-page profile with a new staff member
When to use this goal
For students with significant support needs or limited speech who rely on staff to explain them to others. The profile can be a printed page, a device page, or a short recorded video. Present levels and communication mode, not grade, decide fit.
- Baseline
- Make the profile with the student and family first; the baseline measures sharing it, not making it. Then run a practice introduction with an adult the student has not met, without coaching, and mark each step. Note which parts the student does, which they skip, and what they do instead.
- Tips
- The profile is the student's: their photo, what they like, how they communicate, what helps, and what to avoid, chosen with them. A step done in the student's own way counts. Keep the profile current each term.
- Limits
- Natural introductions are rare, so most data come from practice; schedule them weekly. The goal does not replace staff training; new adults still need to read the IEP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-026.
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Goal
By the annual IEP review date, when meeting a new teacher, substitute, related service provider, or job coach for the first time, the student will share their one-page profile with the new adult by handing it over, playing it, or reading it aloud with their device, and respond to a question about it, performing at least 6 of 7 steps independently, across 3 consecutive introductions, as measured by a task-analysis checklist collected at each new-adult introduction plus weekly practice.
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 goal489 characters
- By the annual IEP review date, when meeting a new teacher, substitute, related service provider, or job coach for the first time, the student will share their one-page profile with the new adult by handing it over, playing it, or reading it aloud with their device, and respond to a question about it, performing at least 6 of 7 steps independently, across 3 consecutive introductions, as measured by a task-analysis checklist collected at each new-adult introduction plus weekly practice.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new teacher, substitute, related service provider, or job coach for the first time
- Behavior
- The student will share their one-page profile with the new adult by handing it over, playing it, or reading it aloud with their device, and respond to a question about it
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive introductions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each new-adult introduction plus weekly practice
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 introductions
- Collection schedule:
- at each new-adult introduction plus weekly practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when meeting a new teacher, substitute, related service provider, or job coach for the first time, the student will share their one-page profile with the new adult by handing it over, playing it, or reading it aloud with their device, and respond to a question about it, performing at least 6 of 7 steps independently, across 3 consecutive introductions, as measured by a task-analysis checklist collected at each new-adult introduction plus weekly practice.
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. Greets the new adult in their usual way | ||||||||
| 2. Gets the profile (page, device page, or video) | ||||||||
| 3. Gives or plays the profile for the adult | ||||||||
| 4. Points to or says one thing they like | ||||||||
| 5. Points to or says one thing that helps them | ||||||||
| 6. Responds to one question from the adult | ||||||||
| 7. Ends the exchange (such as "bye" or "thanks") | ||||||||
| 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.