Weigh two options and explain a choice
When to use this goal
For high school and transition-age students who make choices (jobs, classes, purchases, programs) but cannot say how the options compare or why they chose one. Spoken comparison of options is needed at transition meetings, job interviews, and with families. Base the choice on the SLP's assessment and transition planning.
- Baseline
- Give two short fact sheets for options the student cares about and ask them to compare and choose. Score with the rubric and note whether the reason is about the student ("I don't want to work nights") or general ("it's better").
- Tips
- Use the student's real decisions so the skill carries into transition meetings. The student's choice is never scored; only the comparison and the reason are. Coordinate with the transition coordinator so practice matches upcoming decisions.
- Limits
- Fact sheets lower the memory and reading load; the goal does not measure finding information. Verbal comparison does not guarantee a decision the team agrees with, and the student's choice should be respected.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-035.
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Goal
By the annual IEP review date, given two real options related to the student's transition plan (such as two job postings, two community programs, or two phone plans) with a short fact sheet for each, the student will explain at least two ways the options are alike or different, state their choice, and give a reason tied to their own needs or preferences independently, earning a score of at least 9 out of 12 on a 4-row option comparison rubric scored 0 to 3 per row, on 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 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 Expressive Language.
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
- Speech & Language - Expressive Language
- Baseline
- 4 out of 12 rubric points.
- Annual goal554 characters
- By the annual IEP review date, given two real options related to the student's transition plan (such as two job postings, two community programs, or two phone plans) with a short fact sheet for each, the student will explain at least two ways the options are alike or different, state their choice, and give a reason tied to their own needs or preferences independently, earning a score of at least 9 out of 12 on a 4-row option comparison rubric scored 0 to 3 per row, on 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given two real options related to the student's transition plan (such as two job postings, two community programs, or two phone plans) with a short fact sheet for each
- Behavior
- The student will explain at least two ways the options are alike or different, state their choice, and give a reason tied to their own needs or preferences independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row option comparison rubric scored 0 to 3 per row, on 3 of 4 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 9 out of 12 on a 4-row option comparison rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 monthly probes
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given two real options related to the student's transition plan (such as two job postings, two community programs, or two phone plans) with a short fact sheet for each, the student will explain at least two ways the options are alike or different, state their choice, and give a reason tied to their own needs or preferences independently, earning a score of at least 9 out of 12 on a 4-row option comparison rubric scored 0 to 3 per row, on 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Accurate likenesses named | Accurate differences named | Choice stated clearly | Reason connected to the student's own needs or preferences | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row option comparison rubric scored 0 to 3 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.