Request college accommodations through the accessibility office
When to use this goal
For students planning on college or a training program who have accommodations in high school and will need to request them on their own after graduation. Present levels and the transition plan, not grade, decide fit. Practice with a real college office's website and forms where possible.
- Baseline
- Give the student the name of a college they are interested in and ask them to find out how to get accommodations there. Mark each step they complete without help and note where they stop. Ask what they think happens to their IEP after graduation.
- Tips
- Use colleges or programs on the student's own list. Make clear that the IEP does not follow them to college and that the student starts the request. A mock intake with a staff member the student does not know well is more realistic than one with the case manager.
- Limits
- Each college has its own process, so adjust the checklist to the office used. Documentation may need family and school help to gather. The goal does not cover deciding whether to share support needs; see se-sa-029.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-027.
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Goal
By the annual IEP review date, during transition lessons using the website and forms of a college or training program the student is considering, the student will complete the steps to request accommodations from a college accessibility services office, from finding the office to stating the accommodations they need, performing at least 7 of 8 steps independently, on 2 consecutive probes with different college websites, as measured by a task-analysis checklist collected monthly during transition planning.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal510 characters
- By the annual IEP review date, during transition lessons using the website and forms of a college or training program the student is considering, the student will complete the steps to request accommodations from a college accessibility services office, from finding the office to stating the accommodations they need, performing at least 7 of 8 steps independently, on 2 consecutive probes with different college websites, as measured by a task-analysis checklist collected monthly during transition planning.
- Timeframe
- By the annual IEP review date
- Condition
- During transition lessons using the website and forms of a college or training program the student is considering
- Behavior
- The student will complete the steps to request accommodations from a college accessibility services office, from finding the office to stating the accommodations they need
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive probes with different college websites
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly during transition planning
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 7 of 8 steps independently
- Mastery rule:
- on 2 consecutive probes with different college websites
- Collection schedule:
- monthly during transition planning
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during transition lessons using the website and forms of a college or training program the student is considering, the student will complete the steps to request accommodations from a college accessibility services office, from finding the office to stating the accommodations they need, performing at least 7 of 8 steps independently, on 2 consecutive probes with different college websites, as measured by a task-analysis checklist collected monthly during transition planning.
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. Finds the accessibility services office and its contact information on the school's website | ||||||||
| 2. Finds the request form and the documentation the office asks for | ||||||||
| 3. Lists the documents they will need and who has them | ||||||||
| 4. Fills in the request form or a practice copy | ||||||||
| 5. Writes an email asking for an intake meeting | ||||||||
| 6. Explains at the intake meeting which accommodations they used in high school and why | ||||||||
| 7. Asks how accommodations are shared with instructors | ||||||||
| 8. Writes down the next steps and deadlines | ||||||||
| 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: 7 of 8).
- 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.