Lead a progress conference using a work portfolio
When to use this goal
For students in schools that hold family conferences who are ready to explain their own work. Present levels, not grade, decide fit. A portfolio of three or four pieces keeps the task manageable for younger students.
- Baseline
- Hold a practice conference with an adult the student knows and mark each step. Note whether they can choose their own work samples and say why they chose them.
- Tips
- Families can join by video or phone, and the student can show work on a screen. Tell families ahead of time that the student will lead. Offer an interpreter for the family's home language; the student may present in either language.
- Limits
- Family conferences are infrequent, so practice conferences supply most data. The checklist does not score how accurate the student's self-assessment is; note large gaps for the team.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-034.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a scheduled family conference at school or by video, the student will lead a conference with their family, showing work samples from their portfolio and explaining what each one shows about their progress, performing at least 6 of 7 steps independently, across 3 consecutive practice or family conferences, as measured by a task-analysis checklist collected monthly in practice conferences and at each family conference.
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 goal458 characters
- By the annual IEP review date, during a scheduled family conference at school or by video, the student will lead a conference with their family, showing work samples from their portfolio and explaining what each one shows about their progress, performing at least 6 of 7 steps independently, across 3 consecutive practice or family conferences, as measured by a task-analysis checklist collected monthly in practice conferences and at each family conference.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled family conference at school or by video
- Behavior
- The student will lead a conference with their family, showing work samples from their portfolio and explaining what each one shows about their progress
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive practice or family conferences
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly in practice conferences and at each family conference
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 practice or family conferences
- Collection schedule:
- monthly in practice conferences and at each family conference
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled family conference at school or by video, the student will lead a conference with their family, showing work samples from their portfolio and explaining what each one shows about their progress, performing at least 6 of 7 steps independently, across 3 consecutive practice or family conferences, as measured by a task-analysis checklist collected monthly in practice conferences and at each family conference.
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. Welcomes the family and explains what they will share | ||||||||
| 2. Shows a piece of work they are proud of and says why | ||||||||
| 3. Shows a piece that was hard and says what they did | ||||||||
| 4. Names one IEP or class goal and shows evidence of progress | ||||||||
| 5. Names a support that helped them | ||||||||
| 6. States a goal for next term | ||||||||
| 7. Asks the family for questions or comments | ||||||||
| 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.