Plan what to share about their needs and with whom
When to use this goal
For older students who will soon choose whether to tell an employer, instructor, coach, or new friend about their support needs. Present levels and the student's own wishes, not grade, decide fit. The goal is an informed choice, not a push to share.
- Baseline
- Present two scenarios (a new job and a college class) and ask what, if anything, the student would tell people there and why. Score each with the rubric. Note whether the student knows the choice is theirs.
- Tips
- There is no right answer; the rubric scores the reasoning, and any of the three choices can earn full points. Use the student's real plans when known.
- Limits
- Planning in a session is not the same as acting on the plan in a new setting. Some families hold strong views about sharing; talk with the student and family about how the goal is framed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-029.
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Goal
By the annual IEP review date, given a scenario card describing a new job, class, team, or program, the student will explain whether they would share information about their support needs in the situation, what they would share, who they would tell, and why independently, earning a score of at least 6 out of 8 on a 4-row sharing-plan rubric scored 0 to 2 per row, on 3 of 4 consecutive scenario probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 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
- 2 out of 8 rubric points.
- Annual goal471 characters
- By the annual IEP review date, given a scenario card describing a new job, class, team, or program, the student will explain whether they would share information about their support needs in the situation, what they would share, who they would tell, and why independently, earning a score of at least 6 out of 8 on a 4-row sharing-plan rubric scored 0 to 2 per row, on 3 of 4 consecutive scenario probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a scenario card describing a new job, class, team, or program
- Behavior
- The student will explain whether they would share information about their support needs in the situation, what they would share, who they would tell, and why independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row sharing-plan rubric scored 0 to 2 per row, on 3 of 4 consecutive scenario probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 6 out of 8 on a 4-row sharing-plan rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive scenario probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a scenario card describing a new job, class, team, or program, the student will explain whether they would share information about their support needs in the situation, what they would share, who they would tell, and why independently, earning a score of at least 6 out of 8 on a 4-row sharing-plan rubric scored 0 to 2 per row, on 3 of 4 consecutive scenario probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | States a choice to share, share some, or not share | Names who they would tell and when | Names what they would say, in their own words | Gives a reason that weighs a benefit and a risk | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row sharing-plan 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.