Introduce their accommodations to a new teacher
When to use this goal
For students who move between several teachers each term and rely on the case manager to tell each one about their needs. Present levels and written expression, not grade, decide fit. The introduction can be an email, a short letter, or a conversation.
- Baseline
- Ask how the student's current teachers learned about their accommodations. Have the student draft an introduction for one teacher without help and mark the checklist. Note whether they know which accommodations matter most in which class.
- Tips
- This goal adds to, and never replaces, the school's duty to inform teachers. The student can keep a reusable template and update it each term.
- Limits
- Opportunities cluster at semester starts; plan practice with current teachers in between. The checklist does not measure whether the teacher follows through; track that with se-sa-018.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-041.
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Goal
By the annual IEP review date, during the first two weeks of a new semester or class, the student will introduce themselves and their accommodations to the new teacher by email, letter, or conversation and agree on how each accommodation will work in that class, performing at least 6 of 7 steps independently, for 3 consecutive new teachers or classes, as measured by a task-analysis checklist collected at the start of each semester and with each new teacher.
Baseline: 1 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
- 1 of 7 steps independently.
- Annual goal461 characters
- By the annual IEP review date, during the first two weeks of a new semester or class, the student will introduce themselves and their accommodations to the new teacher by email, letter, or conversation and agree on how each accommodation will work in that class, performing at least 6 of 7 steps independently, for 3 consecutive new teachers or classes, as measured by a task-analysis checklist collected at the start of each semester and with each new teacher.
- Timeframe
- By the annual IEP review date
- Condition
- During the first two weeks of a new semester or class
- Behavior
- The student will introduce themselves and their accommodations to the new teacher by email, letter, or conversation and agree on how each accommodation will work in that class
- Criteria
- Performing at least 6 of 7 steps independently, for 3 consecutive new teachers or classes
- Evaluation method
- A task-analysis checklist
- Schedule
- At the start of each semester and with each new teacher
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:
- for 3 consecutive new teachers or classes
- Collection schedule:
- at the start of each semester and with each new teacher
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the first two weeks of a new semester or class, the student will introduce themselves and their accommodations to the new teacher by email, letter, or conversation and agree on how each accommodation will work in that class, performing at least 6 of 7 steps independently, for 3 consecutive new teachers or classes, as measured by a task-analysis checklist collected at the start of each semester and with each new teacher.
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. Chooses the format (email, letter, or a talk after class) | ||||||||
| 2. Introduces themselves and names the class | ||||||||
| 3. Lists the accommodations that matter most in that class | ||||||||
| 4. Explains in a sentence how one accommodation helps them | ||||||||
| 5. Asks how the teacher would like to handle the accommodations (such as where extended-time tests happen) | ||||||||
| 6. Sends the message or holds the conversation within the first two weeks | ||||||||
| 7. Records the agreement in their planner or notes | ||||||||
| 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.