Explain how supports work after high school
When to use this goal
For students in the last two years of high school who assume their IEP will follow them to college or work. Present levels and post-school plans, not grade, decide fit.
- Baseline
- Ask, "What happens to your IEP when you graduate? How would you get extended time in college or a change at work?" Score the answer with the rubric.
- Tips
- Use real examples from colleges, training programs, or employers on the student's list. Pair with se-sa-027 or se-sa-028 so the student practices making the request.
- Limits
- Explaining the process is not doing it; follow with an action goal. Processes differ across programs, so keep the content general and accurate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-043.
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Goal
By the annual IEP review date, during a transition lesson, given a short scenario about starting college or a job, the student will explain in their own words who starts the request for supports after high school, what proof may be needed, where to go, and when to ask independently, earning a score of at least 6 out of 8 on a 4-row adult supports rubric scored 0 to 2 per row, on 2 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
Baseline: 1 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
- 1 out of 8 rubric points.
- Annual goal470 characters
- By the annual IEP review date, during a transition lesson, given a short scenario about starting college or a job, the student will explain in their own words who starts the request for supports after high school, what proof may be needed, where to go, and when to ask independently, earning a score of at least 6 out of 8 on a 4-row adult supports rubric scored 0 to 2 per row, on 2 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a transition lesson, given a short scenario about starting college or a job
- Behavior
- The student will explain in their own words who starts the request for supports after high school, what proof may be needed, where to go, and when to ask independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row adult supports rubric scored 0 to 2 per row, on 2 consecutive monthly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 adult supports rubric scored 0 to 2 per row
- Mastery rule:
- on 2 consecutive monthly probes
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a transition lesson, given a short scenario about starting college or a job, the student will explain in their own words who starts the request for supports after high school, what proof may be needed, where to go, and when to ask independently, earning a score of at least 6 out of 8 on a 4-row adult supports rubric scored 0 to 2 per row, on 2 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Says the student, not the school, starts the request | Names the kind of documentation that may be needed | Names where to go (the accessibility office, human resources, or a supervisor) | Says to ask early, before problems build up | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row adult supports 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.